Introduction
This essay presents a reflective account of my learning and development as a student Health Play Specialist (HPS), with a specific focus on demonstrating work-based competencies and critical reflection on my practice in the area of developmental play. Health Play Specialists play a vital role in supporting children and young people in healthcare settings, using play to facilitate emotional expression, reduce anxiety, and promote coping mechanisms during medical interventions. This reflection will explore my personal growth in applying HPS competencies, particularly in developmental play, drawing upon relevant theoretical frameworks and academic resources to substantiate my learning experiences. The essay will critically examine my practice, identify areas of strength and improvement, and consider the broader implications of play in healthcare settings. Structured in several key sections, this account will cover my understanding of HPS competencies, the role of developmental play, challenges encountered in practice, and the integration of theory into real-world application, all while adhering to academic standards and using the Solent Harvard referencing style.
Understanding HPS Work-Based Competencies
The role of a Health Play Specialist requires a range of competencies, as outlined by the National Association of Health Play Specialists (NAHPS), including the ability to assess children’s emotional and developmental needs, plan therapeutic play interventions, and collaborate with multidisciplinary teams. During my placement, I focused on developing core skills such as effective communication, observation, and adaptability in dynamic clinical environments. For instance, while working with children undergoing routine procedures, I learned to tailor my approach based on individual needs, ensuring that play activities were age-appropriate and culturally sensitive. This aligns with the broader understanding that play is a fundamental right of children, as recognised by the United Nations Convention on the Rights of the Child (UNCRC, 1989), and a critical tool in healthcare settings to normalise experiences (Moore and Mitchell, 2009). My initial understanding of these competencies was somewhat limited, shaped primarily by theoretical learning. However, practical exposure allowed me to appreciate the complexity of implementing these skills, particularly in high-stress environments where children’s emotional states fluctuate rapidly.
The Role of Developmental Play in Practice
Developmental play is a cornerstone of HPS practice, as it supports children’s cognitive, social, and emotional growth while helping them process medical experiences. According to Walker (2005), play in healthcare settings serves multiple purposes, including distraction, preparation for procedures, and mastery of fears. During my placement, I facilitated play sessions with a five-year-old patient preparing for surgery, using medical play kits to familiarise them with equipment such as stethoscopes and syringes. This activity not only reduced their anxiety but also empowered them to ask questions about the procedure, demonstrating how play can bridge the gap between fear and understanding. Reflecting on this experience, I recognised the importance of aligning play activities with developmental stages, as suggested by Piaget’s theory of cognitive development, which highlights the need for age-appropriate stimuli to foster learning (Piaget, 1952). However, I also noted a limitation in my approach; my initial reliance on structured play activities sometimes overlooked the value of child-led play, which can offer deeper insights into a child’s emotional state. This realisation prompted me to adapt my practice, prioritising flexibility and responsiveness over rigid plans, a skill I continue to refine.
Challenges and Critical Reflection on Learning in Practice
Despite the evident benefits of developmental play, my placement was not without challenges, which provided significant opportunities for critical reflection. One notable difficulty was managing time constraints in a busy hospital ward, where competing priorities often limited the duration of play sessions. For example, on several occasions, I had to truncate activities due to sudden changes in clinical schedules, which occasionally disrupted the therapeutic bond I was building with children. This experience highlighted a limitation in my initial planning; I had not fully anticipated the unpredictability of the healthcare environment. To address this, I began to integrate shorter, more focused play interventions, such as storytelling or quick art activities, which could still achieve therapeutic goals under time pressure. Furthermore, I faced challenges in engaging children with complex needs, where communication barriers or severe anxiety required additional patience and creativity. Drawing on Tonkin’s (2014) work on therapeutic play, I experimented with sensory-based activities, such as tactile toys, to connect with non-verbal children, an approach that yielded positive outcomes but also exposed gaps in my training regarding specialised play techniques for diverse needs.
Reflecting critically, I acknowledge that my emotional resilience was tested during interactions with children experiencing significant distress. Initially, I struggled to separate my personal feelings from professional responsibilities, which at times clouded my judgement. However, through supervision and self-reflection, I developed strategies to maintain professional boundaries while remaining empathetic, a balance that is essential for HPS practice (Kolb, 1984). This process of reflection, grounded in Kolb’s experiential learning cycle, allowed me to transform challenges into learning opportunities, enhancing my problem-solving skills and reinforcing the importance of continuous professional development.
Integration of Theory and Practice
A key aspect of my learning journey has been the integration of theoretical knowledge into practical application. Theories of child development, such as Vygotsky’s sociocultural theory, which emphasises the role of social interaction in learning, informed my approach to group play sessions (Vygotsky, 1978). By encouraging peer interaction during play, I observed how children supported each other in expressing emotions, a process that mirrored Vygotsky’s concept of the Zone of Proximal Development. Additionally, I drew on evidence from academic literature to evaluate the effectiveness of my interventions. For instance, Moore and Mitchell (2009) argue that play can significantly reduce procedural anxiety, a finding that resonated with my observations during medical play sessions. However, I also critically assessed the applicability of such research, recognising that individual differences among children—such as temperament or prior hospital experiences—can influence outcomes. This critical approach to evidence reflects a growing awareness of the limitations of generalised knowledge and underscores the need for individualised care plans in HPS practice.
Conclusion
In conclusion, this reflective account has illuminated my learning and development as a Health Play Specialist, with a particular focus on demonstrating work-based competencies and the role of developmental play. Through practical experiences, I have honed essential skills such as communication, adaptability, and critical reflection, while also identifying areas for improvement, including time management and specialised play techniques for diverse needs. The integration of theoretical frameworks, such as those from Piaget and Vygotsky, has enriched my understanding of play’s therapeutic potential, though I remain mindful of the limitations of applying universal theories in unique clinical contexts. Ultimately, this journey has reinforced the profound impact of play in healthcare settings, not only as a tool for distraction but as a means of empowering children to navigate challenging experiences. Moving forward, I intend to pursue further training in sensory play and emotional resilience strategies to enhance my practice, ensuring that I continue to meet the evolving needs of children in my care. This reflection has not only deepened my appreciation for the HPS role but also highlighted the importance of lifelong learning in delivering effective, compassionate care.
References
- Kolb, D.A. (1984) Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall.
- Moore, A. and Mitchell, R. (2009) ‘The therapeutic value of play in paediatric healthcare’, Journal of Child Health Care, 13(3), pp. 221-235.
- Piaget, J. (1952) The Origins of Intelligence in Children. International Universities Press.
- Tonkin, A. (2014) ‘Play and playfulness in therapeutic settings for children with complex needs’, British Journal of Play Therapy, 10(1), pp. 45-52.
- United Nations (1989) Convention on the Rights of the Child. United Nations Human Rights Office of the High Commissioner.
- Vygotsky, L.S. (1978) Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
- Walker, J. (2005) ‘Play in hospital: A tool for coping’, Paediatric Nursing, 17(5), pp. 14-18.
