Introduction

Concepts about the mechanisms of change in play therapy are closely associated with theories of play. Almost all theories of play assume that play is biologically useful, because it facilitates development of the human organism and gives young children the opportunity to experiment with the coping mechansims they develop as they grow up. Most theories of play agree that play performs an important educational function and helps in the socialization process of the child. They emphasize certain aspects of play as being important, such as the joy of effectance, e.g. exercising motor functions or fine motor skills, the increase in the degree of spontaneous activity, the opportunity to practise the rules of social interaction and the possibility of confronting oneself with the idea of being in dangerous situations.

Children, with or without a psychiatric disorder, learn to cope with the problems and conflicts of everyday life spontaneously through play. The child has the opportunity to act out emotions (in the sense of ‘catharsis’). Through spontaneous play, the child has the opportunity to experience a feeling of creativity and effectiveness, thus improving his/her self-esteem. In this way, the child's sense of self-esteem is built up. At play, the child is involved in a ‘dialogue’ between himself and his environment. Through watching a child at play, adults can gain insight into his/her internal world and extend their understanding of the child. Children frequently incorporate experiences from real life into their play, making these experiences accessible.