Prepared by the psychologist Saed Al-Sarsawi. Jean Piaget affirms that play is the basis of mental growth and its development in children, and in this regard he indicates that there are two basic functions of thought that are constant and do not change with age, namely organisation and adaptation. The function of organisation represents the child's tendency to arrange and coordinate mental operations into coherent, integrated whole systems, and the function of adaptation represents the child's tendency to fit in with the environment he lives in. Piaget views adaptation on the basis of two complementary processes: assimilation and accommodation. Assimilation is the child's tendency to bring things from the external world into his mental structure or the structure he already has, as when the child changes the image of a thing to suit what he knows; while accommodation is the child's tendency to change his response so that it fits the environment around him, as when the child changes his mental structures to meet the environment's demands, that is he changes himself to fit the new stimulus he is exposed to, as by giving it a meaning from among the ready meanings he has. Piaget attributes the process of mental growth in children to the continuous activity of the two processes of assimilation and accommodation, where the child is in a state of balance when the two processes of assimilation and accommodation are in equilibrium, and when they are in a state of disequilibrium accommodation becomes active at the expense of assimilation, and this leads to imitation. In the case of the balanced working of the two processes, assimilation prevails, which helps bring about harmony between new learning and experience within the scope of the child's needs, and this is play in Piaget's view: it is pure assimilation, which transforms the new incoming information to suit the child's needs and requirements. Thus play and imitation are an inseparable part of the process of mental or cognitive development and therefore pass through the same stages of growth and development the child passes through. From the above we conclude: \u2022 The child's transformation of information and things so that they become part of him is called assimilation, while adapting the new thing to the external world is called accommodation. \u2022 If assimilation and accommodation are in balance, the child develops harmony between new learning and previous experience within the scope of his needs, and if this is achieved Piaget calls it play. \u2022 When the two processes are in a state of disequilibrium, accommodation is activated at the expense of assimilation, and this leads to imitation. As for interpretation, it is not a new technique, for Melanie Klein used it in psychological treatment, drawing on the concepts of psychoanalysis and the role of aggressive drives in generating anxiety and disturbance in the child. In interpreting play she focused on the instincts of sex and aggression and on countering the ego's tendencies in the child during analytic work, at least in the first sessions, on the basis that she deals first with the unconscious structures so as gradually to secure the ego's alliance with the analyst. Melanie Klein refused to give interpretation rational explanations, giving it instead unconscious knowledge and sexual theories relating to the theory of psychoanalysis. Her aim in interpretation was the child's gradual liberation from negative emotional charges, while the criterion was the disappearance of some of the negative ideas the child used to repeat, and the indicator was the appearance of new ideas after each act of interpretation. Interpreting play helps the child to take full possession of information, which is the basis of the process of assimilation, and this in turn secures for the child a degree of relief and adjustment, which is the basis of the process of accommodation, because interpretation meets the child's need for this information. Thus the balance Piaget spoke of between assimilation and accommodation occurs, in turn facilitating the child's psychological and social adjustment. Melanie Klein affirms that the assimilation of information occurs in the child at the level of the unconscious. Melanie Klein started from the concepts of psychoanalysis to affirm that the assimilation of information occurs in the child at the unconscious level, and thus assumed that acquiring it is not enough to modify his behaviour beforehand and that change must first occur in the emotional field, whereas the psychological facts in most people affirm that the assimilation of information occurs at the conscious level as well as the unconscious, and accommodation likewise. Therefore we can help in the process of the child's psychological and mental growth by bringing about balance and harmony between the two processes of assimilation and accommodation, using the method of interpreting children's play without the obscurity of the labyrinths of the unconscious and without Melanie Klein's precondition, namely the psychoanalytic prescription and transference relations. Indeed more than that: by adopting rational explanation as the principal tool in interpreting play and not giving sexual interpretations at the level of the unconscious as Melanie Klein sees it, because countering the ego's tendencies in the child through the therapist's focus on the sexual knowledge and fears of the unconscious in order to secure the ego's alliance with the therapist means that the child depends on the emotional, unconscious interpretive flow from the therapist. Interpretation directed at the unconscious in the child necessarily leads to neglecting the ego and thus weakening it, so that Melanie Klein can guarantee the ego's alliance with her according to her analytic vision. The researcher's therapeutic experience, however, affirms that interpretation at the level of consciousness guarantees the independence of the ego's first experience in the child, and its strength, because the therapist addresses the ego directly and supports it and carries out the process of interpretation at the level of consciousness with the child's knowledge, understanding and agreement with the interpretation or rejection of it. Melanie Klein's theory, by contrast, works to marginalise the ego at least at the start of treatment and then works to strengthen it by alliance with the therapist, that is the ego's first experience is a state of weakness, and we all know how far the first experiences influence children's psychological lives. Below is a presentation of the case of Youssef, aged five, who was treated using the method of interpretive play therapy. The main complaint was: \u2022 Fear of strangers \u2022 Sleeping on his stomach and making rhythmic movements and shaking his legs in a way suggesting masturbation \u2022 Sexual movements towards the mother, touching and handling the private parts under the clothing \u2022 Intense clinging to the mother \u2022 Withdrawn behaviour \u2022 Thumb-sucking. The psychological interpretation of the case: through gathering data about the child Youssef and the family, it became clear that the sexual symptoms the family complain of are nothing but a natural form of the child's developing sexual awareness, where the drive to discover sexual function and the differences between the sexes is expressed through the child engaging in sexual games expressing curiosity to know. The family dealt with the child's exploratory behaviour with severe reproach, solemn formal lectures from the father, and giving the child mistaken and frightening information about the consequences of his behaviour: \"If you do this we will not love you, this act is shameful and vile, and I will cut off your hand if you do it again.\" This threat left intense fears in the child, which he expressed by clinging to his mother, thumb-sucking and withdrawal. The treatment: The first objective: making the parents aware of sound methods of sexual education. Means of implementation: discussion, providing information. Criterion for achieving the objective: the parents using good educational methods with the child. Indicator of the criterion being met: the parents putting forward new educational ideas and solutions. The second objective: freeing the child from fear and anxiety. Means of implementation: interpreting the child's play. The child's favourite game at the start of treatment was playing the role of the doctor, and the child would try to uncover the private parts of the dolls. I would watch the child's play and how he would look at the doll representing the male and then look at the doll representing the female and uncover her clothes and turn her over in his hands, trying to discover her whole body, claiming he was looking for the illness or the pain. I would offer the interpretation of the content of the play in a clear and simple way, close to the ego and to reality in the child, without going into details or deep analyses. Klein claimed that interpretation that comes close to the ego cannot establish an analytic relationship or dispel anxiety in the child. The simple interpretation I offered the child suited the child's simplicity and his drive to know, where I would interpret the doctor game and the uncovering of the dolls by meeting the drives behind the game which my interpretation revealed, by providing information, for instance about the difference between the sexes: \"men are like this and women are like this, for example your father and your mother\". The aim of interpretation is to free the child from anxiety by clarifying and removing the obscurity, by supplying the child with information and not by plunging into the labyrinths of the unconscious and abandoning the ego, as Melanie Klein does. The child Youssef would turn the doll, the bride, over, and I would offer the interpretation in the form of information given to the child: \"there is a little seed inside the mother's tummy, and there is a time when the seed grows and becomes a baby\". This piece of information works as a simple interpretation of the child's play, corrects the mistaken and misleading information the parents had been planting in the child's awareness, and suits the child's cognitive development, and there is no need at all to go into the details of the sexual process on the pretext of giving the child complete information addressed to the unconscious and not to consciousness, as Melanie Klein claims. The indicator of the success of the interpretations I offered the child was an increase in the range and activity of the child's play and the non-repetition of the play and the move to a new game. This time it was the game of the kindergarten teacher, which reflected the child's fears of the threats the teacher makes while he tries to make sexual movements. I worked on interpreting the child's fears by explaining the teacher's role in teaching children good behaviour, and I did not try to interpret the sexual movements the child made during the treatment sessions, such as touching his genitals; rather I was content to draw the child's attention to some other activity as soon as this behaviour occurred, because focusing on it makes the child more interested in pursuing this behaviour. The simple interpretation took the form of clarification, because clarity gives the child the ability to take full possession of reality, and this in turn gives the child reassurance and psychological calm. Criterion for the success of the second objective: the disappearance of some of the sexual behaviours the child used to repeat. The indicator: the appearance of good behaviours and new ideas in the child. Important considerations in interpreting children's play: \u2022 Interpretation must take into account the repetition of particular forms and particular themes of play. \u2022 Interpretation must take into account the ideas linked with the play. \u2022 Interpretation must take into account the emotions linked with particular forms of play. \u2022 Taking into account the various developmental characteristics during the process of interpretation. \u2022 The appropriate interpretation must be given at the appropriate moment and immediately. \u2022 Interpretation must be comprehensive of the child's behaviour and not partial and detailed. \u2022 Using interpretation as a means of directing the child's behaviour towards new ideas or new behaviour. \u2022 The child must be taught to interpret his own behaviour by putting questions to him about particular situations. \u2022 Other therapeutic methods may be used alongside interpretive play therapy. \u2022 Do not try to give interpretations deeper than what the child's behaviour actually suggests, because he will be unable to assimilate them. \u2022 Continue giving interpretations even if you meet resistance from the child to those interpretations. \u2022 The therapist may play an educational role during treatment. \u2022 Place a large quantity of toys in the treatment room and leave the child free to choose. References: \u2022 Ahmed Belqis, Tawfiq Marei, The Psychology of Play, Dar Al-Furqan, Amman, 1982. \u2022 Robert Hinshelwood and others, Melanie Klein, Supreme Council of Culture, Cairo, 2004. \u2022 Maurice Charbel, Cognitive Development in Jean Piaget, University Foundation for Studies and Publishing, Beirut, 1986. \u2022 Melanie Klein, The Psychoanalysis of Children, Dar Al-Fikr Al-Lubnani, 1994.<\/p>","protected":false},"excerpt":{"rendered":"
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