There are several techniques that can be used in therapy and in the school context, let’s see some: Play therapy.

Play therapy is a technique widely used in child therapy in school setting. It is used to treat disorders or behavioral problems. It is based on the use of recreational resources such as games, toys and make-believe games. Play therapy provides the autistic child with a moment of imagination.

The play is a technique that helps psychologists to understand the child’s development process. It’s a job that can be done with a multidisciplinary team. The psychologist must work on aspects related to affectivity, interaction and socialization and the psychopedagogist will help this child in his cognitive development. This opening is very important, since the autistic child is closed to possibilities and the world.

Other than LA magazine, the psychologists believe that the play therapy for child in school setting enables the construction of psychological representations. Objects for the autistic child have a very special meaning. During play therapy, the child replaces objects with others that give them more meaning. The production of meaning allows the child to organize as a social being. The child’s play provides the subjective construction of signs and meanings, events and human relationships.

In this way, the play therapy process is a space for the construction of meanings and meanings and for re-signification. It is indicated as a form of prevention and child development.

The contributions of play therapy for learning

Among the most important contributions of play for learning:

• Playful activities make it possible to foster “resilience”, as they allow the formation of a positive self-concept.
• Toys and games are products of culture and their uses allow the child’s insertion into society.
• Toys help children in their physical, affective, intellectual and social development, because, through playful activities, the child forms concepts, relates ideas, establishes logical relationships, develops oral and bodily expression, reinforces social skills, reduces aggression, it integrates into society and builds its own knowledge.
• The symbolic game allows the child to experience the adult world and this enables the mediation between the real and the imaginary.

The make-believe games

The play therapy develops according to its growth. This means that very young children do not yet have this ability. It attaches importance to action and meaning in play. A child under the age of three cannot get involved in an imaginary situation, as it is only playing that he can begin to understand the object not in the way it is, but in the way he would like it to be.

It is in play that the object loses its real characteristic and takes on the meaning given to it. Playing is an imaginary situation created by the child, which tends to meet needs that change with age.

Analyze the make-believe weaving the link between the real and the imaginary, in a constant dialectical process, stating that there is a creative impulse capable of reordering the real in new combinations. Therefore, imagination is always composed from elements taken from reality, from collective experiences and social practices shared and re-signified in the individual’s experience with the external world.

The game in language development, sociability and learning

Games are important developmental instruments in children’s learning in school setting. Far from serving only as a source of entertainment, they provide situations that can be explored in various educational ways.

The meaning of games and their relationship with development – learning has been investigated for a long time by researchers from different areas of knowledge. They advocate imitation as the origin of all mental representation and the basis for the emergence of children’s games.

The development of the game in a spontaneous way, that is, as new forms of structure are organized, new modifications in the games appear that, in turn, are integrated to the development of the child through a process called assimilation.

In this perspective, playing is identified by the primacy of assimilation. Infantile psyche is the result of social processes.

Music Therapy for child in school setting

Music is an auxiliary tool in therapy for child in school setting. It helps in the treatment and integration of children in therapeutic programs. Music involves creativity, performance, listening, memory, communication, expression, feelings and emotion. It contributes to cognitive development, favoring the spontaneous reception of information.

Music therapy is indicated for autistic children. The music therapy work is carried out by a psychologist with musical training, but it can also be carried out by a multidisciplinary team.

The use of music as a technique has allowed children with a low level of linguistic development to express themselves in a more coherent way. In the treatment process, the autistic child listens to music and develops activities together with the therapist. However, autistic children repeat parts of the music but do not understand the message it brings. Although many do not understand the meanings, they are good listeners; some even stand out in the music world.