Play is an important gateway into the world of childhood. It is a physical activity through which children seek to satisfy their physical, motor, sensory, intellectual, psychological, emotional, and social needs, as well as release energy and experience pleasure, enjoyment, and fun. It includes elements of imagination and creativity: children make their toys eat, sleep, laugh, cry, and become angry. Play is driven by curiosity and exploration.


Children spend most of their time playing. Play provides a safe space that a child enters freely and spontaneously or with guidance, depicting or acting out the surrounding reality and relationships. Through it, the child expresses feelings and emotions in a concrete or perceptible form and reveals inner conflicts, fears, anxiety, frustrations, and a variety of other positive or negative emotions. This is especially important for younger children, who find it difficult to express verbally their feelings, emotions, conflicts, or the crisis and distress they are experiencing, and who create a very private world of their own.


Through play, children learn about themselves and the world outside them. They discover their environment, its elements, and its stimuli; learn about relationships and the roles they and others take in their lives; learn the language and culture of their society; and discover the characteristics of the things around them.


Play supports a child's physical, intellectual, cognitive, sensory, motor, psychological, emotional, and social growth and development. It also develops the child's capacity for thinking, imagination, innovation, and creativity, helping to shape and build their personality.

Melanie Klein, a pioneer of the psychoanalytic approach to children, was the first to devise and develop the technique of play therapy.

During the early development of play therapy, Klein explained how children project their inner emotional and psychological world and their object relations onto dolls and toys.

A referral to play therapy usually arises from the parents' sense that the child has difficulties adapting or a delay or disruption in emotional and social development.

This therapeutic technique is suitable for children from the age of three to approximately eleven.


How does the play therapy technique work?

The therapeutic process begins with introductory and assessment meetings (2-3 meetings):

  • A meeting with the parents, during which they share the reason for referring the child to therapy, information about the child, important events in the child's life, and possible reasons that may have led to the problem.
  • One or two meetings are held with the child, during which the therapist gets to know the child more closely, assesses the child's abilities, identifies the reasons for their difficulties and suffering, and determines whether this type of therapy is suitable for them.
  • At the end of these introductory and assessment meetings, the therapist shares the conclusions and recommendations for a suitable treatment program with the parents.

For the therapeutic process to succeed and bear fruit, cooperation between the parents and the therapist is extremely important.

Parental guidance sessions are held from once a month to once a week, with the aim of empowering the parents and increasing the treatment's impact on the child's condition.

The beginning of the therapeutic process is devoted to building a relationship and developing trust between the child and therapist.

A secure, strong relationship between the child and therapist can help the child benefit more from therapy.

Unlike adults, children express their inner world through play. This type of therapy is therefore highly suitable for children, especially those in younger age groups.


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