          “name” their emotions so that the whole family unit can feel more in control of their feelings and themselves.


Encouraging Metacognition Metacognition, or


“thinking about thinking,” is a critical component


to reshaping neural pathways. Piaget’s cognitive development model observed that metacognition is more available during the concrete stage and is fully functional during the formal operational stage (Piaget, 1972). Neuroscience research has further explored metacognition and has shown that exercising metacognitive abilities throughout childhood and adolescence can help regulate the prefrontal cortex (Newman & Newman, 2020).


Metacognition is also one of the most challenging skills to teach


clients of all ages, but it is not impossible. Regardless of theoretical orientation, play therapists are trained to identify the barriers in children’s emotional, cognitive, and social growth. One such barrier may reside within the child:


their own thought processes. Play


therapists provide the safe, encouraging atmosphere for children to delve into their own thinking patterns and explore their thoughts. Sand tray, games, practicing coping skills, and other aspects of play therapy encourage neuroplasticity through connection of thoughts, practice of new thoughts, and provision of new experiences with which a child may begin to change their pattern of thinking.


Partnering with Caregivers Play therapists are not only working with the child, but also the family unit in which the child resides and is dually influenced. Exploring the science of play therapy together may eliminate some of


the


myths surrounding play therapy. Explaining the basics of the brain to caregivers provides them with some understanding of what their child may be experiencing and can also help them respond more effectively when a child displays behaviors from the back of the brain versus the front of the brain. Caregivers who understand mind, heart, and body information are not only able to encourage that language and communication at home, but are also better equipped for self- awareness as they work with their child.


Parents and caregivers have the potential to be excellent collaborators during the therapeutic process. When the play therapist shows them how to implement activities that reinforce and extend the learnings of the session throughout the week, caregivers may provide the child with opportunities to practice attunement, increase attachment, and experience empathetic understanding. This in turn increases the child’s opportunities to create new neural pathways that encourage success in emotional, social, cognitive, and neurological development.


Conclusion The science underpinning the effectiveness of play therapy has been proven in research and is witnessed daily in the play therapy room.  therapy research and provision as the myths about play therapy are 


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