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I am not a parent, so my experiences of attachment play have been through my experiences in early childhood and primary education. With younger children these games have been like what others have described, peekaboo, hide and seek, songs and nursery rhymes. In primary school, building attachments through play is more challenging due to the nature of the environment, however it is not overlooked. A lot of the games involve role reversal where there is a change in power roles. I provide them with the opportunity to direct me and I need to follow their rules.

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I like the videos, loved the baby interactions and which had a lot of connection and touch involved within them. I like the robustness of row row your boat (and no chuck your teacher over board!) but I am curious about how long that would be continued, as at one point or another we should consider maybe another activity as prolonged resistance would likely be an unwillingness to participate. Just a thought.
Kind regards
Tony

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In my experience of working with infants, at time separating from their parents for the first time, I found that games that involved, eye contact, happy or silly facial expressions, and physical touch worked well. For example,
- rhyming songs with actions (pat-a-cake, round and round the garden, this little piggy, open shut them, where is _? song and cover baby, row your boat song with actions).
- sever and return interactions during a nappy change, feeding, tummy time or just while sitting together.

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After watching these video and thinking about attachment I feel that one of the qualities of attachment that is important is allowing the child to choose what they want to engage with. Once they select the game, toy or activity I would then engage with them; asking probing questions, asking what they'd like my role to be etc. This in turn helps a child to gain trust as the children learn that the adult isn't there to 'tell them what to do'. Instead the adult is there to guide, support and assist and engage in reciprocal play which can be fun and joyous for both parties.

Working with kids at RCH, they have limited options for choice and control within the hospital setting and so I flood them with choice and control which also helps to build trust. I think that honesty and use of developmental appropriate language to explain difficult and challenging subjects is also important to build trusting relationships.

The use of consented positive touch, eye to eye gaze, soft tone of voice and play within a procedure are all ways I can bring attachment qualities to the relationships to help them achieve.

Carlie

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My kids are early teens so I've have to adapt our attachment play, we play uno or board games, I get them to teach me how to do things like how to do a flip on the trampoline or play one of their favourite video games. These times together are fairly rare though! We had much more time together during Covid lockdowns!

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My kids are early teens so I've have to adapt our attachment play, we play uno or board games, I get them to teach me how to do things like how to do a flip on the trampoline or play one of their favourite video games. These times together are fairly rare though! We had much more time together during Covid lockdowns!

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singing nursery rhymes, reading together, peek-a-boo, ride a bike game, blowing a feather back and forth, between my hands to theirs...
making up songs with the kids names inserted...

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I tell stories a lot with my students, which are made up and usually quite silly. I always use my students as characters in the story, which they find really funny. We also sing a lot of songs and dance together. I often stand at the door at the start of the day and greet my students with a fist pump, or a high five, or a hug...however they feel like greeting me. I'm not sure if that is actually play but it's a way to express touch through a greeting, which is a really nice way to start the day.

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I would often use a version of peek-a-boo where I would hide behind the pram and jump out in front of my kids. This would always achieve a big chuckle. Sometimes using the dummy or other comforter and pretending it is mine, before engaging in some 'serve & return' was a fun way of relating to bub as a 'look at mummy with her dummy' bit!

Bath time is also a great space to engage in attachment, such as hiding the ducks under the bubbles or using a flannel to make different shapes - basically using everyday items as props - whatever is on hand. It does not have to be fancy.

I made up a song for both kids and would link this to nappy change time, and generally singing (babbling away) during transitions in and out of the car etc.

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My daughters and I love playing the 'tickle monster' game , we share the role/ take in turns who is 'the tickler' we get into character and they basically tickle the other people like crazy. It brings great joy and they laugh their little hearts out, lots of touch / connection.
Another example would be singing together to the song " If your happy and you know it" lots of mirroring with the actions and lots of connection. We also sing together " Old Mcdonald Had a Farm", I sing the main bits and then they take in turns initiating what animal is on the farm each turn.
This Little Piggy is another little game we play, lots of touch , tickles and giggles.

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I don't know if this is attachment play, but it's a game me and my kids play and they love it, and sometimes ask to play it.
I often say to them, 'do you know how much I love you?' and if they're playing the game, they say 'no, I don't know' and then I act shocked and say, 'what you don't know? I'll have to shake some sense into, then!' And I gently shake them or tickle them. I then ask again if they know now how much I love them and we usually repeat a few times.

I would call this attachment play because it involves touch, play, they initiate the play and bring the play to an end, it's predictable and has a sense of anticipation, and also verbally being told they're loved.

Is this what you mean or am I totally off point???

Alex

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The greatest help I've found with attachment play is having role play, of family role playing or super markets, where I let the child be the "older" or "more superior" position, so they feel confident and supported. For example, them being the parent and me being the child, in the situation. Or me being the customer and them being the shop keeper.
I've found this to be quite helpful for building secure attachments through play.

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the most important ingredient should be the interation between the players, physical touch is one of the ways, play with the kids pretending living in a story and create the storyline together.

Construt something together, like Using basic instruments to jam a song could bring some joyfulness too. Alos, draw/color a picture together could also let them have a concept of teamwork...

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I think the biggest one is being present and responsive to a child’s play and/or invitations to play. Watch for their cues, listen to their ideas and join in serve and return interactions.

Simple activities, with or without props, like singing songs, reading books or storytelling - getting the child’s input and feedback on the story.
Hide and seek (peek a boo for younger children/babies), simple ball play - rolling, catching,
Building a block tower together
Filling a bucket with sand or water, digging a hole together (teamwork)

Erin