ENHANCING EMOTIONAL LITERACY IN CHILDREN WITH MULTIPLE DISABILITIES THROUGH PLAY-BASED INTERVENTIONS

Abstract

Emotional literacy is a critical element of a child’s development, especially for children with multiple disabilities who often experience difficulties in emotional understanding and expression. This review-based article investigates how play-based interventions can be employed to enhance emotional literacy in this population. Drawing from current research, it discusses the significance of structured, inclusive, and developmentally appropriate play activities in supporting emotional development, self-regulation, and social interaction. The findings emphasize the need for teacher facilitation, sensory strategies, and drama-based play for effective emotional learning.