Final Draft IJWC Fall 2022 copy


 

 

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International Journal of the Whole Child                                         
2022, VOL. 7, NO. 2            

                                                                       
Pictures for Reflection  
Recommended Toys for the Playroom 
 
Hannah Robinsona 
 

aMiddle Tennessee State University 
 
Dr. Hannah Robinson is an Assistant Professor at Middle Tennessee State University in the 
Professional Counseling Program. Dr. Robinson earned a Ph.D. in Counseling at the University 
of North Texas, specializing in play therapy.  Dr. Robinson is a Licensed Professional 
Counselor-Supervisor in Texas and a Registered Play Therapist (RPT) credentialed by the 
Association for Play Therapy. Dr. Robinson has experience counseling diverse clientele across 
the lifespan including children, adolescents, adults, couples, families, parents, and children, 
adolescent, and adult groups in community agencies, elementary and preschool schools, and 
private practice. Furthermore, Dr. Robinson specializes in providing play therapy services to 
children who have experienced adversity and children from Title 1 Schools. Dr. Robinson’s 
research interests including examining the effectiveness and process of Child-Centered Play 
Therapy (CCPT) and Child-Parent Relationship Therapy (CPRT) with Marginalized 
Communities. 
 
When working with children in counseling, it is often difficult to decide which toys to include in 
the playroom. Landreth (2012) recommends that toys be intentionally selected instead of 
collected. Play is a child’s universal language and toys are their words; therefore; each and every 

toy should be purposeful (Landreth, 2012). The carefully 
chosen toys allow children an ability to express a full range of 
emotions, with toy categories including the following: real-life 
toys, acting-out aggressive-release toys, and toys for reactive 
expression and emotional release. Real-life toys may include 
toys that can represent figures and materials in the child’s life 
such as puppets, dolls, vehicles, a play kitchen, a cash register, 
and food. Acting-out aggressive release toys include toys such 
as a bop bag, play guns, and a shark. Finally, toys for reactive 
expression and emotional release may include paints, sand, and 
Play Doh. With these toys in the playroom, the therapist is able 
to establish a positive relationship with the child in which the 
child can express a wide range of feelings, explore real-life 
experiences, test limits, develop a positive self-image, develop 

self-understanding, and develop self-control (Landreth, 2012). Further recommendations for 
specific toys to include in your playroom as well as detailed information regarding structuring 
your playroom can be found in Landreth (2012). 



 

 

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References 
 

Landreth, G. L. (2012). Play therapy: The art of the relationship (2nd ed.). New York, NY:  
Routledge.