Occupational Therapy's Lisa Raymond-Tolan Gets NYU TAG Grant for Play Observation

NYU Steinhardt Occupational Therapy students and faculty traveled this fall to The Yard, an adventure playground on Governors Island, to see how kids play in real time.

Lisa Raymond-Tolan, clinical assistant professor of occupational therapy (OT) at NYU Steinhardt, received a Teaching Advancement Grant (TAG) from NYU to give OT students an impactful, hands-on learning and observational experience on the power of play.

Offered through the Office of the Provost, TAG grants aim to increase classroom impact across NYU, and potentially other universities, by developing measurable, evidence-based, and effective classroom practices capable of improving student learning.

With her funding, Raymond-Tolan brought students and faculty from Steinhardt’s Entry-Level Doctor of Occupational Therapy (EL-OTD) program on several trips this fall to The Yard. This adventure playground on Governors Island allows children to explore a kids-only space where they have free rein with materials and tools for building, exploring, and imagining.

“About a year ago, I sat in on an OT pediatrics class, and I noticed that the curriculum didn’t mention anything directly about including play in the practice,” says Raymond-Tolan. “In OT, we want to understand how the people we work with spend their time and what’s valuable for them—and for kids, school and play are the important things.”

When Raymond-Tolan took over the course this semester, she adapted it so that the first week is devoted to play theory and supporting the development of play in children. As part of that, she wanted her students to have the opportunity to see kids play in real time—not on video or in a controlled space. (Read more about Performance and Development Across the Lifespan, co-taught by Raymond-Tolan and Associate Professor of Occupational Therapy Tracy Chippendale, in NYU News' Cool Course feature.)

The Yard is run by play:groundNYC, a New York City-based nonprofit that reimagines the urban environment as a place for all children to play, create, and explore. Their family play area is available to children under 5 and/or those who wish to play with a caregiver. The main play area is for ages 5 to 19 and is staffed by trained playworkers; no other adults are allowed, except for caregivers of kids with special needs that might need extra assistance.

Students and instructors sit in a large circle in the grass

“I’m obsessed with adventure playgrounds like The Yard,” says Raymond-Tolan. “As a parent and an OT, I feel like we have robbed this generation of children of real, independent play with too much helicopter parenting and overscheduling. I think it’s important to show our OT students what play looks like without adults being overly involved (except for safety supervision)—kids need the chance to be true to themselves, make decisions, and learn to take reasonable risks.”

These trips to The Yard facilitate the OT students’ understanding of play and its impact on the development of gross, fine, cognitive, and sensory processing skills, as well as the impact of true child-led engagement in play-based activities.

“It was a great experience to reflect on how an adventure playground setup is not only fun but also educational for both children and their parental figures,” says Jake Meyers, a second-year OT student. “As children, we developed functional and emotional regulation, even when our parents couldn’t always guide us. Through play, children can explore, express themselves, and apply what they've learned, creating lasting memories that shape who they become.”

Students stand amidst the open playground

“My visit to The Yard helped me understand the crucial role of unstructured play in children’s development,” says Sandy Riera, a second-year OT student. “It was a good experience to be able to observe how children interact with loose parts, bringing out their creativity and how they engage with one another. As a future OT, it has inspired me to create engaging and adaptive activities.”

Raymond-Tolan is currently working on assessing these students’ experiences through a survey and focus groups to demonstrate the impact on their learning.

“This is an opportunity for OT students to view play as future therapists and think about how they can work with children and their goals without squelching their autonomy,” says Raymond-Tolan.