Abstract
The developing capacity to “read” the mental states of others within an empathic context is aptly considered a bellwether for enhanced psychological development. Cognitive impairments, in addition to their more obvious impact on academic performance, may also play a subtle but insidious role in limiting the child’s capacity for psychological mindedness. Developing the capacity for play and playfulness may markedly lessen the impact of these difficulties in learning. In this article, a young girl’s remarkable ability to play is described as a vital means for working around her cognitive limitations and enhancing her very real capacity to articulate aspects of herself with subtlety and nuance.
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