1. The Art of Play Facilitation Brenda Little Janet Sockwell NC Early Learning Network Consultants

2. The Art of Play Facilitation

3. Objectives Participants will… Discuss play and its meaning in our lives Review play stages, types, and levels Identify strategies for responsive play facilitation

4. So many ways to learn!

5. Overview of Play

6. Purpose of Play “Play teaches young animals what they can and cannot do at a time when they are relatively free from the survival pressures of adult life.” Dr. Jane Goodall (The Jane Goodall Institute)

7. “For humans and other animals, play is a universal training course and language of trust. The belief that one is safe with another being or in any situation is formed over time during regular play. Trust is the basis of intimacy, cooperation, creativity, successful work, and more.” Dr. Stuart Brown National Institute for Play http://nifplay.org

8. Video: Polar bear and Husky Video clip

9. Through play, children…. Learn about themselves, their environment, people, and the world around them Learn to problem-solve, get along with others, be creative, handle emotions, lead and follow, and be independent Learn to practice new skills Have fun!

10. Stages of Play

11. Goodness of Fit

12. The Child The Environment The Play Facilitator Goodness of Fit *

13. Goodness of Fit

14. Zone of Optimal Engagement Arousal level + self regulation = optimal performance Arousal: level of alertness present to meet task demands Self regulation: monitoring of arousal level for successful task engagement and completion

15. Zone of Proximal Development From Vygotsky’s work Also known as the “learning zone” Involves tasks “just beyond” the child’s independent skill level Scaffolding fosters child’s success

16. Temperament and Personality/Affect

17. Personality & Affect Outgoing Child – enters the room & immediately begins to interact and verbalize Shy Child – may enter reluctantly and hide face in mother’s dress Angry Child – may be destructive or aggressive (e.g., throw toys) Indifferent Child – does not respond to toys or others

18. Outgoing Child

19. Shy Child

20. Angry Child

21. Indifferent Child

22. Facilitating learning through play

23. The Role of the Teacher in Play Create a motivating environment Elicit the child’s typical behavior Elicit the child’s optimal performance Obtain developmental skills across all domains

24. What does teacher need to do? Conduct play that is child-centered Focus on what is of interest to the child Respond within the child’s zone of proximal development Consider “Goodness of Fit” Encourage next highest increment of development

25. Responsive Play Facilitation

26. Play Interaction Strategies- WAIT MORE Wait & watch Assist as little as possible Imitate actions, sounds, and words as needed Take turns Model actions & motivate Open-ended questions Read cues & respond Enthusiasm (Linder, 2008)

27. Model, Imitate, Taking Turns http://www.highscope.org/Content.asp?Con tentId=381:00

28. Establishing rapport

29. Strategies for “Engaging” through Play Scaffolding Reinforcing Playful obstruction Visible not reachable Need for assistance Change expectations Delay/Pause for response Forgetfulness Novelty Piece by Piece Other strategies?

30. Scaffolding Assess child’s typical behavior and current level of functioning during play Provide just enough support (i.e., gestural, verbal, physical and/or environmental cues) to move the child to the next level of play

31. Scaffolding http://www.youtube.com/watch?v=qWnAm RCOC8khttp://www.youtube.com/watch?v=qWnAm RCOC8k

32. Reinforcing Social reinforcers: –Smiles or winks –Pats on back –High fives –Verbal praise or comment Tangible reinforcers –Choice of play activity –Small token –Healthy snack

33. Playful Obstruction Involves following the child’s lead and then adding an obstacle

34. Visible not Reachable During play, put a desired object out of reach See how the child problem-solves or seeks help

35. Sabotaging Play/Need for Assistance Materials or play tasks require assistance of an adult or a peer

36. Change Expectations Omitting or changing a familiar step or element in a well-practiced or routine activity is a strategy known as change in expectations

37. Delay/Pause for Request A pause or brief delay during an activity that encourages a response from the child Facilitates increased initiation of requests

38. Forgetfulness Effective for determining what children know and can do

39. Novelty New toys and materials get positive child reactions Note child reactions and language/communicati on responses

40. Piece by Piece Requires activities that have several pieces PF can use “rationing“ of pieces to encourage requesting This activity works well with assembly tasks and snack items Have child request the next piece

41. Other Strategies?

42. Wrap up

43. Questions?

44. Contact Information: Brenda LittleJanet Sockwell brenda.little@unc.edujanet.sockwell@unc.edu 336-749-2495252-670-9996 NC-Early Learning Network website: http://nceln.fpg.unc.edu/