1. Facilitating Learning Through Play Remmel Butler Child Development Center February 21, 2011 Dr. Melanie Kennon

2. What is Play? Pleasurable Self-selected Intrinsically motivated and spontaneous Non-literal or symbolic Actively engaging Encourages attention on the means, not the end (Process not Product).

3. Appropriate Play Provides for all areas of the child’s development Is an active/interactive process Is highly motivating Allows for differences in developmental ability, interest, and learning style Allows for practice and repetition of skills and ideas Promotes self-regulation

4. Play as Developmentally Appropriate Curriculum Contributes to brain development Promotes acquisition of foundational skills Lays cornerstone for social and moral development Supports emotional development Strengthens language skills Promotes early literacy skills

5. Categories of Play Functional (Sensorimotor or Practice Play) BlocksPuzzlesClimbing Skating Symbolic (Constructive and Dramatic Play) PaintsDress-up Clay LEGOS Games with Rules Kickball Checkers Little Leagu e

6. Social Stages of Play Onlooker Play Solitary Play Parallel Play Associative Group Play Cooperative Play

7. “I’m not just playing. I’m learning...” Language growth Social skills Creativity Cause and effect About the world Interpersonal skills, like cooperation and conflict resolution Problem-solving abilities Self-confidence and persistence Gross and fine motor skill development

8. Space for Play Should ◦ Be Safe ◦ Match the activity ◦ Be Flexible ◦ Be Comfortable and warm ◦ Be Inviting ◦ Encourage the development of relationships ◦ Encourage self-expression ◦ Appeal to children’s senses

9. Materials for Play Age-appropriate, safe, sturdy, interesting Opportunities to develop and support learning goals Authentic Variety Sensory richness Challenging Extend and enrich learning (Loose Parts) Inviting and accessible

10. Babies: Sensorimotor Stage of Development (Birth-1) Onlooker and Solitary Play ◦ Textures (soft board books, cloth or foam blocks, cuddly animals) ◦ Exploration (low soft climbing platforms, unbreakable mirrors) ◦ Language (Recorded music and songs, talk) ◦ Repetitive Action ◦ Things to grab, bang, and bat (mobiles) ◦ Grasping toys (rattles, soft rubber animals, squeeze toys, texture balls, stacking rings) ◦ Adults are babies’ biggest and best toy!

11. Literacy for Babies Board books Cloth or vinyl books Simple pictures, little text Songs, rhymes, finger plays

12. Toddlers: Preoperational Stage of Development (1-3 yrs.) Onlooker, Solitary, Parallel Play ◦ Sand and water toys, bubbles, funnels, shovels, beans ◦ Activity boxes with doors and lids, buttons ◦ Puzzles with 3-5 pieces, with knobs, simple familiar shapes ◦ Push and pull toys, riding toys, balls, tunnels to crawl through ◦ Pretend play items (hats, dress-up items, cars, trucks)

13. Toddlers: (Cont.) Recorded music and simple musical instruments Art supplies (finger paint, crayons, sturdy paper, feathers, cotton balls, macaroni, sidewalk chalk) Play dough Large building blocks, play people, animals Familiar household items (plastic food, dishes, telephones) Books (sturdy, colorful pictures, repetitive text

14. Preschoolers: Preoperational Stage of Development (3-5 yrs.) Solitary, parallel, associative group, some cooperative play (games with rules around 5 yrs old.) Construction and interlocking materials (Legos, train and race tracks, Lincoln logs) Large, simple, puzzles without knobs with more pieces Pattern making materials (beads for stringing, pegboards, color cubes) Lacing cards Small plastic objects for sorting, matching, ordering by shape, color, size, or other categories

15. Preschoolers: (cont.) Dolls of various ethnic and gender appearance Housekeeping equipment Hand puppets Recorded music and musical instruments Dramatic play props Arts and crafts supplies (scissors, glue, chalk, collage materials, glitter, paints) Simple games (Dominoes, matching and memory games, Candyland) Books of all kinds, alphabet cards and shapes, writing materials

16. Unconventional Materials Buttons Empty plastic containers and spice containers Old magazines Fabric and yarn scraps Wallpaper books, paint color cards Rice, beans, macaroni, flour Discarded wrapping paper Old muffin tins and pizza pans Clothespins, large tongue depressors, pot scrubbers Old jewelry and beads

17. How to Play with Children Provide age-appropriate activities and materials Allow children to explore, investigate, and draw their own conclusions. Follow the child’s lead…as long as it is safe. Listen to children.

18. How to Play with Children(cont.) Avoid telling them “how” to play. Provide commentary on what the children are doing. Allow plenty of time and space. Encourage experimenting and expect mistakes. Provide choices.

19. Responding to Play Adjust the environment. Remove/add materials. Make a comment or ask a question. ◦ Open-ended questions ◦ Clarifying questions Focus on the process to extend play. Support problem-solving. Do nothing. Just observe.

20. When Reading to Children Use naming and describing to talk about pictures Read a variety of books based on children’s interests Use story props Make reading a comfortable experience Model concepts of print  Left to right  Top to bottom  Front to back  Turning pages  Title of book  The End!

21. Literacy in Play Developing readers and writers EX: Dramatic play area (restaurant) Signs with pictures and words Old telephone books Cookbooks Menus Message pads Environmental print Rebus Picture cards with recipes on them Letter cookie cutters Books about food items Store coupons Grocery shopping lists

22. Dramatic Play Areas and Literacy Learning Dramatic Play Areas and Literacy Learning Vet Clinic/PetSmart Dry Cleaners Garden Center Flower Shop Bakery/ Donut Shop Bait Shop Grocery Store Barber/ Beauty Salon Doctor’s Office/Eye Doctor

23. Play is a child’s work… Questions??