1. College of Preschool Education, CDU Review As an ECE teacher, what is the right way to understand children ’ s development? As an ECE teacher, what behaviors and attitudes should be changed according to development theories?

2. College of Preschool Education, CDU Theory into practice Optimal Match Challenge Frustration Boredom

3. 《学前教育学》 校级精品课程 Part 4 Making Friends with Children Lecturer: Lee

4. College of Preschool Education, CDU Lesson 1 Children should be happy! “ 幼儿园应为幼儿提供健康、 丰富的生活和活动环境， 满足他们多方面发展的需 要，使他们度过快乐而有 意义的童年。 ” —— 《纲要》

5. College of Preschool Education, CDU Are you happy? I am happy, because …… I am not, because ……

6. College of Preschool Education, CDU Happiness is determined by the extent to which your needs are met

7. College of Preschool Education, CDU Happiness is also determined by the extent to which your rights are respected

8. College of Preschool Education, CDU Respect children ’ s rights The four rights of children are the right to survival; to develop to the fullest; to protection from harmful influences, abuse and exploitation; and to participate fully in family, cultural and social life. The four core principles of the Convention are non-discrimination; devotion to the best interests of the child; the right to life, survival and development; and respect for the views of the child. —— Convention on the Rights of the Child

9. College of Preschool Education, CDU 童年记忆跳棋

10. College of Preschool Education, CDU Please show your respect based on the equity of personalities

11. College of Preschool Education, CDU Please offer your hug generously

12. College of Preschool Education, CDU Besides all of those, children get their happiness from a very important activity. That is ……

13. College of Preschool Education, CDU

14. 《学前教育学》 校级精品课程 Part 4 Making Friends with Children Lesson 2 Theory of Play

15. College of Preschool Education, CDU Honey memory What ’ s your favorite play when you were a child?

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28. Group Discussion What ’ s your favorite play when you were a child? Why did you love it? What did you get from that kind of playing? What ’ s the importance of play for children? Is there any child who doesn ’ t want to play? Why children play?

29. College of Preschool Education, CDU Article 31 State Parties recognize the right of the child to rest and leisure, to engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and the arts. State Parties shall respect and promote the right of the child to participate fully in cultural and artistic life and shall encourage the provision of appropriate and equal opportunities for cultural, artistic, recreational and leisure activity. —— Convention on Children ’ s Rights Children Have A Right to Play!

30. College of Preschool Education, CDU But what is play? Poetic words Rational definition

31. College of Preschool Education, CDU 31 A child loves his play, not because it’s easy, but because it’s hard. Benjamin Spock

32. College of Preschool Education, CDU Play is a reaction to stimulation or curiosity. Through play, exploration, manipulation and creativity are woven into thought. Play is a necessity for life Gwen Somerset

33. College of Preschool Education, CDU Play is the child’s art form, the vehicle for creative expression, the primary avenue to learning and development, a source of joy and contentment. Frost, J.

34. College of Preschool Education, CDU The Definition of Play Differentiate the following concepts: Play, game, exploration, working. What is NOT play?

35. College of Preschool Education, CDU Stages of play Piaget: cognitive stage of play practice play (0-2) symbolic play (2-7) games with rules (7-11)

36. College of Preschool Education, CDU What can I do with this object what is this object and what can it do Exploration Play

37. College of Preschool Education, CDU 37 The opposite of play is not work. It’s depression. Brian Sutton-Smith

38. College of Preschool Education, CDU Characteristics of play Play is (usually) Intrinsically motivated Freely chosen / voluntary Active – physical, verbal and/or mental engagement with people, objects and/or ideas. Pleasurable, enjoyable & engaging Process (rather than product) orientated Non-literal (Pretend) Self rather than object orientated

39. College of Preschool Education, CDU 39 When does an activity cease to be play? CriteriaPlayNon-play Control Who is in charge? Is the child in charge of the situation? Are there a variety of choices available? Is somebody else in charge? Are limited responses available? Motivation Why are they engaged in this behaviour? Is the child engaged for the sake of the experience or for pleasure? Is there a reward attached to the behaviour? Reality What are the constraints of the setting on the child ’ s behaviour? Can the child freely pretend? Can the child freely engage in creative expression and behaviour? Does the child have to conform to reality? Does the setting manipulate the child to demonstrate specific behaviours?

40. College of Preschool Education, CDU Types of play Piaget: Cognitive stages of play Parten: Stages of social play Solitary play (infancy) Parallel play (toddlers) Associative play (young preschoolers) Cooperative play (older preschoolers)

41. College of Preschool Education, CDU Types of play Sensory play Construction/deconstruction play Dramatic play Exploratory play Manipulative play - hands, fingers Physically active play Creative play- painting, music, language

42. College of Preschool Education, CDU Function of Play Play as Therapy (Sigmund Freud) In 1920, Sigmund Freud posed a psychoanalytic play theory that was defined in his book "Beyond the Pleasure Principle." In this work, Freud described play as a child's mechanism for repeatedly working out a previously experienced traumatic event in an effort to correct or master the event to his satisfaction.

43. College of Preschool Education, CDU Function of Play Play as Rehearsal (Bruner) In 1972, Bruner stated that one of the main functions of child's play was to rehearse actions to various real-life scenarios in a safe, risk- free environment so that when confronted with a difficult situation, it would not be so stressful.

44. College of Preschool Education, CDU Function of Play Play as Preparation (John Dewey ) According to Dewey, play is a subconscious activity that helps an individual develop both mentally and socially. It should be separate from work as play helps a child to grow into a working world. As children become adults, they no longer "play" but seek amusement from their occupation. This childhood activity of play prepares them to become healthy working adults.

45. College of Preschool Education, CDU Function of Play Play as Sensory Learning (Maria Montessori) Maria Montessori, an Italian educationist during the early 1900s, postulated that "play is the child's work." According to the Montessori method, children would be best served spending their play time learning or imagining. Montessori play is sensory, using a hands-on approach to everyday tools like sand tables. The child sets her own pace, and the teacher is collaborative in helping the child play to learn.

46. College of Preschool Education, CDU Function of Play Play as Intellectual Development (Jean Piaget ) Play and imitation are means of accommodating and assimilating reality. Piaget believed that play is almost pure assimilation without any attempt to adapt to outer reality, or manipulating the outside world to meet one's own needs-. The opposite of this almost pure assimilation is imitation, or readjusting one's own views to meet the needs of the outside environment.

47. College of Preschool Education, CDU Function of Play Play as Social Development (Lev Vygotsky ) Lev Vygotsky suggested that children will use play as a means to grow socially. In play, they encounter others and learn to interact using language and role-play. His ZPD theory suggests that while children need their peers or playmates to grow, they need adult interaction as they master each social skill and are ready to be introduced to new learning for growth.

48. College of Preschool Education, CDU Function of Play Still more ……

49. College of Preschool Education, CDU Review Definition Types Functions

50. 《学前教育学》 校级精品课程 Part 4 Making Friends with Children Lesson 3 Adults’ Roles in Play

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52. How to support children ’ s development through play? What should adults do? What have you done during your practice?

53. College of Preschool Education, CDU 《纲要》中的教师角色 教师在教育过程中应成为幼儿学 习活动的支持者、合作者、引导 者。

54. College of Preschool Education, CDU Potential Roles Stage Manager Observer Protector & Mediator Participant Tutor (Feeney, Christensen & Moravcik)

55. Stage Manager

56. College of Preschool Education, CDU Happy and meaningful experience Environment (equipment, materials, timing, etc.)

57. College of Preschool Education, CDU You see but you do not observe!

58. College of Preschool Education, CDU Values of Observation Observation can help you to: know and understand individuals plan more effectively and evaluate your teaching More important, observation is the window that enables you to see into the world of the child.

59. College of Preschool Education, CDU The observation process Observing: Gathering information Recording: Documenting what you have observed in a variety of ways Interpreting: Reflecting on what your observations might mean

60. College of Preschool Education, CDU Observer Safe? Happy? Active? Meaningful?

61. College of Preschool Education, CDU Try to understand the meaning of child’s behavior

62. College of Preschool Education, CDU One of the most difficult tasks teachers face is knowing when to join children at play and when to remain outside the activity. Gordon & Browne. 2008:399 Then make a decision Look before you leap

63. College of Preschool Education, CDU Protector Choose an appropriate place Observe and think

64. College of Preschool Education, CDU Protection ≠ Deprivation

65. College of Preschool Education, CDU Mediator

66. Participant

67. Tutor

68. Guidelines for Facilitating Play. A Good Teacher ; guides the play [when necessary], but does not direct or dominate the situation or overwhelm the children. capitalizes on the children’s thoughts and ideas, does not enforce a point of view on them. models play when necessary for example shows children how a specific character might act, how to ask for a turn how to hold a hammer. asks questions; clarifies with children what is happening.

69. helps children start, end, and begin again. Gives them verbal cues to enable them to follow through on an idea. focuses the children’s attention on one another. Encourages them to interact with each other. interprets children’s behaviour aloud, when necessary; helps them verbalize their feelings as they work through conflicts. expands the play potential by making statements and asking questions that lead to discovery and exploration. Gordon & Browne. 2008:401

70. College of Preschool Education, CDU Please do not forget that play is fun!

71. Thank You