1. 4. MAKE SIDEWALK CHALK 1. GET A PAPER CUP AND WRITE YOUR NAME ON IT. 2. STAND OVER A TRAY COVERED WITH WAX PAPER. 3. POUR 2 TBL WATER INTO YOUR PAPER CUP. 4. ADD SOME PAINT TO THE WATER 5. POUR 2 TBL PLASTER OF PARIS INTO THE WATER. 6. USE A STICK TO MIX IT. 7. SET IT ASIDE TO DRY FOR 48 HOURS. 8. WHEN IT IS DRY, PEEL AWAY THE PAPER. 1. Complete Bell Quiz #1 on Storytelling 2. Find the Unit 3 study guide in the workbook. 3. Take a PLAY handout and use it to complete study guide PLAY sections 1,2,3, and 4.

2. THE IMPORTANCE OF PLAY AND THE DIFFERENT TYPES AND AREAS OF PLAY PLAY

3. Play is a child’s WORK, the most important work they will ever do. Adult’s work is WORK Student’s work is SCHOOL Child’s work is PLAY and they do it all day long!

4. 1. Play is important because… It is how children learn, grow, and develop!

5. They learn about themselves, others, and their world Develops and enhances creativity Builds confidence and self- concept Releases energy  Provides individual and down time. builds initiative and autonomy (independence) = Erikson’s Theory And….

6. PLAY develops the 5 basic areas of Growth and Development: Physical:  Gross/fine motor skills, speed, strength, coordination Emotional  Handle feelings, fears, how to express emotions, and other’s emotions Social  Acceptable social behavior, understand cooperation Cognitive  How things work, problem solving, reasoning, and practice mental skills Moral  Honesty, rules, consideration, respect

7. Decide which area of development each activity would enhance. More than one can apply. ______ Puzzles ______ Painting ______ Tricycle ______ Acting out Stories ______ Playground Equipment _____ Play kitchen ______ Matching picture cards ______ Candyland game ______Books ______Trucks / Cars ______Dolls ______Ball C = cognitive S = social P = physical E = emotional M = moral

8. 2. Areas of Play (social classifications) a. Unoccupied Behavior b. Onlooker Play c. Solitary Play d. Parallel Play e. Associative Play f. Cooperative Play

9. A. UNOCCUPIED BEHAVIOR: The child is not involved in any particular activity. He/she just observes what seems interesting at the time. When nothing of interest is happening, he/she will walk around, look around, or play with his/her fingers, hair, etc. The child often appears to be day dreaming. B. ONLOOKER BEHAVIOR: This behavior involves watching other children play. The child may talk to the children whoa re playing but does not become actively involved. The onlooker wants to be close enough to interact with the children who are playing whereas the unoccupied child’s interest keeps shifting to anything that interests him/her at the moment. (BEGINS in TODDLERS) C. SOLITARY / PASSIVE PLAY: This type of play involves a child playing alone. He/she has no interest in anyone else or that they are doing. The toys he/she plays with are different from those the other children are playing with. He/she is totally involved in a personal activity. (BEGINS in INFANTS)

10. D. PARALLEL PLAY: This type of play involves a child playing beside other children. There is no actual interaction, but the toys are similar. The child is playing beside the other children rather than with them. (BEGINS 2-3 YEARS) E. ASSOCIATIVE PLAY: This type of play involves a child playing with other children. The children share toys and interact with one another. Children are involved in similar but not identical activity. There is no specific organization of activities. Each child does what he/she wishes but is a part of a large group. (BEGINS 3 YEAR – SCHOOL AGE) F. COOPERATIVE PLAY: This type of play involves organization. The child is a part of a group that has a specific purpose in mind such as making an art project or playing a game. There are usually leaders and followers in this type of play. (BEGINS as PRESCHOOLER)

11. 3. How Parents Interfere with the value of play Too many toys  Child has too many toys to play with which causes confusion, overwhelming, and too many choices. Purpose and Timing of Toys  Parents are eager to provide toys for the child which they might be too young for, not interested in at the time, or it is not their type. Toys for boys and Toys for girls  Child has been stereotyped and only has gender appropriate toys, games, and activities. Let them choose their own interests. Self-conscious Play  Parents enter child’s play too actively or at the wrong time. They might laugh, ask a question, make suggestions, or criticize the child’s play. Hinder Creativity  Parent’s not allowing kids to be kids and explore, experiment, play, get dirty, make mistakes, and expecting them to follow the protocol of how it is to be in the real adult world. This is a child’s world. Competition  Parents make play a competition – win, be the best, do it first, make it right.

12. 4. How Parents Can Foster Play (strengthen and help develop it) Relax the Controls Inspire Perseverance Tolerate Differences Be the Child’s Advocate Provide a Creative Environment Let them be kids Allow for Free Play  Puzzles, computers. Dramatic play, play-dough, basketball hoop, climbing stuff, toys…

13. “What would you like to do today?” “I don’t know”  Give ideas and show activities Child gives no response  Notice where their eyes are looking and facial expressions of interest Aimless wandering  Give ideas and show activities  Find them a friend Doing the same activity everyday  Encourage variety and point what others are doing. Guide them to learn to think for themselves and to problem solve

14. NEXT SECTIONS

15. Unit 3 Overview of Work - Unit 3 is Due:_________ - Bell Quiz #1 correct - Unit Expectations Complete the daily notes Complete the daily notes Experience the related child activities Experience the related child activities Write a single activity lesson plan for each curriculum area. Write a single activity lesson plan for each curriculum area. Use the child activities you experienced and have samples of or come up with your own activities. Use the child activities you experienced and have samples of or come up with your own activities.

16. FROZEN BEAN BAG BEAN BAG SCATTER Equipment: bean bag for each child. Choose a body part (head) Children move around balancing a bean bag on their head (or specified body part) until bean bag falls. Then they must freeze until someone puts the bean bag back onto their head without dropping their own bean bag. Equipment: bucketful of bean bags Teacher throws bean bags all around and children run to collect them and bring them back to the bucket. Aim is for teacher to keep bucket empty - children to keep bean bags in it BEAN BAG GAMES

17. 5. Types of Play

18. 1. Passive PLAY Having no interaction with others.  All children need this, but keep it limited. Watching TV, Reading, computer, video games, Daydreaming, musical instrument, coloring….

19. A Camping Trip Close your eyes and draw the camping scene that I will tell you:  A lake  A boat on the lake  A man in the boat fishing  A tent on the shore of the lake  A camp fire with flames  A dog by the campsite  Mountains in the background  The sun peaking through the mountains  Clouds in the sky Open your eyes and look at your picture. What physical skill did we use to draw this?

20. 2. Small Motor (Fine) Play Small motor skills create the ability to formulate language, write, draw, manipulate small objects and toys, accomplish self-help tasks…. - Daily skills. Builds Cognitive skills thinking, reasoning, problem-solving, understanding All art is fine motor, but not all fine motor is art.

21. Manipulative Using objects to touch, manipulate, learn with, and to experience the idea.  This is the best way to learn. Select open-ended toys that have a variety of uses.

22. Small Motor / Manipulative Play Sand or water or other sensory table play Painting Puzzles Play dough Cutting Board games Threading (beads and lacing cards) Math block chain links dice foam shapes Sorting objects (beans) blocks

23. BLOCK AREA Blocks, lego’s, lincoln logs, … Place it away from quiet areas and next to noisy areas like dramatic play. Have ample space to build without getting in the way of others. Use the shelves for separation, walls, and storage. Use a flat carpeted surface for warmth, comfort, and noise control. Provide props other than blocks: furniture, people, cars, animals, road signs…..

24. 3. Sensory Motor / Discovery Play Using senses and fine motor skills to learn.  If they use all 5 senses at the same time, they will learn best. Play dough, sand, water, finger paint, rice bucket, listening activities…

25. Have children stand in a line with one leader (adult) and the other adult leader stands across the yard or room. The leader without children yells : “___, _____, how did you get there?” (filling in the blanks with an animal or a mode of transportation) The adult leader with children yells the mode of movement for that animal or vehicle. "We slithered!" At this point all the children pretend to be that thing and slither to the other leader. It goes back and forth as long as the attention of your children. Use horses, elephant, frog, bees, motorcycles, helicopter, racecars, airplanes, etc. … How did you get there?

26. 4. Dramatic / Make-believe/ Pretend Situations that teach real life and allow a child to express themselves and their emotions. THINK OF IT AS A STAGE WHERE THE CHILD ENTERS AND IMMEDIATELY TAKES ON A ROLE. Examples:  Playing house, doctor, store, school, hair salon, post office, etc…  Acting out stories from a book  Brown Bear, Brown Bear  Puppets  Play, Group time, and Transitions

27. Benefits of Dramatic Play Provides an outlet for the child’s inner thoughts and feelings.  The self conscious child can hide behind A puppet or a character and act out feelings or be anything.  They may say things to or through a puppet that they would not say to anyone else. Develops problem solving skills, cause and effect, decision making, autonomy, and self-image. Practice language development, verbal expression, and social interaction.  Plot development, character role, puppetry

28. Allows children to learn about and experience their world and the people in it. Teaches about occupations and roles and how to do them in real life. Little boy

29. Creating The Dramatic Play Space It is often based on the day’s theme. Separate area that can have 3 sides.  Walls, dividers, shelves, and furniture can be used. Near other noisy areas. Ample space to build and develop, flat and carpeted Near block area so they can share supplies Containing real life items.

30. Provide Language and Literacy experiences Menu’s for the restaurant Phone books for the house Magazines for the beauty parlor Letters for Post office Boxes, Bags, Ads for grocery store.

31. Be aware of Culture!! Supply pictures and props that represent different races, and types of culture.

32. Best done when restrictions are few and possibilities are endless.

33. Look at basic junk items as creative opportunities! Use toilet paper rolls to create a real life object like binoculars. Take small empty clear water bottles, fill them half full with water and food coloring, then hot glue the cap on. The kids love pretending to drink these different "juices". Shred colored paper into empty spice containers. How about a cardboard box?

34. Dramatic Play Prop Box Supplies HOUSE Stove - refrigerator - child-sized table & chairs - - mirrors - dolls - doll bed & high chair, Pots & Pans, Utensils - cooking equipment Clock - telephone – food Grocery store, Salon, Post office, Gardner, Doctor, Royalty? POST OFFICE Weather Mailboxes, mailbags, clothes, taped houses around the room with # envelopes on it. Give children stacks of postcards with coordinating numbers on it so they can delivery the mail. clothes for all weather, weatherman clothes and props 4 boxes with each weather and props inside it: fan for wind, sun lamp for sun, blue ice with cotton balls on it for snow, squirt bottle for rain.

35. DID YOU KNOW THAT IT WAS MAGIC?

36. Caregiver’s Role in Dramatic Play COACHING:  Provide children with problem solving ideas.  Child may not want to be a baker because there is not a baker’s hat. You help them make a paper hat  A child is hitting and you tell them to stop because the child does not like it and then direct them through solving the issue. MODELING:  Show them appropriate ways to play a part.  In a shoe store the child may not know how to sell shoes so you say," Would you like to buy some shoes today?”  Your child looks hungry, shouldn’t you go and feed him?

37. 5. Active, Rough and Tumble, Gross Motor Outdoor PLAY This looks like running around or fighting, but it is a great release of energy and builds physical and social skills. Included daily as part of the curriculum  Teaches healthy habits of activity sports, play sword fight, wrestle, chase, playground, games

38. OUTDOOR ENVIRONMENTS Children in one unit cannot reach children in another unit. The children should not have to walk through one area to get to another. The caregiver should be able to see all areas of the playground easily. It must be fenced in with a five foot fence.

39. Provide a multipurpose of equipment for child stimulation.

40. Enough empty space but not Dead space. 40 square feet per child or an acceptable alternative. Lots of grass and trees to run around. A shaded area.

41. Parachute The parachute is fun and versatile. Examples: The children can move it to music. They can put balls on it and pop the balls up into the air. They can run under it

42. CENTERS Floor Tic Tac Toe with bean bags Boat, fishing, puppets, doll Balance beam Ringer tubes Straws and scrap paper cut Blocks Sand and rice buckets Puzzles Make a puppet