Facilitating Learning Through Play Remmel Butler Child Development

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

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).

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

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

Categories of Play Functional (Sensorimotor or Practice Play) Blocks Puzzles Climbing Skating Symbolic (Constructive and Dramatic Play) Paints Dress-up Clay LEGOS Games with Rules Kickball Checkers Little League

Social Stages of Play �Onlooker Play �Solitary Play �Parallel Play �Associative Group Play �Cooperative Play

“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

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

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

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!

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

Toddlers: Preoperational Stage of Development (1 -3 yrs. ) Onlooker, Solitary, Parallel Play ◦ Sand 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)

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

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

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

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

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.

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.

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.

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!

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 �

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

Play is a child’s work… Questions? ?