Incorporating Play In Early Childhood Education Environments .

Incorporating Play In

Early Childhood Education Environments

http://www.youtube.com/watch?v=a-h4IHIqkcc&feature=channel

No one definition of play – How many different ways can the word play be used?

http://dictionary.reference.com/browse/play

Varieties of play are endless – What are some of the varieties of play?

http://primaryschool.suite101.com/article.cfm/kids_play_to_learn

Different types of play – onlooker, solitary, parallel, associative, functional, constructive, dramatic, cooperative, competitive, games with rules (Crowther, 2007)

Children are naturally curious through playFoundation of intellectual, social, physical, and

emotional skills necessary for success in school and life

Fosters creativity, flexibility in thinking, communication skills, social problem solving skills, etc.

Leads to feelings of competence and self-confidenceSo, is play meaningful?

OF COURSE IT IS!!!

(Early Childhood Learning Knowledge Centre, 2006)

Articulate the learning outcomes of play – social, emotional, cognitive, creative and physical

Hands-on, concrete materials that encourage exploration, discovery, manipulation, and active engagement

Time needed for exploration and discovery in uninterrupted play

Interact with children to enhance learningEarly childhood educators can become co-players and

provide new experiencesSpontaneous free play and structured play-based

experiences are importantRemember the different types of play – those that appear

to be not engaged may actually be involved in onlooker play

(Early Childhood Learning Knowledge Centre, 2006)

Changing physical and social environments“In a world where standards and grades are

given top priority, the importance of play often falls by the wayside.” (Hebert, 2006)

“According to the Survey on Canadian Attitudes toward Learning, Canadian parents believe that playing is more important than organized lessons for preschoolers; however, more and more parents are enrolling their very young children in lessons and other structured activities.”

(Early Childhood Learning Knowledge Centre, 2006) http://www.ipacanada.org/children.html http://www.youtube.com/watch?v=Ktz_28vP_Jo&feature=related

4 pails4 shovelsLeavesMarblesSeashellsRocksMilk bonesPuppy with a problem

Cognitive/Intellectual Development - counting - What happens if I break the bones? & sorting – “Is it okay for a dog to chew marbles?”, “But my dog eats leaves!”

Social Development – responsibility, respect, sharing – “I can’t find anymore!”

Sensory & Explorative– seeing/observing, digging & feeling for objects, listening to seashells & other sounds - Hmmm...what else can we do with the sand? – build sand castles and hills!

Crowther, I. (2007). Creating Effective Learning Environments 2nd ed. Nelson: Ontario.

Dictionary.com, LLC. (2010). Play. Retrieved from http://dictionary.reference.com/browse/play

Early Childhood Learning Knowledge Centre. (November 8, 2006). Let the children play: Nature’s answer to early learning. Canadian Council on Learning. Retrieved from http://www.ccl-cca.ca/CCL/Reports/LessonsInLearning/LinL20061010LearninPlay.htm

Hebert, J.L. (December 20, 2006). Kids Play To Learn: Parents and teachers can help kids learn by helping kids play. Suite 101. Retrieved from http://primaryschool.suite101.com/article.cfm/kids_play_to_learn

International Play Association (IPA). (1973). Promoting the Child’s Right to Play. Retrieved from http://www.ipacanada.org/children.html