The FUNdamental Powers of Play
A child’s need to play is essential to their
learning process. Learn how you can create an
environment that encourages productive play.
© 2010 KBYU Eleven. All rights reserved. This document may be downloaded and copied for noncommercial home or educational use.
Ready To Learn®; View, Read & Do®; and Learning Triangle® are registered trademarks of the Public Broadcasting Service Corporation.
The FUNdamental Powers of Play
Children learn about their world through play and exploration. Parents and caregivers can
facilitate educational play with the use of age-appropriate media, hands-on activities, and
quality children’s literature to maximize learning opportunities and to promote healthy
development. This workshop helps adults recognize a child’s need to play as part of the
learning process.
This workshop includes the following sections:
Learning Triangle Activity Sheet
What Can I Do for My Child?
Activities
Why Is This Important to My Child?
Book List
Additional Resources
Special Thanks
KBYU Eleven gratefully acknowledges the following individuals and organizations that
contributed to the design and creation of this workshop and the thousands of workshop
participants whose questions and suggestions inspired our work: Stephanie Anderson,
Carrie Allen Baker, Barbara Leavitt, Aubrey McLaughlin, Theresa Robinson, Public
Broadcasting Service, and United Way of Utah County.
© 2010 KBYU Eleven. All rights reserved. This document may be downloaded and copied for noncommercial home or educational use.
Ready To Learn®; View, Read & Do®; and Learning Triangle® are registered trademarks of the Public Broadcasting Service Corporation.
2
KBYU Eleven Ready To Learn® FAQs
What Is KBYU Eleven Ready To Learn?
Children are born equipped for learning. Parents and caregivers can help children enter school
with the essential skills and knowledge they need to be ready to learn. KBYU Eleven provides
children and parents with three related services:
1.Quality educational television programs. Children who consistently watch these programs
enter school better prepared to learn, and once in school they perform at a higher level.
2.A safe and fun online environment offering engaging activities, games, and videos that
teach and reinforce key skills and concepts.
3.Online video workshops that provide insights into how children develop and demonstrate
how to combine media with reading and hands-on activities to greatly enhance children’s
learning.
What Is the Purpose of the KBYU Eleven Ready To Learn Workshops?
The 12 KBYU Eleven Ready To Learn workshops help parents become their child’s first and
best teacher. The workshops were created over several years by experts in early childhood
education and offered in partnership with schools, libraries, and community organizations
throughout Utah. In creating these workshops KBYU Eleven built on the national Ready To
Learn initiative sponsored by the U.S. Department of Education, the Corporation for Public
Broadcasting (CPB), PBS, and the Ready To Learn Partnership (RTLP). You can learn more
about the national Ready To Learn effort at pbskids.org/read/about.
© 2010 KBYU Eleven. All rights reserved. This document may be downloaded and copied for noncommercial home or educational use.
Ready To Learn®; View, Read & Do®; and Learning Triangle® are registered trademarks of the Public Broadcasting Service Corporation.
3
What Are the 12 KBYU Eleven
Ready To Learn Workshops?
1. Benefits of Media and the Learning Triangle
2. Rhymers Are Readers: The Importance of Nursery Rhymes
3. Music Is a Must!
4. Storytelling: You Can Do It!
5. The Brain: How Children Develop
6. The FUNdamental Powers of Play
7. What Do You Do with the Mad That You Feel?
8. Who Is My Child? Understanding Temperament
9. Math Is Everywhere!
10. Learning Through the Early Years: The Benefits of Repetition and Variation
11. Shared Reading: Tools to Bring Literacy to Life
12. Building Blocks: The Sequence of Emergent Literacy Skills
How Can I Participate in a KBYU Eleven Ready To Learn Workshop?
Video versions of the workshops are available online at no charge. While they are sequentially
based—with each workshop building on the previous one—they can also be viewed
independently. To watch a workshop, visit kbyueleven.org and click on Ready To Learn under
the Kids & Family section.
What Are the Four Areas of Child Development?
1.Cognitive development includes thinking, information processing, problem solving,
remembering, decision making, understanding concepts, and overall intelligence.
2.Physical development is rapid following birth as children learn to control large and then
small muscle groups. The sequence of stages is important, and providing an environment
children can physically explore while they are growing is critical to all ages.
3.Language development is most intensive during the first three years while the brain
is developing rapidly and is stimulated most by exposure to sights, sounds, and being
talked to.
4.Social/emotional development is critical to all other areas of development, because how
children perceive their world (their ability to give and accept love, be confident and secure,
show empathy, be curious and persistent, and relate well to others) affects how the brain
physically develops and how they learn and process information.
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Ready To Learn®; View, Read & Do®; and Learning Triangle® are registered trademarks of the Public Broadcasting Service Corporation.
4
What Is the PBS Learning Triangle®?
The Learning Triangle is a three-part learning pattern that helps reach
all types of learners by teaching through a variety of activities.
The three points of the Learning Triangle are View, Read, and Do.
®
VIEW with your child an educational program that teaches a concept or skill.
READ with your child age-appropriate books that reiterate the new concept or skill.
DO an activity that reinforces the concept or skill and allows your child to practice what she or he has learned.
As you use the Learning Triangle you will see how each point reinforces the others. The
workshops provide suggested Learning Triangle activities, but more important, they teach you
how to build your own learning triangles to best meet the needs of your child.
How Do Children Learn?
The Learning Triangle is built on how we learn. Using our senses we gather information and
then process it into our memory. Some learners rely more on one sense than another.
• Auditory learners use their sense of hearing. They process information
better when they can hear the information.
• Visual learners use sight as a key tool for processing information.
• Kinesthetic (or hands-on) learners process information best by physically
performing a task that incorporates the new information.
While learners can have a strong affinity to one type of learning, it is more effective to teach
using a combination of all three. As a parent or caregiver, it is important to understand what
types of learning work best for your child so that you can guide them to become better
learners. For young children, ages 0–3, learning is holistic, meaning that they use all three
types of learning. PBS developed the Learning Triangle to help reach all types of learners and
enhance their learning through repetition. According to Dr. Bruce Perry, repetition is key to the
development of a child’s brain. Repetition leads to skill mastery, which increases confidence
and builds self‑esteem.
© 2010 KBYU Eleven. All rights reserved. This document may be downloaded and copied for noncommercial home or educational use.
Ready To Learn®; View, Read & Do®; and Learning Triangle® are registered trademarks of the Public Broadcasting Service Corporation.
5
The FUNdamental Powers of Play
Learning Triangle Activity Sheet
“Magic Carpet,”
from Dragon Tales
It Looked Like Spilt Milk
by Charles G. Shaw
www.youtube.com/
watch?v=j21jFjJ1bA0
®
Use packing peanuts to make your own shapes that look like spilt milk!
Play is one of the most critical-thinking activities by which we learn. Young
children use more sophisticated language, solve more elaborate problems,
and improvise using a higher-level thought process when allowed to play
on their own. Play is a tool for learning and developing social interaction,
problem solving, creativity, imaginative role play, self-esteem, language
development, muscle development, reasoning, responsibility, sharing,
enjoyment, cooperation, mastery, experience, discovery, and self-expression.
References
Miller, L. (1991). Play activities for children birth to nine years. Family Day Care Facts series. Amherst, MA: University of Massachusetts.
Reprinted with permission from the National Network for Child Care (NNCC).
© 2010 KBYU Eleven. All rights reserved. This document may be downloaded and copied for noncommercial home or educational use.
Ready To Learn®; View, Read & Do®; and Learning Triangle® are registered trademarks of the Public Broadcasting Service Corporation.
6
The FUNdamental Powers of Play
Why Is This Important to My Child?
Language Development
Cognitive Development
As children pretend, they develop their verbal
skills by taking on new roles, such as a cowboy.
This child would play by speaking like a cowboy
and talking about things like a saddle or a
mound of cacti he must pass through on
his horse.
Allowing children to play without instruction
from adults develops their imaginations as well
as their ability to make their own decisions.
When children pretend, they have to use
creativity and cognitive skills to make objects
and people represent things different from
what they really are, such as turning a box into
a rocket ship or a stick into a fairy’s wand.
As children act out different scenes, such
as being in the classroom or having a tea
party, they have to move the story along by
imagining what happens next.
By acting out their favorite stories, children
gain better understanding of the stories and
build skills for literature comprehension in
general.
© 2010 KBYU Eleven. All rights reserved. This document may be downloaded and copied for noncommercial home or educational use.
Ready To Learn®; View, Read & Do®; and Learning Triangle® are registered trademarks of the Public Broadcasting Service Corporation.
7
The FUNdamental Powers of Play
Why Is This Important to My Child?
Physical Development
Play helps children in many ways. Running,
jumping, and climbing make them stronger,
and skipping or riding bikes helps with their
balance.
Throwing balls and building with blocks
develops coordination, which helps them
later on with things like dressing and feeding
themselves.
Social/Emotional Development
Play allows children to work through situations
that are difficult for them, such as the birth of
a new sibling, fear, or loneliness. Play has even
been used by therapists as a healing tool for
children who have been abused.
Young children begin playing with other
children in parallel, or side-by-side, play without
much intersection, where each child does his
or her own thing. But as they get older and
begin learning to trade off and then to share,
they develop social skills and learn how to
appropriately interact with others.
Pretend play allows children to learn the rules
for different types of social situations.
Children want to play because they have more
control over their pretend worlds than they do
over their real worlds.
Play is a child’s work. But it’s also fun!
References
Almon, J. (2009). Entering the world of play. Encounter, 22 (1), 11–14.
Swindells, D., & Stagnitti, K. (2006). Pretend play and parents’ view of social competence: The construct validity of the child-­initiated
pretend play assessment. Australian Occupational Therapy Journal, 53, 314–324.
Welsch, J. G. (2008). Playing within and beyond the story: Encouraging book-related pretend play. Reading Teacher, 62 (2), 138–148.
© 2010 KBYU Eleven. All rights reserved. This document may be downloaded and copied for noncommercial home or educational use.
Ready To Learn®; View, Read & Do®; and Learning Triangle® are registered trademarks of the Public Broadcasting Service Corporation.
8
The FUNdamental Powers of Play
Why Is This Important to My Child?
As you consider the value of play, remember that
child development specialists say that play is a child’s work.
Here is a list of some of the attributes a child gains from play:
(See the next page for a list of the functions of play.)
© 2010 KBYU Eleven. All rights reserved. This document may be downloaded and copied for noncommercial home or educational use.
Ready To Learn®; View, Read & Do®; and Learning Triangle® are registered trademarks of the Public Broadcasting Service Corporation.
9
The FUNdamental Powers of Play
Why Is This Important to My Child?
Functions of Play
Social Interaction
Problem Solving
Creativity
Imaginative Role Play
Language Development
Self-Esteem
Muscle Development
Reasoning
Responsibility
Sharing
Enjoyment
Cooperation Mastery
Experience
Discovery
Self-Expression
© 2010 KBYU Eleven. All rights reserved. This document may be downloaded and copied for noncommercial home or educational use.
Ready To Learn®; View, Read & Do®; and Learning Triangle® are registered trademarks of the Public Broadcasting Service Corporation.
10
The FUNdamental Powers of Play
What Can I Do for My Child?
For Babies to Toddlers (0–2 years)
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Hold, rock, and sing to young babies.
Take them outside on nice days.
Explain what you are doing throughout the day when you change or feed them.
Let young babies lie on a big piece of paper and hear the crunching noise when they move.
Play different kinds of music on the radio.
Put bright toys near babies.
Give them soft toys (like a stuffed animal or a clean sock) to hold and feel.
Give babies toys they can move and make noise with (like a rattle).
Hang big pictures of people and animals on the wall at their eye level to look at.
Hang up toys you make yourself for babies to see and hear. For example, hang aluminum pie
plates on a string. Let a breeze blow them, or move them with your hand.
Have a clean space for babies to crawl. Put bright toys near babies so they can reach out or move
toward them. Put a big cardboard box on the floor so the babies can crawl inside and play.
Put some chair cushions on the floor. Babies can bounce and roll on them.
Read aloud books that have colorful pictures.
Have blankets and scarves for infants to hide under.
Remember that infants put everything in their mouths. Wash toys, and be sure they
cannot be swallowed.
References
Miller, L. (1991). Play activities for children birth to nine years. Family Day Care Facts series. Amherst, MA: University of Massachusetts.
Reprinted with permission from the National Network for Child Care (NNCC).
© 2010 KBYU Eleven. All rights reserved. This document may be downloaded and copied for noncommercial home or educational use.
Ready To Learn®; View, Read & Do®; and Learning Triangle® are registered trademarks of the Public Broadcasting Service Corporation.
11
The FUNdamental Powers of Play
What Can I Do for My Child?
For Toddlers (2–4 years)
• Toddlers like to put things inside of other things and dump them out. Cut a hole in the middle
of the lid of a clean coffee can or plastic margarine tub. Let the toddlers put clothespins,
thread spools, and big hair curlers through the hole.
• Make play dough. Mix 3 cups flour, 1 cup salt, 3 tablespoons oil, and 1 cup water together.
Add food coloring for color. Let the toddlers use jar lids, clothespins, and popsicle sticks to cut
and shape the play dough.
• Children love to play with water. Fill big buckets or tubs with water. Give the children soap
chips, measuring spoons and cups, plastic bottles, butter tubs, and sponges to play with in
the water. Put towels or newspaper on the floor so the children will not slip on the wet floor.
• Toddlers like goop. Mix cornstarch and water together. Let toddlers play with it in a bucket or
in bowls with cups and spoons. Make the goop thick or thin.
• Ask your local appliance shop for a free, large cardboard box. Cut doors and windows in the
box to make a playhouse. Toddlers can draw on it with crayons or “paint” it with water and
big brushes or sponges.
• Toddlers like to draw with short, fat, unwrapped crayons. Give them paper bags (you can tear
them open to make large sheets of brown paper) or large pieces of heavy paper to draw on.
To help them draw, tape the paper down so it does not move.
• Let toddlers tear old wrapping paper. Then have them paste the pieces to make a collage.
• Have toddlers finger paint with shaving cream mixed with food coloring. They like this mess.
• Toddlers like to jump. Put pillows, cushions, or a mattress on the floor.
• Toddlers can use some swings and low slides at the playground.
• Most toddlers are just learning how to walk and run. Go for lots of walks.
• Let the toddlers practice climbing stairs with your help.
• Toddlers also like to play house with dolls and housekeeping props, such as plastic dishes
and spoons.
References
Miller, L. (1991). Play activities for children birth to nine years. Family Day Care Facts series. Amherst, MA: University of Massachusetts.
Reprinted with permission from the National Network for Child Care (NNCC).
© 2010 KBYU Eleven. All rights reserved. This document may be downloaded and copied for noncommercial home or educational use.
Ready To Learn®; View, Read & Do®; and Learning Triangle® are registered trademarks of the Public Broadcasting Service Corporation.
12
The FUNdamental Powers of Play
What Can I Do for My Child?
For Older Children (4–5 years)
• Preschool children like to jump, ride tricycles, play ball, use crayons, and do puzzles.
• When they play with water or sand, give them toys like eggbeaters, watering cans, squeeze
bottles, and funnels.
• Make soap bubbles. Add 3/4 cup of liquid dish soap to two quarts of water. Have the children
blow bubbles with small plastic containers that are open at both ends like frozen juice containers. They can also use straws or green plastic berry baskets. You can even let the children
wash dishes.
• Poke holes in the bottoms of plastic margarine tubs. Have the children fill them with water
and watch it dribble out.
• Let the children play with sand in buckets. Give them scoops, muffin tins, funnels, rolling pins,
and salt shakers to use. Almost any containers and utensils are fun to play with in the sand.
• Preschoolers like to pretend. They learn how to share, and pretending helps their imaginations grow. Set up a corner of your room like an ice cream store. You will need a table, clean
ice cream containers, ice cream scoops, and cones made from paper. To make a pretend
beach, you will need bathing suits, towels, sunglasses, a radio, and beach toys. To make a
supermarket, gather empty food boxes and containers, play money, and shopping carts. You
can also get ideas from the children for pretend playing.
• Hygiene routines (washing hands and brushing teeth) should be a regular part of each day.
• Preschoolers like to make things with blocks and Legos. Check to make sure that any wood
they use is smooth and free of splinters.
References
Miller, L. (1991). Play activities for children birth to nine years. Family Day Care Facts series. Amherst, MA: University of Massachusetts.
Reprinted with permission from the National Network for Child Care (NNCC).
© 2010 KBYU Eleven. All rights reserved. This document may be downloaded and copied for noncommercial home or educational use.
Ready To Learn®; View, Read & Do®; and Learning Triangle® are registered trademarks of the Public Broadcasting Service Corporation.
13
The FUNdamental Powers of Play
Book List
Title:
Author:
Subject:
A You’re Adorable
ABC I Like Me!
Animal Action ABC
Animals Should Definitely Not Wear Clothing
Another Perfect Day
Bad Case of Stripes, A
Bailey Goes Camping
Bearobics
Being Me
Big Orange Splot, The
Biggest Snowman Ever, The
Brave Little Bird, The (Pepito the Brave)
Chimps Don’t Wear Glasses
Chrysanthemum
Cloudy with a Chance of Meatballs
Color of His Own, A
Colors of Us, The
Cookie’s Week
Counting Kisses
Diary of a Worm
Do You Want to Play?
Does a Kangaroo Have a Mother, Too?
Dogs Don’t Wear Sneakers
Down by the Cool of the Pool
Field Beyond the Outfield, The
From Head to Toe
Grumpy Morning, The
Harold and the Purple Crayon
Hokey Pokey, The
Honey . . . Honey . . . Lion!
How Are You Peeling?
I Like Me!
If You’re Angry and You Know It!
In the Small, Small Pond
In the Tall, Tall Grass
It Looked Like Spilt Milk
King Bidgood’s in the Bathtub
Kissing Hand, The
Martha Alexander
Nancy Carlson
Karen Pandell and Art Wolfe
Judi Barrett
Ross MacDonald
David Shannon
Kevin Henkes
Vic Parker and Emily Bolam
Julie Broski
Daniel Manus Pinkwater
Steven Kroll
Scott Beck
Laura Numeroff
Kevin Henkes
Judi Barrett
Leo Lionni
Karen Katz
Cindy Ward and Tomie dePaola
Karen Katz
Doreen Cronin
Bob Kolar
Eric Carle
Laura Numeroff
Tony Mitton
Mark Teague
Eric Carle
Pamela Duncan Edwards
Crockett Johnson
Larry La Prise, Charles P. Macak, and Taftt Baker
Jan Brett
Saxton Freyman and Joost Elffers
Nancy Carlson
Cecily Kaiser
Denise Fleming
Denise Fleming
Charles G. Shaw
Audrey Wood
Audrey Penn
Social/Emotional
Social/Emotional
Physical
Imagination
Imagination
Social/Emotional
Physical
Physical
Social/Emotional
Social/Emotional
Imagination
Physical
Imagination
Imagination
Imagination
Social/Emotional
Social/Emotional
Social/Emotional
Imagination
Imagination
Social/Emotional
Social/Emotional
Imagination
Physical
Imagination
Physical
Social/Emotional
Imagination
Physical
Imagination
Social/Emotional
Social/Emotional
Physical
Physical
Physical
Imagination
Imagination
Social/Emotional
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14
The FUNdamental Powers of Play
Book List
Title:
Author:
Let’s Go Visiting
Sue Williams
Lilly’s Purple Plastic Purse
Kevin Henkes
Moosetache
Margie Palatini
Napping House, The
Audrey Wood and Don Wood
Never, Ever Shout in a Zoo
Karma Wilson
Oh!
Kevin Henkes
Pigsty
Mark Teague
Pocket Full of Kisses, A
Audrey Penn
Quick as a Cricket
Audrey Wood
Rain Came Down, The
David Shannon
Ruby the Copycat
Peggy Rathmann
Ruby in Her Own Time
Jonathan Emmett and Rebecca Harry
Sammy and the Dinosaurs
(reprinted as Harry and the Bucketful of Dinosaurs)
Cognitive
Skippyjon Jones
Judy Schachner
Splish! Splash!
Jill Jarnow
Tacky the Penguin
Helen Lester
True Story of the Three Little Pigs, The
Jon Scieszka
Two Eyes, a Nose, and a Mouth
Roberta Grobel Intrater
Wemberly Worried
Kevin Henkes
What Am I?
Iza Trapani
Where Do Kisses Come From?
Maria Fleming
Subject:
Social/Emotional
Physical
Imagination
Social/Emotional
Imagination
Physical
Imagination
Social/Emotional
Physical
Imagination
Physical
Physical
Ian Whybrow
Social/Emotional
Physical
Social/Emotional
Imagination
Social/Emotional
Social/Emotional
Physical
Social/Emotional
This is a small reference sample of books that can be found at your local library.
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15
The FUNdamental Powers of Play
Activities
Physical movement is an important element of a child’s development.
Here are some activities to encourage moving.
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16
The FUNdamental Powers of Play
Activities
•Watch the Clifford episode “The Ears Have It” to learn that children are each different and like
different things. What one child may enjoy doing, another may not! Read We Are Alike . . . We
Are Different (by the Cheltenham Elementary School Kindergartners) or Two Eyes, a Nose, and a
Mouth (by Roberta Grobel Intrater).
•Since all children are different, have each child make a list of five activities he or she enjoys and
can do on the spur of the moment, like playing cards or jumping rope. Then let them list things
they enjoy doing that require some planning, such as a family outing to the zoo or to the movies.
Finally, ask them something they would like to do that may require a year of planning! This gives
everyone something to look forward to, and you will learn what your child enjoys.
•Take a trip to the playground, park, or basketball court. Do errands together, or plan field trips
to the library, bank, or newspaper office.
•Music is fun for everyone. You can make and play instruments with preschoolers and elementary
school–aged children. To make shakers, gather some cans with plastic lids, then fill the cans with
buttons, bells, and beads. Next, glue on the lids and have the children decorate the cans. Make
drums from old coffee cans with plastic lids or from plastic margarine tubs. To make a shoe-box
guitar, cut a hole in a shoe-box lid, tape the lid on the box, and stretch three or four rubber bands
across the hole on the lid. Then the children can pluck the rubber bands. Have the children play
their instruments for younger children and infants.
•Most children are much happier when they know what to expect. They like and need daily
routines. They also need a balance between active and quiet time. You can meet these needs by
establishing a routine that is designed to have the balance your children need.
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17
Help your child act out these motions
from head to toe. (By Eric Carle)
c by
rights
reserved.
Copyright
Copyright
© byKIZCLUB.COM.
KIZCLUB.COM. AllAll
rights
reserved.
c by KIZCLUB. COM. All rights reserved.
CopyrightCopyright
© by KIZCLUB.COM. All rights reserved.
I can
turn my head.
bend my neck.
raise my shoulders.
wave my arms.
c by ©KIZCLUB.
COM.All rights
All rights
CopyrightCopyright
by KIZCLUB.COM.
reserved. reserved.
clap my hands.
thump my chest.
arch my back.
wriggle my hips.
bend my knees.
kick my legs.
stomp my foot.
wiggle my toe.
c by ©KIZCLUB.
COM.All All
Copyright Copyright
by KIZCLUB.COM.
rightsrights
reserved. reserved.
The FUNdamental Powers of Play
Activities
Animal Boogie
by Debbie Harter
• Play a matching game by pairing the child and the animal that are doing the same movement.
• Draw cards and take turns doing the animal movements.
• Find a pair by matching the colors.
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22
Leap Like a Leopard
Swing Like a Monkey
Leap Like a Leopard
Swing Like a Monkey
Stomp Like an Elephant
Shake Like a Bear
Stomp Like an Elephant
Shake Like a Bear
Boogie Woogie Oogie
Flap Like a Vulture
How Do You
Boogie Woogie Oogie?
Flap Like a Vulture
Wiggle Like a Snake
Sway Like a Parrot
Wiggle Like a Snake
The FUNdamental Powers of Play
Activities
My Hands
How children feel about themselves is referred to as their emotional development.
Play helps children gain confidence in their own talents and abilities. It is crucial
for children to see their strengths and realize that being different from family
members and friends is normal and acceptable. Use the My Hands activity to
help children think about all the talents they have as individuals.
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Ready To Learn®; View, Read & Do®; and Learning Triangle® are registered trademarks of the Public Broadcasting Service Corporation.
25
My Hands
I can do many things with my hands!
front cover
I can draw.
I can clap.
back cover
I can write.
I can paint.
I can count. I can push.
I can pull.
A
I can say hello.
B
My Hands
Front Cover
c by KIZCLUB.COM.
Allreserved.
righ ts reserved.
Copyright
Copyright ©by
KIZCLUB.COM. All rights
I can do many things with my hands!
Back Cover
Copyright c by KIZCLUB.COM. All righ ts reserved.
Copyright © by KIZCLUB.COM. All rights reserved.
A
Glue.
Glue.
I can draw.
I can count.
I can clap.
I can push.
I can write.
I can pull.
I can paint.
I can say hello.
B
Glue.
© by KIZCLUB.COM. All
reserved.
by KIZCLUB.COM.
Allrights
righ
ts r eserved.
Copyrigh t c Copyright
The FUNdamental Powers of Play
Activities
Recipe for Fun
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Recipe for Fun…
Bubble Art Fun
© 2010 KBYU Eleven. All rights reserved. This document may be downloaded and copied for noncommercial home or educational use.
Ready To Learn®; View, Read & Do®; and Learning Triangle® are registered trademarks of the Public Broadcasting Service Corporation.
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2. Have children B
blowing colored bu
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3. For more fun, m
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4. Allow pictures to
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display you
Recip
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Bubb
The FUNdamental Powers of Play
Additional Resources
Playwork Principles
This website gives descriptions of some of the benefits of play
as well as ideas for how parents can enhance their children’s play.
playeverything.wordpress.com/what-is-play/playwork-principles
Playworking Parents
Discover five steps to helping your children play outdoors.
playeverything.wordpress.com/seminars-and-publications/playworking-parents
ChildFun
Find developmentally appropriate activities for different age groups.
www.childfun.com/index.php/providers/curriculum/448-developmentally-appropriate-activities-.html
© 2010 KBYU Eleven. All rights reserved. This document may be downloaded and copied for noncommercial home or educational use.
Ready To Learn®; View, Read & Do®; and Learning Triangle® are registered trademarks of the Public Broadcasting Service Corporation.
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