INDIANA UNIVERSITY PURDUE UNIVERSITY
FORT WAYNE, INDIANA
PLAY AS DEVELOPMENT 3 credits
EDU E336
Fall, 2010
Liberal Arts Bldg.. Room 134 - Mondays 4:30 – 7:15 pm
Instructor: Mrs. Mary Widenhofer
Phone:
260-485-1659 (H) until 9:00 pm please Do not leave a message on this phone.
260-312-8161 (C)
Email: [email protected]
Course Title: E336: Play as Development (3 credits)
Course Texts:
1. Judith Van Hoorn, Patricia Nourot, Barbara Scales, Keith Alward, Play at the Center of the Curriculum, (2007)
Pearson Education /Merrill Prentice Hall, Fourth Edition
2. Elkind, Dave, The Power of Play, Da Capo Lifelong Books, (2007) First Edition
3. Indiana’s Academic Standards for Kindergarten or Indiana’s Academic Standards for Pre-Kindergarten
On line at
http://www.doe.state.in.us/primetime/ You will have to scroll down to get the links
4. (OPTIONAL) Isabell, Rebecca, (1995), The Complete Learning Center Book, Gryphon House, Inc. Beltsville, MA.
Course Rationale:
This course will emphasize the major theoretical and practical roles of play in the cognitive, social, emotional and
physical development of the young child both for indoor and out-of-door play experiences. You will be given ideas as
to how to plan play in various curricular areas. This course will give guidelines to equip the teacher to construct and
select good play materials, promote play, enhance play settings and equip one to evaluate and extend the value of a
play experience for the young child in their learning and development.
Course Content and Objectives:
The student will experience, understand , observe and evaluate the role and value of play in a young child’s
development and education as we view play as a unifying, evaluating and determining factor for a child’s mind, body
and spirit in his/her development. We will observe young children at play in a variety of settings and will demonstrate
knowledge of current issues relating to play and the role of adults in supporting play in early childhood environments
in both the classroom and playground settings.
The course objectives and activities are designed to reflect national, state and local certification/licensing
requirements in early childhood education.
The student will understand, experience, observe and evaluate:

The Importance of Play for Young Children

Play and Development for the Young Child

Play and Education for the Young Child

Play and Assessment of the Young Child

What must occur in the planning, observation and support of indoor and outdoor play

How to integrate play into the curriculum and meet the standards of the various curriculum areas
1
The Mission of the IPFW School of Education (SOE; adopted January 10, 1996) is “To prepare
professionals in teaching, counseling, and leadership who demonstrate the capacity and willingness to continuously
improve schools and related entities so that they become more effective with their clients by:
1.
Becoming more caring, humane, and functional citizens in a global, multicultural, democratic society;
2.
Improving the human condition by creating positive learning environments;
3.
Becoming change agents by demonstrating reflective professional practice;
4.
Solving client problems through clear, creative analyses;
5.
Assessing client performance, creating and executing effective teaching, counseling and educational
leadership, by utilizing a variety of methodologies reflecting current related research; and
6.
Utilizing interdisciplinary scholarship, demonstrating technological, and critical literacies, and
effectively communicating with all stakeholders.”
The Conceptual Framework – A Learning and Leadership Model – for the IPFW SOE)
declares that we are committed to the following for our programs:
1.
Democracy and community
Effective educators,1 such as teachers, counselors, and administrators needs to be a part of a dynamic
educational community as a model for the climate of community they hope to create. To do this, these
educators need an understanding of the moral, cultural, social, political, and economic foundations of our
society. Consequently, the SOE should foster a democratic, just, inclusive learning community among its
students, faculty, and staff, and with all other stakeholders in the educational enterprise.
2.
Habits of Mind
Effective educators realize that knowledge alone is not sufficient. They practice critical reflection in all
endeavors. Within the context of a compassionate, caring community, educators foster habits of minds
necessary to engage learners, such as investigating, inquiring, challenging, critiquing, questioning, and
evaluating. Consequently, the SOE must integrate critical habits of the mind in all aspects of the
teaching/learning process.
3.
Pedagogy
Effective educators need to understand multiple approaches to pedagogy as well as the multiple roles of the
teacher, such as facilitator, guide, role model, scholar, and motivator. Educators appreciate and are
receptive to the diverse perspectives, modes of understanding, and social circumstances that they and their
students bring to the educational setting. Consequently, the SOE needs to prepare educators to
understand and use pedagogy creatively and thereby ensure active learning, conceptual understanding,
and meaningful growth.
4.
Knowledge
Effective educators need to be well-grounded in the content which they expect to teach. Educators need to
understand how knowledge is constructed, how the processes of inquiry are applied, how domains of
knowledge are established, how disciplines can be integrated and most effectively communicated to their
students. Educators also need understanding of themselves, of communities in which they intend to teach,
and of students. Consequently, the SOE should immerse educators in nurturing learning communities that
deepen knowledge, and encourage ongoing intellectual, emotional, and personal growth.
5.
Experience
Effective educators learn their craft through experiences in actual educational settings. Through onsite
campus activities and field-based experiences students will observe and emulate exemplary teaching and
1
Educator is broadly defined as pre-service and in-service teachers, administrators, and counselors.
2
learning. These educators will practice, collaborate, and interact with practitioners and their students.
Consequently, the SOE must integrate field and/or clinical experiences that reflect the diversity of
educators, students, and schools into all aspects of the curriculum, and help educators to assess and
reflect on those experiences.
6.
Leadership
Effective educators are leaders. They have developed educational and social visions informed by historical
and cultural perspectives. They strive to set the highest goals for themselves and inspire students to do
likewise. Educators are enriched by the convergence of knowledge, theory, and practices as they
optimistically face the educational challenges of the twenty-first century. Consequently, the SOE must
provide opportunities for educators to develop as leaders in their profession and their communities.
INTASC and IPSB Standards
The State of Indiana, Department of Education, has altered its certification/licensure requirements to
appropriately reflect current national standards for teacher education and quality. Course objectives and
activities reflect these changes. This syllabus reflects Interstate New Teacher Assessment and Support
Consortium (INTASC) Model Standards for Beginning Teacher Licensing and Development (1992) and the
Indiana Professional Standards Board (IPSB) Draft Standards for Early Childhood Teachers (1998).
INTASC Standards – Students in Professional Studies for Initial Teacher Preparation will develop
understanding and use of:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
The central concepts, tools of inquiry, and structures of the discipline(s) she teachers and create learning
experiences that make these aspects of subject matter meaningful for students.
How children learn and develop, and can provide learning opportunities that support their intellectual, social,
and personal development.
How students differ in their approaches to learning and create instructional opportunities that are adapted
to diverse students.
A variety of instructional strategies to encourage students’ development of critical thinking, problem-solving,
and performance skills.
Individual and group motivation and behavior to create a learning environment that encourages positive social
interaction, active engagement in learning, and self-motivation.
Knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry,
collaboration, and supportive interaction in the classroom.
Planning instruction based upon knowledge of subjective matter, students, community, and curriculum goals.
How to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual,
social, and physical development of the learner.
How to be a reflective practitioner who continually evaluates the effects of her choices and actions on
others (students, parents, and other professionals in the learning community) and how actively seeks out
opportunities to grow professionally.
The knowledge to foster relationships with school colleagues, parents, and agencies in the larger community
to support students’ learning and well-being.
3
IPSB Standards
a.
cognitive The early childhood education professional possesses core knowledge that is extensive and
comprehensive and goes well beyond common knowledge.
b. The early childhood education professional understands typical and atypical growth and development
within each developmental domain and possesses the knowledge to facilitate healthy growth and
development in all children.
c. The early childhood education professional understands the role of history, philosophy, and
educational learning theories as being fundamental to planning curricula that are developmentally
appropriate for each of the individual children in the group.
d. The early childhood education professional understands developmentally appropriate practices and
can develop curriculum and implement instruction for all children.
e.
The early childhood education professional understands the influence of the family, community, and
culture on the learning and development of the young child.
f. The early childhood education professional is knowledgeable about methods of assessment and
g.
h.
evaluation and uses assessment information to plan appropriate curriculum and to provide feedback
for families.
The early childhood education professional embraces and actively models professionalism, ethical
behavior, and commitment to lifelong learning.
The early childhood education professional promotes an environment that nurtures and encourages
the physical, emotional, social, moral, aesthetic, language, and growth and development of all children.
DISABILITIES SUPPORT: If you have a disability and need assistance, special arrangements
can be made to accommodate most needs. Contact the Director of Services for Students with
Disabilities (Walb Union, Room 113, telephone number 481-6658) as soon as possible to work out
the details. Once the Director has provided you with a letter attesting to your needs for
modification, bring the letter to me. For more information, please visit the web site for SSD at
http://www.ipfw.edu/ssd/
____________________________________________________________________________________
Career Services, Kettler 109, (260) 481-0689
Assistance with the following areas is provided for IPFW students and alumni: academic major and career
choices; career assessments; full-time, part-time, internship, and work-study employment opportunities
posted on our JobZone job database; job- and internship-search strategies; resume and cover letter
creation; and graduate school and interview preparation. Additional information and a comprehensive list
of our services is available on our web site at www.ipfw.edu/care
4
336 Play As Development
Fall, 2010 Course Requirements:
Consider these points in your readings and assignments:

What insights have I gained about children and their development through their play experience

How and what are the children learning and developing in their play

How does play improve a child’s social, emotional, physical and academic growth and development.

What would I do/use to improve and enhance the leaning environment and give play opportunity

What elements of “Pure Play” are present in this play scenario, What types of play are happening

How does creative, imaginary play set up the learning mind for math science and fine arts skills

How does outdoor play enhance the spirit of the child and increase the benefits of play
ASSIGNMENTS
Assignment 1: CURRENT ISSUES Related to Play in Early Childhood Environments
See extra sheet about issues that prohibit or inhibit play for children. Research one issue that can prohibit play
in at least three different sites/sources other than from the course textbooks and authors. Report on your
findings.
Address these questions: what is the issue, why has this occurred, what answers are there to this issue and how
would you help your students solve the problem? ...at least two pages in length.
Assignment 2: Teach a GAME… to our class to get students up and moving about the classroom and provide
interest in the subject of your prop box theme, linking it to some academic skill(s) in literacy, science or
math. The game should be aimed for children in grades K – 3.
Each student will teach/demonstrate a game or a song to our class. Use problem solving skills to determine the
outcome. Our class will reflect on what skills are being developed and what senses are activated during the play. This
will be modeled for you. Each must have a written description for each class member and for me. Include this game
in your prop box and perhaps play it with the class during your play prop box presentation.
50 points
Assignment 3: TWO OBSERVATIONAL REPORTS DURING PLAY TIME: on one child in an outdoor and one
indoor play experience
Topic: Observe and Evaluate the Role of Play for one child in a group play experience.
You will choose one or two state accredited early childhood sites to observe the environment, teacher and children
during their playtime one for outdoor play and one for indoor play for at least 30 minutes of play. This should not be
at the place where you work and the visits should occur this current semester for this class. The teacher’s signature
will be required on the form.
For each observation choose one child to observe, fill in a form given to you by the instructor. Then write a two page
(typed) summary of your visit/observation to include;
 A description of the classroom, play setting, age group, number of children, time of day and what the child
said (exact quotes) and activity/interactions observed and in what order the play session occurred.
 Using a play scale explain what types of play you observed and the social interaction. Include a map of the
play scene.
 What factors of pure play did you observe in this observation.
Insights into the teacher’s role and comments said in support of play in this setting and the
developmental and curriculum areas(s) addressed, practiced in the play that you observe.
Be sure to use play vocabulary and play scale terms in your written report. 150 points each/300

5
Assignment 4 PLAY PROP BOX ***Group or Individual Project
This is a BIG DEAL and will take the most thought yet be the most rewarding for you.
You will research, plan, gather and assemble DAP play materials on a topic, present the play box to a class
of children. Then write about this play-centered learning experience and the contents of the box and how
they area to be used with learning goals.
There will be a 16 -point checklist of requirements given to you for this assignment. Students in the class
may work together as a team in groups of two or three. This play prop box will be presented to a
preschool or primary grade class, for a play centered experience for the children. Its success will be
evaluated by the team. The team will then report to our class near the end of the course showing us the
prop play box, its contents and the experience offered to the children. Include a game about the topic
of the play box that you will use in your presentations
200 points
Assignment 4: REFLECTIONS will be written in and out of class on articles, DVD, Videos, Webvideos and
playground visits. There are 10 reflections in all. A reflection includes your thoughts on the topic, what
was new or interesting to you and what elements will inspire you in your teaching. 10 points each
Total 100 points
PARTICIPATION, PROFESSIONALISM, ATTENDANCE AND COMMUNICATION
Students are expected to prepare for class with readings and dated assignments. Participation points are
calculated as a part of a professional grade and are a major portion of this grade. Students are responsible for class
notes, reflection papers, playground visits, materials, group activities and expected discussion which includes sharing
of ideas and listening to others ideas in each class period. You are also expected to take an active part in class play
activities. Please inform the instructor before class if you will be absent. If a reply is needed, give the instructor 48
hours to reply especially over weekends.
Professionalism
As a prospective or current classroom teacher and educator, you are expected to write, speak and act in a
professional manner. For example, be prepared, submit assignments on time, contribute positively to the class (listen
and make meaningful, positive contributions to the discussion) at IPFW and at any child care or school setting.
When working in groups be respectful of one another. You may be asked to submit work on an individual or a group
basis as a part of your participation/professionalism grade.
Your honesty, participation, respect, quality of work and integrity are all key to this professionalism grade of
50 points
FINAL TEST – given in essay form. Use play terms from your vocabulary list, site the work of others
when used.
150 points
Total Points: 1000
925-1000 points:
850-924 points:
775-849 points:
650-774 points:
649 and below:
6
A
B
C
D
F
Play As Development E336 (Spring, 2010)
Tuesday evenings, Classroom Medical Building
In addition to our readings, assignments and class discussions, we will:
 hear guest speakers who will share with us the different uses and value of play with children in
their professions
 view some good videos and DVD’s demonstrating children’s play on a particular topic
 visit 4 playgrounds to observe, evaluate, compare and contrast outdoor play opportunities.
These will be inserted into our class schedule according to weather, time and speaker availability.
Suggested Guideline:
 Playground visits in Sept
 Indoor and outdoor play observations made in October
 Presentation of play prop box to a preschool/primary grade class presented in November.
 Presentation of prop box to our class during last two sessions.
 Final handed out the second to the last class and due in at the beginning of the last class session
Session
Monday
August 23
Topic
Readings for the next class
Intro to course and syllabus
Types of play and development defined
Reflecting on your childhood play
Indoor play game modeled assignment # 2
Read Chapter 1 in PCC
(VH,N,S,A)
Read Chapter 1 in The Power
of Play (David Elkind)
INTASC: 1,2,IPSB: 1,2,3
August 30
August 30
How Teachers view play, their critical role.
Play, Love and Work (DE)
Prop Box modeled and groups formed
Chapter 2 in PCC (VH,N,S,A)
Chapter 2 POP (DE)
Theorists on play and development
Toys and screen play according to DE
DVD on Pretend Play/ Imaginative Play
Chapter 3 and 6 in PCC
Chapter 3 in POP (DE)
Play as the Cornerstone of Development
Play, Development and Assessment, how play changes
in development birth to eight years,
Chapter 4 in PCC
Chapter 4 in POP (DE)
Sept.6
Guidelines for Observing Children at Play
INTASC 1,2, IPSB 1,3
INTASC: 1,9
IPSB: 1,7, 10
INTASC: 2,8,9
IPSB: 6
Orchestrating Children’s Play: Setting the Stage
Block Play video and discussion
Problems and solutions assignment due #1
Chapter 5 in PCC
Chapter 5 in POP (DE)
Orchestrating Play: Interactions with children
How Children Learn (DE)
Teacher roles
The Special Needs Child in Play/ Special Needs
Playgrounds
First play observation summary due # 3
Chapter 7 in PCC
Chapter 6 in POP (DE
7
INTASC: 2.3
IPSB: 4
INTASC: 3.9
IPSB: 4,8
Math in the play-centered curriculum
Play for a reason, Age of reason (DE)
Boys and Play DVD
Learning values in play
Chapter 8 in POP
INTASC: 1,4,8,IPSB: 8
Chapter 8 in PCC
Creativity/ Dramatic Play
Second play observation summary due Assign. #3
Language, Literacy and Play
From Pictures to Words DVD
Game Day
Chapter 9 in PCC
Chapter 9 in POP (DE)
Science in the play-centered curriculum
Chapter 10 in PCC
Nurturing the Remarkable Powers of Children
The ARTS AND NATURE
IPSB: 4
INTASC: 4,8
IPSB: 1, 4
INTASC: 7
The Arts in the play-centered curriculum
Drawing with Children, music in play
Chapter 11 in PCC
Play and Socialization
Play Environments , Playground visit
Chapter 12 in PCC
Play, Toys and Technology
Chapter 13 in PCC
INTASC: 3,7,10
IPSB: 2,8
INTASC: 5
IPSB: 5
Conclusions: Integrating Play, Development and
Practice
Group Play prop box presentations and written
reports due
Group/individual prop box presentations and written
reports due
Final Exam passed out
Final Exam due
15 sessions
LET’S CONNECT THE BODY, MIND
AND SPIRIT THROUGH PLAY
TAKE TIME TO PLAY,EVERY
DAY
Adjustments may be made as necessary in scheduling, class times, meeting places and assignments to
meet course objectives and time constraints.
 College level and your own original current work (just for this course) are expected on all
assignments.
 Be sure to carefully edit all work before turning it in.
 Use the MLA bibliography style in your assignments.
 All late assignments, turned in or received by email, are subject to a 15% point reduction per
day after the assigned due date. The assignment will not be accepted after one week of the
due date.
 Your honesty and integrity are important in all areas of this course.
All work is due on the assigned date even if you are absent from class. An excused absence (illness) still
requires work to be turned in. A note from the Dr. or employer is needed for late work to be accepted. Work
may be turned into the education office to Cheryl Wolever or Anna Williams. They will date the material for
me and put it in my box. Work also may be turned in early to me. No work will be accepted later than one
week from the due date of an assignment and therefore no points will be awarded. This is at a huge cost to
8
one’s final grade. Papers should all be typed with three quarter inch margins on sides, top and bottom, and be
double-spaced.
Mrs. Widenhofer (pronounced Wee’-den-hoe-fur)
Directions will be






given to these possible playgrounds:
Lakeside Park – Lake Avenue, 1 block west of North Anthony Blvd.
Leo Cedarville Park’s Imagination Station – Dupont Road becomes R. R. 1, on big curve, on left
Creator’s Classroom Nature Center – Anthony Blvd. and River Drive (off of Concordia LHS parking lot)
Holy Cross Lutheran School’s Playgrounds – 3425 Crescent Ave ½ mile west of IPFW
Brentwood School’s new playground constructed by parents
Science Central and the Kids Crossing Playground between Clinton and Lafayette Avenues is a
“Playground of the Mind” for indoor play observation
Notes and Quotes about Play
“Play connects young children with:
 math readiness,
 linguistics/literary abilities,
 cognitive functioning (thinking),
 impulse control,
 problem solving skills,
 self control
 language development
 creativity
 physical development
They (the activities) seem like play but they reinforce important academic skills
Role play is beneficial for greater mental representational abilities.
Play helps us to be able to understand others … their thinking and beliefs
PLAY REFLECTS CHILD DEVELOPMENT
PLAY RESULTS IN AND REINFORCES CHILD DEVELOPMENT
PLAY PROMOTES CHILD DEVELOPMENT
“Somehow we have separated mind and body (when we eliminate or reduce play), thinking the
one can function without the other.”
9
PLAY VOCABULARY FOR E336 – add to this list from your readings.
Guided, spontaneous, directed play
Assimilation and accommodation in play
Interpersonal and intrapersonal levels
Symbolic Play
Must do and may do activities
Learning activity
Object Play
Entrance, exit skills
Play transitions
Solitary Play
Parallel Play
Tiered activities and assignments
Associative Play
Cooperative Play
High/Low context communication
Sensorimotor/Sensory Play
Preoperational Play
Concrete operational
Positive affect
Nonliterality
Intrinsic motivation
Process orientation
Pure Play
Reception play
Theory of the mind
Chaos theory
Representational/Symbolic play, dynamic, connectionist, creative
Work vs. Play
Play vs. Exploration
Narrative accounts, anecdotal notes, vignettes, “in the thick of it”
Cognitive levels of play, functional play, constructive play, dramatic play, games with rules
Social levels of play: solitary play, parallel play, group play
Transitional play
Unoccupied play
Non play
Playground Science
The Creative spirit
Quality Play
Educational Play
Construction in play
This list is by no means exhaustive in play terms. Be sure to find more terms concerning play and child
development and add them to this list.
10