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 .
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.
PLAY
THE IMPORTANCE OF PLAY
AND THE DIFFERENT TYPES
AND AREAS OF PLAY
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!
1. Play is important because…
 It is how children learn, grow, and develop!
 They learn about themselves,
others, and their world
 Develops and enhances creativity
 Builds confidence and selfconcept
 Releases energy

Provides individual and down time.
 builds initiative and autonomy
(independence) = Erikson’s Theory
 And….
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
Decide which area of development each activity
would enhance. More than one can apply.
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______ 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
2. Areas of Play (social classifications)
a. Unoccupied Behavior
b. Onlooker Play
c. Solitary Play
d. Parallel Play
e. Associative Play
f. Cooperative Play
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.
4. How Parents Can Foster Play
(strengthen and help develop it)
 Relax the Controls
 Be the Child’s Advocate
 Inspire Perseverance
 Provide a Creative
 Tolerate Differences
Environment
 Let them be kids
 Allow for

Free Play
Puzzles, computers. Dramatic
play, play-dough, basketball
hoop, climbing stuff, toys…
Guide them to learn to think for themselves
and to problem solve
“What would you like to do today?”
 “I don’t know”
 Aimless wandering
Give ideas and show
activities
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 Child gives no response
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Notice where their eyes
are looking and facial
expressions of interest
Give ideas and show
activities
Find them a friend
 Doing the same activity
everyday

Encourage variety and
point what others are
doing.
NEXT SECTIONS
Unit 3 Overview of Work
- Unit 3 is Due:_________
- Bell Quiz #1 correct
- Unit Expectations
• Complete the daily notes
• Experience the related child activities
• 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.
BEAN BAG GAMES
FROZEN BEAN BAG
 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.
BEAN BAG SCATTER
 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
5. Types of Play
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….
A Camping Trip
 Close your eyes and draw the camping scene that I will tell you:
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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?
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.
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.
Small Motor / Manipulative Play
 Sand or water or other
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sensory table play
Painting
Puzzles
Play dough
Cutting
Board games
 Threading (beads and
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lacing cards)
Math block
chain links
dice
foam shapes
Sorting objects (beans)
blocks
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…..
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…
How did you get there?
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. …
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
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Brown Bear, Brown Bear
Puppets

Play , Group time, and Transitions
Benefits of Dramatic Play
 Provides an outlet for the child’s inner thoughts and
feelings.
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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
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
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.
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.
Be aware of Culture!!
Supply pictures and props that represent
different races, and types of culture.
Best done when restrictions are few and
possibilities are endless.
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?
Dramatic Play Prop Box
Supplies
POST OFFICE
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.
Weather
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.
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?
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
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.
Provide a multipurpose of
equipment for child stimulation.
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.
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
CENTERS
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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