Date
ECE 1B Objectives
Teach
( WB = workbook)
guppies
Teach
2yo
starfish
9
10
Birth – 2
Day 8
9/16
11/18
WB : st V obj 2 q#A and B
Pg 21-23
Value of Play and Language and
Literacy
Preschool #1
Dolphins
(3yo) &
Whales
(4yo)
Preschool
#2
Lesson
Plan
Review
and Prep
Class
Work
assigned
*5,6,7,8
Unit 2
# 1, 2, & 5-9
Dolphins
(3yo) &
Whales
(4yo)
13,14,1,2
11
Observe
and Class
Work
12
observe #3
What is Due
Today?
DAY 8
WB : st V obj 2 q# A and B pg21-23
Value of Play and Language and Literacy
Play is a child’s WORK, and it is the most
important job 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!
Play is important because…
• It is how children learn, grow, and develop!
Play is important because…
• They learn about themselves,
others, and their world
• Develops and enhances creativity
• Builds initiative and autonomy
(independence) = Erikson’s Theory
• Builds confidence and self-concept
• Releases energy
– Provides individual and down time.
• 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
Play
• Parallel Play is playing next to, but not with
other children. This is the most common form
of play for a toddler.
• Solitary Play is playing alone.
• On-Looker Play is watching everyone play, but
having no interaction
• Cooperative Play is when children play together
to reach a common goal. Cooperate with each
other.
Social Classifications
ONLOOKER Play: This behavior involves watching other
children play and it is exhibited in two forms.
(1) The child may talk to the children who are playing but
does not become actively involved in their play or (2) The
child is participating in an activity such as Duck Duck Goose
where they must wait their turn. (BEGINS in TODDLERS)
SOLITARY PLAY: This type of play involves a child playing
alone. He/she has no interest in anyone else or what they
are doing. The toys he/she plays with are different from
those the other children are playing with. He/she is totally
involved in a personal activity. (BEGINS in INFANTS)
PARALLEL PLAY: This type of play involves a child playing beside other
children and not with them. There is no actual interaction, the toys might
be similar and shared, the children are doing their own thing. (BEGINS 23 YEARS)
COOPERATIVE PLAY: This type of play involves cooperation and
organization. The child is a part of a group that has a specific purpose in
mind such as playing grocery store or playing a game. There are usually
leaders and followers in this type of play. (BEGINS as PRESCHOOLER)
UNOCCUPIED BEHAVIOR: The child is not involved in any particular
activity. He/she just observes what seems interesting at the time. When
nothing of interest is happening, he/she will walk around, look around, or
play with his/her fingers, hair, etc. The child often appears to be day
dreaming.
In onlooker play, the child wants to be close enough to interact with the
children who are playing whereas the unoccupied child’s interest keeps
shifting to anything that interests him/her at the moment.
How Parents Interfere with
the value of play
•
Too many toys
–
•
Purpose and Timing of Toys
–
•
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
–
•
Child has been stereotyped and only has gender appropriate toys, games, and activities. Let them
choose their own interests.
Self-conscious Play
–
•
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 too many toys to play with which causes confusion,
overwhelming, and too many choices.
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.
Gross (large) Motor Play
Active, Rough and Tumble, and Outdoor PLAY
• Gross (large) Motor = using the large muscles in the body
• This looks like running around or fighting but it builds physical
and social skills.
• It is a release of energy, teaches healthy habits of activity, and
provides a balance between rest and active play to regulate the
child’s behavior. It should be included daily as part of the
curriculum
• Gross motor play is found in all curriculum areas like math,
creative art, music & movement, language & literacy, and
science.
• Skipping, sports, hula hoops, chase, playground, games,…
Fine (small) Motor, Sensory, and
Manipulatives
• Fine (small) motor, sensory, manipulative play = using the small muscles
in the body.
– Art can be fine motor, but not all fine motor is art.
• Manipulatives: using objects like blocks to touch, manipulate, visualize,
and physically experience the idea.
• Sensory is using the senses to learn and experiencing the concepts.
– When all 5 senses are used at the same time, learning and understanding
increases.
• Fine (small) motor, sensory, manipulative play is found in all
curriculum areas like math, creative art, music & movement, language
& literacy, and science.
• Fine motor, Sensory, Manipulative Examples:
– beads, puzzles, shaving cream, sand, blocks, finger paint, play-dough
– Includes building and construction
• play dough, blocks, sand table, cutting and constructing a picture…
• If you have puzzles in your preschool, make sure they have all of the
pieces or get rid of them.
BLOCK AREA
• Blocks, lego’s, lincoln logs, …
• P l a c e i t away f ro m q u i et a re a s a n d n ex t to n o i sy
a re a s l i ke d ra m at i c p l ay.
• H ave a m p l e s p a c e to b u i l d w i t h o u t ge tt i n g i n t h e way
o f o t h e rs .
• U s e t h e s h e l ve s fo r s e p a rat i o n , wa l l s , a n d sto ra ge .
• U s e a f l at c a r p e te d s u r fa c e fo r wa r mt h , co mfo r t , a n d
n o i s e co nt ro l .
• P rov i d e p ro ps o t h e r t h a n b l o c ks : f u r n i t u re , p e o p l e ,
ca rs , a n i m a l s , ro a d s i g n s … . .
Passive PLAY
• Having no interaction
with others during the
choice of play.
– All children need this,
but keep it limited.
• Watching TV, Reading,
computer, video
games, puzzles,
musical instrument,
coloring, beads, ….
Free Play
• Children have no restrictions
or instructions, but endless
possibilities with the area,
props, and supplies they are
surrounding with.
• It allows the child to act
upon their own imagination
and to problem solve
through the activity
experience.
– Examples of free play activities:
• Dramatic play, farm animals,
dollhouse
FREE PLAY
• Why should toys be limited during free play?
– Too many toys can be overwhelming and cause a
child to lose interest due to the stress of options.
• Open ended toys or activities
– The child decides when the activity is over
– playdough, magnets, sand, and water
• Closed ended toys or activities
– The activity determines the end.
– puzzle, game, and books
Dramatic / Make-believe/ Pretend
• Best done when
– There are a variety of props
• If possible, real life items are best
– Cooking items, menus, mail bag, play trucks, hats and dress
up/costumes, dolls,
– Early Literacy is incorporated throughout
• Writing letters at the post office area, ordering from a real
menu at the restaurant, reading a real ,magazine at the beauty
salon, using real empty food containers for the grocery store.
– There are FEW restrictions and ENDLESS possibilities.
– Examples: house, grocery, post-office, gardening
B. Language and Literacy
• These types of activities allow for repetition
which builds confidence and self-esteem in
children.
• Anything that will help to promote the
development of language and the letter & sound
recognition for young children.
• Examples:
– finger plays, illustrated stories, …
– letter feel and sounds,…
– Dramatic play, show and tell,…
A 3 year old is distracted and noisy
during story time?
• Consider the attention span and reevaluate the
book.
– Length, topic, illustrations, vocabulary, word count
• Rely on your support teacher.
• Have the child assist you or sit by you.
When selecting a book to read to
young children consider
• The amount of words on the page, the vocabulary
level, the illustrations, the amount of pages, the
topic, and if it is relevant to the child.
Infants and
Toddlers
2 year old
3 year old
4 year old
5 year old
Thick pages
Large Bright
pictures
Familiar
objects
Sensory
Familiar
experiences
& objects
Imitates
familiar
sounds
Familiar
plots
Large bright
pictures
*Familiar
experiences
& objects
*Other People
and things
outside of
the home
*Repetitive
sounds and
words – Nursery
*Explain how
and why.
*Include
exaggeration, silly,
and humor in
reality.
*Pictures tell the
story.
*Contain new
words.
*Same as a 4 year old
plus:
Rhymes
*Add new
knowledge
*Familiar facts
*Fantasy trips
beyond their
world
• Show and tell or sharing time is beneficial
because it improves the child’s language skills,
their ability to speak in front of a group, and it
helps their ability to listen and ask questions,
• Play improves the child’s language skills so
children should be actively engaged in
conversations, questioning, involved in
discussions, and not quiet.
• Finger plays are language activities that help
develop fine motor skills, BUT ALSO memory
and speaking skills.
CDA TRACK