The Texas State University’s
PLAY & INQUIRY SUMMER WORKSHP
{
theory-building (Lee & Buxton, 2010; Ochs,
Taylor, Rudolph & Smith, 1992)
underlife
ownership
(Chen, 2009)
(Leong & Bodrova, 2012; Breig-Allen, Hill,
Geismer-Ryan & Cadwell, 1998 )
+
{Constructive Play + Sociodramatic Play}
}
3
Pre-K bilingual classrooms
from the state-mandated
ESL summer school
This Summer [semester
+
3
Bilingual Kinder
classrooms from the
state-mandated ESL
summer school
+
60
students who
pay a small tuition,
recruited through the
university outreach
=
120
Students, age 3-8 years
½ speak Spanish at home
½ speak English at home
“Constructive play is
organized, goal-oriented play
in which children use play
materials to create or build
something”
(Drew, Christie, Johnson, Meckley, & Nell, 2008, p. 39).
“Constructive play involves
building and making things no
one has ever seen before”
(Drew, Christie, Johnson, Meckley, & Nell, 2008, p. 38).
“Constructive play, with its
emphasis on hands-on inquiry,
is ideally suited for helping
children learn the academic
skills and concepts found in
states’ early learning
standards”
(Drew, Christie, Johnson, Meckley, & Nell, 2008, p. 40).
Constructive Play Lab
Algebraic Reasoning
Balance
Elemental Properties
Distribution
Fine &Gross Motor Development
Correlation
Proof by Contradiction
Causality
Vectors
Angles
Logic
Parallel
Distribution
Concurrency
Null Set
Laws
Theories
Prediction
Weight
Observation
Scientific Method
Geometric Reasoning
Measurement
Spatial Reasoning
Fluid Mechanics
Gravity
Hypothesizing
Testing
Re-Testing
Goal-setting
Point-to-point correspondence
Chemical Bonding
Numeracy
Volume
Matter
Density
Symmetry
Force
Amplitude
Entropy
Estimation
Projectile Motion
theory-building
ownership
underlife
(Chen, 2009)
Constructive Play
Creates
Play Props
Play Pivots
Play Scenarios
Play Narrative
Play Settings
Play Characterization
Play Plots
Play Conflicts
Play Resolutions
Constructive Play Play
Sociodramatic
Creates
Play Props
Play Pivots
Play Scenarios
Play Narrative
Play Settings
Play Characterization
Play Plots
Play Conflicts
Play Resolutions
Constructive Play Play
Sociodramatic
Creates
Play Props
Play Pivots
Play Scenarios
Play Narrative
Play Settings
Play Characterization
Play Plots
Play Conflicts
Play Resolutions
Sociodramatic Play
fosters interest in our
ORAL and WRITTEN LANGAUGE LAB
Sociodramatic Play
fosters interest in our
ORAL and WRITTEN LANGAUGE LAB
Utilizing our
STORYTELLING CURRICULUM
“…it is steeped in
benefits to young
children’s social,
emotional, and
cognitive health….it
holds implicit benefits
for academic
preparedness in terms
of oral language and
narrative
development.…extends
these benefits to
directly influence
young children’s
knowledge of a variety
of literacy
subskills…from letter
recognition to
vocabulary, as well as
their control over and
response to written
narrative” (Cooper,
2010, p. 54).
Sociodramatic Play
The Storytelling Curriculum
Patsy Cooper
The Classrooms All Young
Children Need: Lessons in
Teaching from Vivian Paley
[2010]
“…it is steeped in
benefits to young
children’s social,
emotional, and
cognitive health….it
holds implicit benefits
for academic
preparedness in terms
of oral language and
narrative
development.…extends
these benefits to
directly influence
young children’s
knowledge of a variety
of literacy
subskills…from letter
recognition to
vocabulary, as well as
their control over and
response to written
narrative” (Cooper,
2010, p. 54).
Sociodramatic Play
The Storytelling Curriculum
Trisha Lee
Princesses, Dragons and
Helicopter Stories: Storytelling
and Story Acting in the Early
Years [2015]
Sociodramatic Play
The Storytelling Curriculum
• “…it is steeped in benefits to young children’s social,
emotional, and cognitive health.
• “…it holds implicit benefits for academic preparedness
in terms of oral language and narrative development.
• “…extends these benefits to directly influence young
children’s knowledge of a variety of literacy subskills…
• …from letter recognition to vocabulary, as well as their
control over and response to written narrative”
(Cooper, 2010, p. 54).
“…it is steeped in
benefits to young
children’s social,
emotional, and
cognitive health….it
holds implicit benefits
for academic
preparedness in terms
of oral language and
narrative
development.…extends
these benefits to
directly influence
young children’s
knowledge of a variety
of literacy
subskills…from letter
recognition to
vocabulary, as well as
their control over and
response to written
narrative” (Cooper,
2010, p. 54).
The Storytelling Curriculum
Oral languages
Print Concepts
Where stories
Come From
Writing Process
Sociodramatic Play
The Storytelling Curriculum
Narrative
Authorial Intent
• “…it is steeped in benefits to young children’s social,
emotional, and cognitive health.
School Identity
• “…it holds implicit benefits for academic preparedness
in terms of oral language and narrative development.
Agency
• “…extends these benefits to directly influence young
Multiculturalism
children’s knowledge of a variety of literacy subskills…
• …from letter recognition to vocabulary, as well as their
Conflict & Content
control over and response to written narrative”
Negotiation
(Cooper, 2010, p. 54).
Collective
Consciousness
“…it is steeped in
benefits to young
children’s social,
emotional, and
cognitive health….it
holds implicit benefits
for academic
preparedness in terms
of oral language and
narrative
development.…extends
these benefits to
directly influence
young children’s
knowledge of a variety
of literacy
subskills…from letter
recognition to
vocabulary, as well as
their control over and
response to written
narrative” (Cooper,
2010, p. 54).
The Storytelling Curriculum
“…it is steeped in
benefits to young
children’s social,
emotional, and
cognitive health….it
holds implicit benefits
for academic
preparedness in terms
of oral language and
narrative
development.…extends
these benefits to
directly influence
young children’s
knowledge of a variety
of literacy
subskills…from letter
recognition to
vocabulary, as well as
their control over and
response to written
narrative” (Cooper,
2010, p. 54).
The StorytelLas Hormigas
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References
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Alba, R. (2005). Bright vs. blurred boundaries: Second generation•
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•
Breig-Allen, C., Hill, J., Geismar-Ryan, L. & Cadwell, L.B. (1998).
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•
Chen, R. (2009). Early childhood identity: Construction, culture
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•
Cooper, P.M. (2010). The classrooms all young children need:
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Press.
•
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•
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(2008). Constructive Play: A Value-Added Strategy for Meeting •
Early Learning Standard. Young Children. 63(4), 38-44.
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Freire, P. and A.M.A. Freire (1994). Pedagogy of hope: reliving
pedagogy of the oppressed. New York, Continuum.
González, N., Moll, L. C., & Amanti, C. (2005). Funds of
knowledge: Theorizing practices in households, communities,
and classrooms. Mahwah, NJ: Erlbaum Associates.
Lee, O. & Buxton, C. A. (2010). Diversity and equity in science
education: Research, policy, and practice. New York: Teachers
College Press.
Lee, T. (2015). Princesses, dragons and helicopter stories:
Storytelling and story acting in the early years. London:
Routledge.
Lenz Taguchi, H. (2010). Going beyond the theory/practice divide
in early childhood education: Introducing an intra-active
pedagogy. New York: Routledge.
Leong, D. J., & Bodrova, E. (2012). Assessing and scaffolding:
Make-believe play. Young children, 67(1), 28-34.
Nell, M.L., Drew, W.F. & Bush, D.E.. (2013). From play to practice:
Connecting teachers’ play to children’s learning. Washington
D.C.: National Association for the Education of Young Children.
Ochs, E., Taylor, C., Rudolph, D. and Smith, R. (1992). Storytelling
as a theory-building activity. Discourse Processes, 15(1), 37-72.
Paley, V.G. 2004. A child's work: The importance of fantasy play.
Chicago: University of Chicago Press.
Paley, V.G. 1988. Bad guys don't have birthdays: Fantasy play at
four. Chicago: University of Chicago Press.
Tim Kinard : [email protected]
Dianne Pape : [email protected]
Mary Esther Huerta : [email protected]
Teresa Zapp : [email protected]
Jesse Gainer : [email protected]
Have Questions?
Want to know more?
Email any one of the folks above for more info!