Facilitating Learning Through Play

Remmel Butler Child Development Center

February 21, 2011

Dr. Melanie Kennon

What is Play?PleasurableSelf-selectedIntrinsically motivated and

spontaneousNon-literal or symbolicActively engagingEncourages attention on the

means, not the end (Process not Product).

Appropriate PlayProvides for all areas of the child’s

developmentIs an active/interactive processIs highly motivatingAllows for differences in

developmental ability, interest, and learning style

Allows for practice and repetition of skills and ideas

Promotes self-regulation

Play as Developmentally Appropriate Curriculum

Contributes to brain developmentPromotes acquisition of foundational

skillsLays cornerstone for social and

moral developmentSupports emotional developmentStrengthens language skillsPromotes early

literacy skills

Categories of PlayFunctional

(Sensorimotor or Practice Play)BlocksPuzzles Climbing Skating

Symbolic(Constructive and Dramatic Play)Paints Dress-up Clay LEGOS

Games with Rules

Kickball Checkers Little League

Social Stages of PlayOnlooker PlaySolitary PlayParallel PlayAssociative Group PlayCooperative Play

“I’m not just playing. I’m learning...”

Language growthSocial skillsCreativityCause and effectAbout the worldInterpersonal skills, like cooperation and

conflict resolutionProblem-solving abilitiesSelf-confidence and persistenceGross and fine motor skill development

Space for Play

Should◦Be Safe◦Match the activity◦Be Flexible◦Be Comfortable and warm◦Be Inviting◦Encourage the development of

relationships◦Encourage self-expression◦Appeal to children’s senses

Materials for PlayAge-appropriate, safe, sturdy,

interestingOpportunities to develop and support

learning goalsAuthenticVarietySensory richness ChallengingExtend and enrich learning (Loose Parts)Inviting and accessible

Babies: Sensorimotor Stage of Development (Birth-1)

Onlooker and Solitary Play◦Textures (soft board books, cloth or foam

blocks, cuddly animals)◦Exploration (low soft climbing platforms,

unbreakable mirrors)◦Language (Recorded music and songs,

talk)◦Repetitive Action◦Things to grab, bang, and bat (mobiles)◦Grasping toys (rattles, soft rubber animals,

squeeze toys, texture balls, stacking rings)◦Adults are babies’ biggest and best toy!

Literacy for Babies

Board booksCloth or vinyl booksSimple pictures, little textSongs, rhymes, finger plays

Toddlers: Preoperational Stage of Development (1-3 yrs.)

Onlooker, Solitary, Parallel Play◦Sand and water toys, bubbles,

funnels, shovels, beans◦Activity boxes with doors and lids,

buttons◦Puzzles with 3-5 pieces, with knobs,

simple familiar shapes◦Push and pull toys, riding toys, balls,

tunnels to crawl through◦Pretend play items (hats, dress-up

items, cars, trucks)

Toddlers: (Cont.)

Recorded music and simple musical instruments

Art supplies (finger paint, crayons, sturdy paper, feathers, cotton balls, macaroni, sidewalk chalk)

Play doughLarge building blocks, play people, animals Familiar household items (plastic food,

dishes, telephones)Books (sturdy, colorful pictures, repetitive

text

Preschoolers: Preoperational Stage of Development (3-5 yrs.)Solitary, parallel, associative group,

some cooperative play (games with rules around 5 yrs old.)

Construction and interlocking materials (Legos, train and race tracks, Lincoln logs)

Large, simple, puzzles without knobs with more pieces

Pattern making materials (beads for stringing, pegboards, color cubes)

Lacing cardsSmall plastic objects for sorting, matching,

ordering by shape, color, size, or other categories

Preschoolers: (cont.)Dolls of various ethnic and gender

appearanceHousekeeping equipmentHand puppetsRecorded music and musical instrumentsDramatic play propsArts and crafts supplies (scissors, glue,

chalk, collage materials, glitter, paints)Simple games (Dominoes, matching and

memory games, Candyland)Books of all kinds, alphabet cards and

shapes, writing materials

Unconventional MaterialsButtonsEmpty plastic containers and spice containersOld magazinesFabric and yarn scrapsWallpaper books, paint color cardsRice, beans, macaroni, flourDiscarded wrapping paperOld muffin tins and pizza pansClothespins, large tongue depressors, pot

scrubbersOld jewelry and beads

How to Play with ChildrenProvide age-appropriate activities

and materialsAllow children to explore,

investigate, and draw their own conclusions.

Follow the child’s lead…as long as it is safe.

Listen to children.

How to Play with Children(cont.)

Avoid telling them “how” to play.Provide commentary on what the

children are doing.Allow plenty of time and space.Encourage experimenting and

expect mistakes.Provide choices.

Responding to PlayAdjust the environment.Remove/add materials.Make a comment or ask a

question.◦Open-ended questions◦Clarifying questions

Focus on the process to extend play.

Support problem-solving.Do nothing. Just observe.

When Reading to ChildrenUse naming and describing to talk about

picturesRead a variety of books based on children’s

interestsUse story propsMake reading a comfortable experienceModel concepts of print

Left to right Top to bottom Front to back Turning pages Title of book The End!

Literacy in Play

Developing readers and writersEX: Dramatic play area (restaurant)

Signs with pictures and words Old telephone books Cookbooks Menus Message pads Environmental print Rebus Picture cards with recipes on them Letter cookie cutters Books about food items Store coupons Grocery shopping lists

Dramatic Play Areas and Literacy Learning

Vet Clinic/PetSmartDry CleanersGarden CenterFlower ShopBakery/ Donut ShopBait ShopGrocery StoreBarber/ Beauty SalonDoctor’s Office/Eye Doctor

Play is a child’s work…

Questions??