Learn Through PlayPresented by: Shana Beaudoin

Objectives

1. Parents and teachers will develop an understanding of

play-based learning.

2. Given examples and templates, parents and teachers will

be able to successfully create play-based learning

opportunities.

3. Parents and teachers will complete this tutorial, then

share their stories and photos to inspire others.

Why Play-based Learning?

Children have control over

start, stop, and change during

play

Strengthen communication

skills and build on vocabulary

Relationships, confidence, and

personalities develop

Learn to problem solve (Thomas, Warren, & de Vries, 2011)

Cognitive

children explore the world

investigate its properties

build an understanding

about how the world works

Example: Children work

together to build a tower.

The tower falls repeatedly.

The children will then rebuild

until the tower is steady.

("Excelligence Learning Corporation", 2008)

Developing New Vocabulary

According to Education.com, animals, vehicles, dolls, and dollhouses promote language development.

How?oLearn the names and purpose of each itemoCreate scenarios oEngage in active role playoReenact day-to-day life

Adult Role

Provide the least restrictive

environment possible

Create a welcoming and safe

classroom/home climate

Listen to children during play

instead of interjecting

immediately

Coach conversations along

Take advantage of teachable

moments

Observe particular interests and

expand on them

Provide simple dramatic play

props

Give praise for accomplishments

Checklist and Template

Can correctly state his gender and

age.

Can recite her first and last names,

and the names of parents.

Takes care of his own needs, such

as washing hands and dressing.

Enjoys helping with household

tasks.

Adjusts to new situations without an

adult being present.

Is starting to notice other

people’s moods and feelings.

Is beginning to recognize his

limits and ask others for help.

Is starting to learn to take turns,

share, and cooperate.

Expresses anger with words

rather than acting out physically.

Teachable Moments

If children are using the

incorrect name for a

particular item, repeat their

sentence with the edited

version. Then decide if the

child needs further

explanation.

Example:

Child – “Look, I see a snake in this picture!”

Teacher – “Oh, I see that you found a eel. They look like snakes in the water.”

Red Flags

Has difficulty joining in and

maintaining positive social

status in a peer group.

Has a hard time maintaining

self-control when frustrated.

Throws long, drawn-out, or

frequent tantrums, or bullies

other children.

Is unusually withdrawn or

seems sad. (Be sure to look

for this behavior in group

activities as well as solo play

and artwork.)

Suffers from extreme anxiety

when separated from you,

even in a familiar setting.(Institute Of Education Sciences, 2002)

Pop Quiz

1) Which is more beneficial to a young child; role playing or parallel play?

2) Do children learn more through adult explanation or assisted exploration?

3) Are preschoolers able to use engineering concepts without adult interference?

1) Role play. This allows a child to mimic their daily life, and add changes to the game.

2) Exploration. Children learn much quicker through exploration and experimentation.

3) Yes. Remember our example of block building on slide five.

Assignment

Try these simple techniques in your home/classroom.

Record your observation on paper, or use camera and video.

Write a small summary on your findings and share it on this blog.

Wrap-up

Play-based interventions are practices designed to

improve socio-emotional, physical, language, and

cognitive development through guided interactive

play.

During play sessions, an interventionist uses

strategies including modeling, verbal redirection,

reinforcement, and indirect instruction to sustain and

encourage child play activities.(Institute Of Education Sciences, 2002)

Wrap-up

Through the use of appropriate play materials and the

direction of the interventionist, the goal is for young

children to be better able to explore, experiment,

interact, and express themselves.

Play-based interventions can be conducted across a

variety of settings, including at school or at home, as

one-on-one activities between an interventionist and

a child, or in small group settings.(Institute Of Education Sciences, 2002)

References

Christakis, E., & Christakis, N. (2010, December). Want to get your kids into college? Let them play. CNN Opinion.

Excelligence Learning Corporation. (2008). Retrieved from http:/ / www.earlychildhoodnews.com/ earlychildhood/ article_view.aspx?ArticleID=453

Institute of Education Sciences. (2002). Retrieved from http:/ / ies.ed.gov/ ncee/ wwc/ interventionreport.aspx?sid=570

National Center for Learning Disabilties. (2011). Retrieved from http:/ / www.getreadytoread.org/ early-learning-childhood-basics/ early-childhood/ understanding-social-and-emotional-development-in-preschoolers

Thomas, L., Warren, E., & de Vries, E. (2011). Play-based learning and intentional teaching in early childhood contexts. Australasian J ournal Of Early Childhood, 36(4), 69-75.