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Play and the Curriculum

Play Centers and Spatial Arrangement

Types of Play (Learning) Centers

Logical Arrangement of Space and Materials. This has been found to increase

the frequency of play and enhance learning when engaged in play. Blocks, dramaticplay, and motor play are typically held in similar proximity as opposed to learning

centers being distant.

A Modified Open Plan Design. This design usually divide areas using shelves,

bulletin boards, etc. However, they allow easy access and vision to the other areas.

Stimulus Shelters. A space for children to be alone and to enjoy a brief respitefrom active classroom life.

Balance of Play Materials It is important to provide a balance of both complex versus simple materials and

open-ended versus closed ones in play centers. This is associated with greater play.

Complex materials. Those with many uses (e.g., sculpting, clay)

Simple materials. Materials with limited purposes (e.g., books)

Open-ended materials. Those with which children are able to express themselvesfreely and creatively (e.g., hardwood blocks)

Closed materials. Those with only a single use (e.g., an ordering game in which

objects are arranged by size)

It is also important to have a balance of realistic and nonrealistic materials (e.g.,boxes, cardboard pieces, rubber shapes) to balance and enhance play.

For young children (2-3yrs), realistic toys help to facilitate language and symbolic

development

For children (5-6yrs), nonrealistic materials were more instrumental towards the

development of language and symbolic development.

In many play based centers, it is important to note that the process of learning andexpression through play is what is most importantnot the end product.

Art based play

Socio-dramatic play Musical play

Curriculum based play (mathematics)

Open-ended play activities have been found to be related to ideational fluency

an ability to generate many and varied ideas in writing, language interactions, and art.

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Play has been found to lead to more effective problem solving, because play

experiences enable children to generate more solutions to challenging problems.

Schedule of the Day It is important to provide and follow a consistent schedule throughout the day.

This schedule should also include a balance between active and quiet experiences.

At least an hour is recommended for free play in younger children.

However, it has been noted that some children spend 45 min-1hr planning their

playdesigning play sets, negotiating roles, and discussing themes.

Variations in Approaches to Play

Reward Approach. Teachers sometimes use play as an incentive for focus or

task management/ completion. Illicit Play. Children sometimes engage in spontaneous play as an alternative to

engaging in tasks that are difficult or boring.

Hands-Off Play Approach. Teachers sometimes provide opportunities for

unstructured free play and observe interactions from a distance. Psychoanalytic perspective. Children sometimes use play to work through issues

and facilitate greater understanding. Narrowly Focused Play Intervention. Teachers sometime observing the play

dynamics and enhance childrens play by participating in unintrusive ways.

Broadly Focused Developmental Approach

The teacher intervenes regularly and vigorously to promote a broad range ofconcepts and skills.

Assumption. Teacher intervention is influential to the play setting to facilitate

greater learning.Non-Play Curriculum Models

Assumptions:

Play and learning are distinct and mutually exclusive

Learning is more important than play and should be the ultimate goal of education

Limitations on play in the classroom were based on the works of B. F. Skinner

and other behaviorists.

Direct Instruction model (Distar). No play at all

The benefits have been found to be short lived in many young children.

They fail to develop nonacademic areas that are essential. Studies have noted that

preschoolers who were in these programs were found to be more likely, as adolescents, to

engage in delinquent behavior

Diadactic Public School Programs

Many schools (inner city) have attempted to deal with the rise in poor scores byeliminating play in the school.

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Practices that hinder play opportunities:

Children are not allowed to use play centers until after their abstract seat workis completed

Children who do not finish workbook pages or dittos are not allowed to go out for

recess Children are required to play very quietly

The number of children allowed in a given center is restricted to two or three

Children are not provided with adequate space or a long enough time block toengage in meaningful play

Gains are often short-lived May create stress levels, especially among at-risk kids Will not effectively promote social skills (conflict resolution)

Smilanskys Sociodramatic Play Intervention

Intervention program designed to enhance sociodramatic play. This is make-believe role playing in which children assume pretend roles of other persons, animals, or

even objects and play out imaginative situations that hold personal meaning. Based on

four assumptions:

Sociodramatic play is related to social and cognitive development and school

success.

Not all children engage in sociodramatic play; some are less engaged and less

social, & imaginative.

Absence of socio play abilities among low socioeconomic kids may explain

academic difficulties in later childhood

Adult intervention can increase the quantity and quality of sociodramatic play and

enhance overall cognitive developmentIsenberg and Jalongos Creative Drama for the Primary Grades

Proposed a program to enhance creative drama (pp.315)