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Chapter 4: Children Understanding the World through Play
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Chapter 4: Children Understanding the World through Play

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Early Childhood Education: Learning Together

Early Childhood Education: Learning Together
by Virginia Casper and Rachel Theilheimer
(c)2009 McGraw-Hill Publishing

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    Chapter 4: Children Understanding the World through Play Chapter 4: Children Understanding the World through Play Presentation Transcript

    • Chapter 4: Children Understanding the World through Play Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
    • Integrative Play
      • Allows children:
        • To use their imaginations
        • Communicate meaning
        • Transform their thinking
        • Solve problems
      Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
    • Symbolic Play
      • Allows children to:
        • To go beyond what is present
        • To add to the attributes of playthings
        • To use their imagination
        • To transcend the limitations of the available playthings
      Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
    • Conceptual Parameters
      • Boundaries of child’s thinking
      • What contributes to the creation of these boundaries?
      Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
    • Play Symbols
      • Ways to make one thing stand for another
      • List some common play symbols
      Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
    • Using Play to Solve Problems
      • While children might have a difficult time “thinking” through their problems, they can use Play as a means to work through their issues and concerns.
      • How did Ana and Michael use Play to alleviate some of their fears?
      Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
    • Primary Attachment Relationships
      • Allow children:
        • To experience their environment as safe
        • To feel protected
        • To feel free to express themselves
      Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
    • Play as a Social Motivator
      • Encourages children:
        • To interact with one another
        • To negotiate with one another
        • To tolerate frustration
        • To cooperate
      Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
    • Spontaneous Play
      • Contains:
        • Fantasy, as well as reality
        • Complex verbal dialogues
        • Many children or just one
      Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
    • Play in the Primary Grades
      • Transitions from spontaneous to more rule-based types of play
      • Becomes more competitive
      • Can predict later social competence
      • Can facilitate learning
      Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
    • Characteristics of Play
      • Intrinsically motivating
      • Offers opportunities for pleasure
      • Allows for self-expression
      • Encourages mastery of developmental issues
      • Is a reward by itself
      Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
    • Play Symbols and Metaphors
      • Identify the symbols and metaphor in the following scenario:
        • Pablo just moved from the city out to the country. As he plays with his play dough, he creates a snake and then proceeds to “smash” it with his hammer.
      Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
    • Categories of Play
      • Unoccupied play : No obvious action
      • Solitary play : Playing alone
      • Onlooker play : Observes others playing
      • Parallel play : Plays next to but not with another child
      • Associative play : Play with a common focus
      • Cooperative play : Playing together
      Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
    • Functional Play
      • Play that involves actions and the body
      • Play that occurs at the sensory level
      • Allows their physical actions to enhance the sensory experience
      Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
    • Constructive Play
      • Involves the creation of something new
        • Building a tower
        • Painting a picture
        • Making a quilt
      Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
    • Dramatic Play
      • An interactive and open-ended process
      • Uses symbols to represent feelings, ideas, and issues
      • Is not goal-oriented
      • Involves improvisation
      Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
    • Self-Regulation
      • Promotes children’s ability to:
        • Modulate impulses
        • Exert Self-Control
        • Delay gratification
        • Follow routines and rules
      Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
    • Characteristics of Traumatic Play
      • Occurs in children who have been traumatized
      • Is grim and “business-like”
      • Contains elements of fear, rage, and helplessness
      • Is unusually intense
      Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
    • “ Power” Play
      • As children understand their own limitations, they look for ways to feel more powerful or in control
      • Through play, children can become superheroes, dinosaurs, and even parents!
      Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
    • Gender and Play
      • Allows children to pursue both stereotypical and atypical behaviors associated with gender
      • Can be troubling for some teachers and parents if gender roles are emphasized too strongly or ignored
      Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
    • Culture and Play
      • Children from different cultures can find some types of play intimidating
      • Cultural differences affect how and what children play with
      • Can teach children about cultures different from their own
      Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
    • Aspects of Inclusive Play
      • Do the objects we use reflect the language and culture of the children?
      • Do we have objects from diverse cultures?
      • Do the materials respect cultural diversity?
      • Do the materials challenge sex-role stereotypes?
      Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
    • Respect for Play
      • Observe play to find its meaning
      • Facilitate play to make it easier
      • Provide scaffolding when needed
      • Validate the child’s play by recognizing its importance
      Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
    • Scaffolding Components of Play
      • Social
        • Relating to others
      • Emotional
        • Understanding feelings
      • Conceptual
        • Thinking and problem solving
      Copyright 2010 McGraw-Hill Companies, Inc. New York, New York
    • Educational Benefits of Play
      • Increased vocabulary
      • Better story comprehension
      • Better problem solving
      • Higher social competence
      Copyright 2010 McGraw-Hill Companies, Inc. New York, New York