Learn Through Play

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Learn Through Play is a simple PowerPoint tutorial created to guide parents and new teachers into the world of play. In this tutorial, you will learn the how play develops other life skills. An observation template is provided, as well as a checklist. Watch and enjoy!

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Learn Through Play

  1. 1. Learn Through Play Presented by: Shana Beaudoin
  2. 2. 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.
  3. 3. 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)
  4. 4. 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)
  5. 5. Developing New Vocabulary According to Education.com, animals, vehicles, dolls, and dollhouses promote language development. How? oLearn the names and purpose of each item oCreate scenarios oEngage in active role play oReenact day-to-day life
  6. 6. 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
  7. 7. 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.
  8. 8. 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.”
  9. 9. 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)
  10. 10. 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.
  11. 11. 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.
  12. 12. 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)
  13. 13. 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)
  14. 14. 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 Journal Of Early Childhood, 36(4), 69-75.

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