Photos of arts education programs I\'ve facilitated in Ghana and Nicaragua. Includes captions of empirical studies that have measured the impact of dramatic arts on child and community development.
Crafting Puppets and telling stories: ludic learning for young learnersValéria Benévolo França
This was a project conduct with very young learners which used Flow Theaory and active learning strategies in order to foster storytelling and language production. Presented at the 2019 IATEFL International Conference.
This document proposes creating a private virtual world for a school community using the OpenSim platform hosted by ReactionGrid. Students would join a project team to help build the virtual space, learning skills like 3D modeling and object creation. The goals are to promote creativity, showcase student work, and allow new ways for students and teachers to interact. The initial costs are about $1500 for setup and $1350 for annual maintenance. Students would help build areas for subjects like maths and science as well as social spaces. Teachers would be trained to use the virtual world for teaching.
The proposed Service Learning Program aims to connect youth to meaningful service experiences in their community through coordinated projects and partnerships with other organizations. The program will run three times per year, with each session consisting of three service projects and monthly meetings. Key components will include learning from educators at each project, reflecting on experiences, and making a difference through meeting identified community needs. The program aims to benefit youth through developing skills, perspective, and engagement with their community while providing a structured avenue for service.
This document discusses the concept of joy in education. It suggests that joy has been lost in many schools due to an overemphasis on rigor, data, and student achievement. While these are important, joy should be an end in itself, not just a means to other ends. The document advocates bringing more wonder, fun, gratitude, and playfulness into teaching and learning to cultivate joy for both students and teachers.
This document outlines the steps to develop a proposal and budget for a preschool program. It discusses identifying the need for the program by reviewing research on the benefits of preschool. It also discusses determining the target population by analyzing community demographics and at-risk factors. The document considers the program needs such as staffing, materials, transportation, and enrollment levels. It discusses locating funding sources such as grants from the state department of education and private organizations. Finally, it discusses developing a budget to cover all program costs and promoting the program in the community through various outreach strategies.
Slides to support a workshop at the Building Learning Communities Conference; Boston, MA. 18 July 2014
How can we make learning sticky using powerful storytelling frameworks that tap into peoples' emotions? How do we involve all students in creating digital content that doesn't also create hours of content for teachers to assess? This interactive session will showcase Digital Storytelling activities teachers can use in class tomorrow! Document student learning & foster reflective ways for students to share their learning. 1st: we play! Then we'll discuss how to practically adapt these ideas, make them your own, and figure out what sort of infrastructure needs to be in place to support these kinds of powerful learning experiences. We’ll learn how to exercise your students' & your own creativity muscles and share simple strategies for collecting & publishing student work.
Crafting Puppets and telling stories: ludic learning for young learnersValéria Benévolo França
This was a project conduct with very young learners which used Flow Theaory and active learning strategies in order to foster storytelling and language production. Presented at the 2019 IATEFL International Conference.
This document proposes creating a private virtual world for a school community using the OpenSim platform hosted by ReactionGrid. Students would join a project team to help build the virtual space, learning skills like 3D modeling and object creation. The goals are to promote creativity, showcase student work, and allow new ways for students and teachers to interact. The initial costs are about $1500 for setup and $1350 for annual maintenance. Students would help build areas for subjects like maths and science as well as social spaces. Teachers would be trained to use the virtual world for teaching.
The proposed Service Learning Program aims to connect youth to meaningful service experiences in their community through coordinated projects and partnerships with other organizations. The program will run three times per year, with each session consisting of three service projects and monthly meetings. Key components will include learning from educators at each project, reflecting on experiences, and making a difference through meeting identified community needs. The program aims to benefit youth through developing skills, perspective, and engagement with their community while providing a structured avenue for service.
This document discusses the concept of joy in education. It suggests that joy has been lost in many schools due to an overemphasis on rigor, data, and student achievement. While these are important, joy should be an end in itself, not just a means to other ends. The document advocates bringing more wonder, fun, gratitude, and playfulness into teaching and learning to cultivate joy for both students and teachers.
This document outlines the steps to develop a proposal and budget for a preschool program. It discusses identifying the need for the program by reviewing research on the benefits of preschool. It also discusses determining the target population by analyzing community demographics and at-risk factors. The document considers the program needs such as staffing, materials, transportation, and enrollment levels. It discusses locating funding sources such as grants from the state department of education and private organizations. Finally, it discusses developing a budget to cover all program costs and promoting the program in the community through various outreach strategies.
Slides to support a workshop at the Building Learning Communities Conference; Boston, MA. 18 July 2014
How can we make learning sticky using powerful storytelling frameworks that tap into peoples' emotions? How do we involve all students in creating digital content that doesn't also create hours of content for teachers to assess? This interactive session will showcase Digital Storytelling activities teachers can use in class tomorrow! Document student learning & foster reflective ways for students to share their learning. 1st: we play! Then we'll discuss how to practically adapt these ideas, make them your own, and figure out what sort of infrastructure needs to be in place to support these kinds of powerful learning experiences. We’ll learn how to exercise your students' & your own creativity muscles and share simple strategies for collecting & publishing student work.
Tales of Learning and The Gifts of Footprints v3Darren Kuropatwa
This document discusses learning and sharing knowledge through various means such as digital storytelling, footprints, and gifts. It explores shifting from private and consumer-focused learning to more public and participatory models. It advocates educating others and improving the world through open sharing of what we learn.
Global Service Learning Project ProposalLaura Skakle
This global learning service project proposal discusses the Books as Bridges program. Team A addresses the rationale for choosing the project, key elements, and implementations and effects on the world by participating in the project.
Social Media Marketing Proposal for Volvo - New Media Drivers License Course ...Lexie Liang
This is my final presentation for my New Media Drivers License Course at Michigan State University. The project is to develop a digital marketing proposal for a brand of your choice. I chose Volvo as my brand because I love cars and I consistently pay attention to auto industry. This presentation is listed as one of the top ten proposals among 150 peers.
Find detailed proposal on the website of New Media Drivers License (Under the tag "Example Work").
http://newmediadl.com/homework/0/365
Presentation given at mLearnCon 2014, this session challenged the notion that mobile learning is a separate strategy and looked at mobile as a single piece in a greater puzzle.
This document outlines the key elements that should be included in a proposal for a TV or video program. It describes what should be included in sections on the project proposal, synopsis, treatment, episodic descriptions, project timetable, interactive elements, budget, key personnel, and business plan. For children's programs, it notes the proposal should demonstrate educational goals supported by research and plans to extend the program's educational and entertainment value through additional activities.
The document discusses the results of a study on the effects of exercise on memory and thinking abilities in older adults. The study found that regular exercise can help reduce the decline in thinking abilities that often occurs with age. Specifically, aerobic exercise was shown to improve executive function and memory in the study participants between the ages of 60-75 who exercised at least 30 minutes per day for 6 months.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help alleviate symptoms of mental illness and boost overall mental well-being.
This project aims to provide solar-powered lighting to communities in the Philippines through a partnership with Gawad Kalinga, an organization working to reduce poverty. The team has developed an affordable and sustainable solar lamp made from local materials like bamboo that can provide light for 5 days on a single charge. They plan to teach community members how to produce and sell the lamps, creating social businesses and a sustainable source of income within the villages. The goal is to empower communities with the tools and skills to illuminate their homes and pathways while gaining financial independence through this replicable social enterprise model.
ConfabEDU: Empowering Students to Tell StoriesMeg Bernier
This document discusses how empowering students to tell their own stories can engage digital audiences. It describes how St. Lawrence University created a student social media team and student-run Instagram account to share authentic student experiences. The Instagram account is run by different students each week who are given access and guidance. This empowers students to shape the university's narrative while benefiting recruitment and alumni engagement. By providing opportunities, recognition, and skills training, students are motivated to participate despite being unpaid volunteers. Their involvement has increased engagement and followers on social media.
Fallacy Bullies see themselves as independent critical thinkers who can see through propaganda, but they often use logical fallacies as weapons against others and react defensively when their own thinking is questioned. While promoting the teaching of logical fallacies, Fallacy Bullies ignore subtleties in their application and use them in an overly blunt manner.
The document discusses various aspects of sports writing such as the types of sports stories, parts of a news story, qualities of sports writers, and tips for writing sports stories. It notes that sports writing covers a variety of athletic events from basketball to car racing. Effective sports writing uses an inverted pyramid structure, with the lead answering the classic "5 Ws." Sports writers must have a passion for sports, strong descriptive writing abilities, and remain objective in their reporting. The goal is to accurately convey the drama and excitement of athletic competitions for average readers.
This document provides information on chain slings, including their parts, types, assemblies, markings, grades, configurations, and safe usage. Chain slings can be single, double, triple, or quadruple leg designs. Shortening clutches are used to adjust sling length. Slings are marked with their working load limit and grade, with grades 80 and 100 most commonly used for overhead lifting. The configuration of the sling attachment affects its safe working load limit. Angles between sling legs should not exceed 120 degrees.
My books- Hacking Digital Learning Strategies http://hackingdls.com & Learning to Go https://gum.co/learn2go
Resources- http://shellyterrell.com/icebreakers
The document discusses Storymaker, an interactive website for primary and middle school students to write stories. It allows students to choose characters, settings, and scenery items to include in their stories. Students can then print or publish their completed stories. The document suggests Storymaker could engage students and support the Australian curriculum's emphasis on technology in learning. However, it argues that students' own drawings may demonstrate more imagination than what can be created in Storymaker. It provides an example of a drawing by a 5-year-old that powerfully conveyed bullying he experienced from his sister.
The document discusses Storymaker, an interactive website for primary and middle school students to write stories. It allows students to choose characters, settings, and scenery items to include in their stories. Students can then print or publish their completed stories. The document suggests Storymaker could engage students and support educational initiatives. However, it notes that students' own drawings may demonstrate more imagination than what can be created in Storymaker. It provides an example of a drawing by a 5-year-old that clearly depicts bullying, showing raw emotion.
1. The document discusses Lev Vygotsky's social perspective on cognitive development and compares it to Piaget's perspective.
2. Vygotsky believed that cognitive development is a social process influenced by interaction with others, rather than an individual biological process.
3. Key concepts discussed include the zone of proximal development, scaffolding, private speech, and the role of social interaction and culture in cognitive development.
Harnessing Educational Technology To Boost Confidence, Creativity and Social ...Sylvia's English Online
This document discusses harnessing educational technology to boost creativity. It covers several topics: 1) Using technology to develop students' social and emotional skills through collaborative activities. 2) Drawing on theories like Vygotsky's zone of proximal development to structure learning experiences that challenge students. 3) Integrating timeless teaching approaches like storytelling, task-based learning, and humanistic language teaching with digital tools to foster creativity.
Tales of Learning and The Gifts of Footprints v3Darren Kuropatwa
This document discusses learning and sharing knowledge through various means such as digital storytelling, footprints, and gifts. It explores shifting from private and consumer-focused learning to more public and participatory models. It advocates educating others and improving the world through open sharing of what we learn.
Global Service Learning Project ProposalLaura Skakle
This global learning service project proposal discusses the Books as Bridges program. Team A addresses the rationale for choosing the project, key elements, and implementations and effects on the world by participating in the project.
Social Media Marketing Proposal for Volvo - New Media Drivers License Course ...Lexie Liang
This is my final presentation for my New Media Drivers License Course at Michigan State University. The project is to develop a digital marketing proposal for a brand of your choice. I chose Volvo as my brand because I love cars and I consistently pay attention to auto industry. This presentation is listed as one of the top ten proposals among 150 peers.
Find detailed proposal on the website of New Media Drivers License (Under the tag "Example Work").
http://newmediadl.com/homework/0/365
Presentation given at mLearnCon 2014, this session challenged the notion that mobile learning is a separate strategy and looked at mobile as a single piece in a greater puzzle.
This document outlines the key elements that should be included in a proposal for a TV or video program. It describes what should be included in sections on the project proposal, synopsis, treatment, episodic descriptions, project timetable, interactive elements, budget, key personnel, and business plan. For children's programs, it notes the proposal should demonstrate educational goals supported by research and plans to extend the program's educational and entertainment value through additional activities.
The document discusses the results of a study on the effects of exercise on memory and thinking abilities in older adults. The study found that regular exercise can help reduce the decline in thinking abilities that often occurs with age. Specifically, aerobic exercise was shown to improve executive function and memory in the study participants between the ages of 60-75 who exercised at least 30 minutes per day for 6 months.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help alleviate symptoms of mental illness and boost overall mental well-being.
This project aims to provide solar-powered lighting to communities in the Philippines through a partnership with Gawad Kalinga, an organization working to reduce poverty. The team has developed an affordable and sustainable solar lamp made from local materials like bamboo that can provide light for 5 days on a single charge. They plan to teach community members how to produce and sell the lamps, creating social businesses and a sustainable source of income within the villages. The goal is to empower communities with the tools and skills to illuminate their homes and pathways while gaining financial independence through this replicable social enterprise model.
ConfabEDU: Empowering Students to Tell StoriesMeg Bernier
This document discusses how empowering students to tell their own stories can engage digital audiences. It describes how St. Lawrence University created a student social media team and student-run Instagram account to share authentic student experiences. The Instagram account is run by different students each week who are given access and guidance. This empowers students to shape the university's narrative while benefiting recruitment and alumni engagement. By providing opportunities, recognition, and skills training, students are motivated to participate despite being unpaid volunteers. Their involvement has increased engagement and followers on social media.
Fallacy Bullies see themselves as independent critical thinkers who can see through propaganda, but they often use logical fallacies as weapons against others and react defensively when their own thinking is questioned. While promoting the teaching of logical fallacies, Fallacy Bullies ignore subtleties in their application and use them in an overly blunt manner.
The document discusses various aspects of sports writing such as the types of sports stories, parts of a news story, qualities of sports writers, and tips for writing sports stories. It notes that sports writing covers a variety of athletic events from basketball to car racing. Effective sports writing uses an inverted pyramid structure, with the lead answering the classic "5 Ws." Sports writers must have a passion for sports, strong descriptive writing abilities, and remain objective in their reporting. The goal is to accurately convey the drama and excitement of athletic competitions for average readers.
This document provides information on chain slings, including their parts, types, assemblies, markings, grades, configurations, and safe usage. Chain slings can be single, double, triple, or quadruple leg designs. Shortening clutches are used to adjust sling length. Slings are marked with their working load limit and grade, with grades 80 and 100 most commonly used for overhead lifting. The configuration of the sling attachment affects its safe working load limit. Angles between sling legs should not exceed 120 degrees.
My books- Hacking Digital Learning Strategies http://hackingdls.com & Learning to Go https://gum.co/learn2go
Resources- http://shellyterrell.com/icebreakers
The document discusses Storymaker, an interactive website for primary and middle school students to write stories. It allows students to choose characters, settings, and scenery items to include in their stories. Students can then print or publish their completed stories. The document suggests Storymaker could engage students and support the Australian curriculum's emphasis on technology in learning. However, it argues that students' own drawings may demonstrate more imagination than what can be created in Storymaker. It provides an example of a drawing by a 5-year-old that powerfully conveyed bullying he experienced from his sister.
The document discusses Storymaker, an interactive website for primary and middle school students to write stories. It allows students to choose characters, settings, and scenery items to include in their stories. Students can then print or publish their completed stories. The document suggests Storymaker could engage students and support educational initiatives. However, it notes that students' own drawings may demonstrate more imagination than what can be created in Storymaker. It provides an example of a drawing by a 5-year-old that clearly depicts bullying, showing raw emotion.
1. The document discusses Lev Vygotsky's social perspective on cognitive development and compares it to Piaget's perspective.
2. Vygotsky believed that cognitive development is a social process influenced by interaction with others, rather than an individual biological process.
3. Key concepts discussed include the zone of proximal development, scaffolding, private speech, and the role of social interaction and culture in cognitive development.
Harnessing Educational Technology To Boost Confidence, Creativity and Social ...Sylvia's English Online
This document discusses harnessing educational technology to boost creativity. It covers several topics: 1) Using technology to develop students' social and emotional skills through collaborative activities. 2) Drawing on theories like Vygotsky's zone of proximal development to structure learning experiences that challenge students. 3) Integrating timeless teaching approaches like storytelling, task-based learning, and humanistic language teaching with digital tools to foster creativity.
Unveiling The Developmental Wonders In Preschool Education.pdfvidyavanaschool
Play is the language of childhood, and in the realm of preschool education, it takes center stage as a dynamic and transformative force. While it may seem like children are simply having fun, the truth is that play is a powerful mechanism through which pre schoolers learn, grow, and develop crucial skills that form the foundation for future academic and social success.
Dramatic play promotes children's development in many important ways. When children engage in dramatic play, they develop social and emotional skills like cooperation, impulse control, and empathy. They also develop physical skills like hand-eye coordination and fine motor skills. Cognitive development is supported as children use abstract thinking to imagine pretend scenarios and explore math and literacy concepts. The teacher's role is to observe children's play to understand their skill levels and support more advanced socio-dramatic play through props, themes, and engaging with children in their pretend scenarios.
The document discusses Lev Vygotsky's socio-cultural theory of development. It explains that Vygotsky believed cognitive development occurs through social interactions and is mediated by language and culture. A key concept is the Zone of Proximal Development, which is the difference between what a child can do independently and what they can do with guidance and is the area where maximum learning occurs. Scaffolding from adults and peers helps children learn new skills within their ZPD."
Using Nearpod in the classroom as a webtool and app. Links to videos can be found on resources page. Created for iNation iPad training for Waxahachie ISD, January 2014. Please give credit when used or referenced.
The Role of Creative Drama in Creativity Development of Children Aged 5 to 7 ...IJMTST Journal
The creative drama is a branch of the theater that takes care of the child before it draws on the scene,
revealing its demands, desires and abilities by using motion and plays, imitation and replication. The
creative drama, along with emotional games, participation and active communication with the group helps
mental health of the child.The purpose of this study was to examine the application and ability of drama in
the creation of the child's thinking and questioning as well as creative mentality, and to examine the role of
constructive elements (motion-dialogue-play and imagination) and their ability to develop the child's mind
and mental by contemplating the effectiveness of the creative drama on mental activation of person, society
and thinking production. For this purpose, 25 children aged 5-7 years were trained by creative drama. The
research sample has been selected by non-random and accessible (targeted) method. By conducting creative
drama classes, the children's behaviors tested in artistic activities and increase of participation in group
activities. In this research, a researcher-made questionnaire with 25 questions was constructed based on
Likert scale and its reliability was calculated based on Cronbach's alpha using SPSS software. Reliability
was obtained as 0.93% which was estimated at acceptable level. The results show that creative drama has a
significant effect on children's creativity.
This document discusses using drama as a teaching tool in the classroom. It defines drama and identifies its basic elements such as role playing, narrative, language, and symbols. It dispels common myths about drama requiring special skills or spaces. The document explains that drama can be incorporated across subjects to encourage communication, critical thinking, and engagement. Specific drama strategies are presented, such as role playing, hot seating, and mantle of the expert. Examples are given of how these strategies can be applied to different subject areas. Overall, the document advocates for using drama in the classroom to create a fun environment that helps students learn.
This document provides an overview of a proposed travel app for kids that aims to expose children to different cultures through interactive activities and games without needing to leave home. The app's objectives are to teach children about other places while developing their language skills through a travel companion feature. Its goals are to inspire curiosity about the world and motivate future study abroad. Potential threats are that it could replace real travel or interactive elements could interfere with empathy development.
This document discusses play-based learning and its importance for child development. It outlines that play is self-directed, focused on the process rather than the product, and helps children meet their needs and desires. The document then discusses types of play like functional, constructive, and symbolic play that emerge at different developmental stages. It emphasizes that play helps develop skills like problem-solving, social skills, language, and creativity. The document also notes some roles of teachers and parents in facilitating play-based learning and observing play to understand children's development.
The document discusses options for developing creativity, thinking skills, expression, and confidence in children through improvisational theater. It describes putting children on stage with no preparation or direction and having them spontaneously enact a story together, with the focus on the child. Another option discussed is impromptu performances where children are told a story and enact it live in front of an audience without discussions or preparation. The document claims that these types of activities allow children to think on their own, create their own scripts, choose their own roles and props, work with others, and discover their inner magic.
This document discusses how to incorporate drama across the curriculum. It defines drama and identifies common myths, such as needing acting experience. Drama can be used through various strategies like role-playing, readers theatre, and hot-seating. These strategies help students learn by encouraging communication, cooperation, imagination and critical thinking. The document provides examples of using drama in subjects like history, science, math and ESL. It emphasizes that drama creates an engaging learning environment and helps students learn in fun ways.
The presentation of John C. Yiannoudis in IPSEF Dubai 2016. The magic behind setting up a play-based preschool as per the example of Dorothy Snot preschool & kindergarten in Athens, Greeece.
This document summarizes research on participatory learning and its five core principles:
1) Participants have many chances to exercise creativity through diverse media.
2) Participants adopt an ethos of co-learning and respect each other's skills.
3) Participants experience heightened engagement through meaningful play.
4) Activities feel relevant to learners' identities and interests.
5) An integrated learning system forges connections between formal and informal learning environments.
The research included professional development programs to help teachers implement these principles. Case studies from 11 teachers highlighted successes and challenges of bringing participatory learning into classrooms.
PLAY (Participatory Learning and YOU!) is authored by Erin Reilly, Vanessa Vartabedian, Laurel Felt, and Henry Jenkins. It is an exploration of insights gained from our year-long work with elementary and secondary teachers from the Los Angeles Unified School District as they sought to develop a more participatory environment in their classroom.
This document provides an overview of dramatic play for young children. It discusses how dramatic play allows children to develop creativity and explore different roles and social situations in a safe way. The document also notes that dramatic play supports language development and learning as children interact with each other in their pretend scenarios. It provides examples of how to set up dramatic play areas both indoors and outdoors with props and materials to encourage role-playing. The teacher's role is to observe and facilitate children's play without directing it, in order to support their imagination and development.
Ingram using i pads in two english schoolsLyndsay Grant
Two English schools 600 km apart both gave iPads to students in 2011. Both schools observed significant changes including improved student engagement, motivation, and development of independent learning skills. Students collaborated more both in and out of school hours. The schools saw the emergence of a new learning community where students, teachers, and families collaborated flexibly across locations and times. Teachers began using more open-ended and collaborative projects as homework. However, some students noted that iPads could also be distracting at times during group work.
A play is a form of dramatic work written by a playwright to be performed on stage rather than just read. Plays are performed at various levels from Broadway to community theaters and schools. Dramatic play allows children to make sense of the world through symbolic thought and contributes to their language and intellectual development. Implementing drama in the classroom engages students across subjects by acting out stories and exploring different perspectives, which promotes critical thinking as students formulate and express opinions. Drama accommodates different learning styles, encourages speculation and reflection, and boosts skills like self-confidence, problem solving, imagination, and collaboration.
2. A Versatile Arts Learning Initiative
Nicaraguan Municipal Library: Developed project proposal,
curriculum, and procured funding for Arts & Literacy program at
the Municipal Library. Established outreach program and sustained a
program of 27+ children. Discovered & addressed learning
disabilities.
Nicaraguan Children’s Radio: Designed web site for outreach &
funding opportunities.
Ghanaian Middle School: Developed project proposal, curriculum,
and procured funding for Arts & Language program at the Zo Simli
Naa school. Coordinated a performance for major donors and
supportive organizations, which greatly enhanced library resources.
Ghana’s Gifted Program: Tutored and test-prepped scholarship
students.
New York Church: Developed foreign-language component in Sunday
School. Taught children from diverse backgrounds with various
developmental disabilities. Helped prepare students for admission to
affiliated pre-first program.
3. Experience in
Early Child Development
Sunday School Teacher, ages 2-12 Second Presbyterian Church, NYC (2000-2005)
Day Care Supervisor, ages 3-10 Alexander Robertson School, NYC (2002-2005)
After-School Test Prep Teacher, 7th Grade, Summerbridge of Greater Philadelphia (2005)
Live-In ESL & Literacy Teacher, ages 4, 8, 10 Private Residence, France (2003 & 2004)
ESL & Performing Arts Teacher, ages 7-17 Zo Simli Naa School, Ghana (2006)
Literacy & Dramatic Arts Teacher, ages 4-19 Esteli Municipal Library, Nicaragua (2008)
Children’s Radio Guest Facilitator, ages 7-19 Esteli’s Radio Cumiches, Nicaragua (2008)
French, Spanish, Math tutor for children with learning disabilities, Private Residencies
(2003-2009)
4. “The key to developing self-regulation
is play, and lots of it. The necessary
ingredient is what (child development
scholars) Leong and Bodrova call
‘mature dramatic play’: complex,
extended make-believe scenarios,
involving multiple children and lasting
for hours, even days.”
“Blur the line a bit between what is
work and what is play... Children in Nicaragua hone their creative executive function and
cooperation skills while building a human machine!
Just because something is effortful and
difficult and involves some amount of One child repeats a sound and action of his/her choice.
By turn, each child adds on his or her own sound
constraint doesn’t mean it can’t be fun.” and movement until the machine is up and running.
Pay attention! Sometimes the director pushes a button to gradually
Tough, Paul. “Can the Right Kinds of Play Teach Kids Self-Control?” New York Times, slow down or speed up its progress!
The School Issue: Preschool. 25 September 2009.
5. “Children acting out a dramatic scene can control their impulses much better than
they can in nonplay situations.”
The search for inspiring
Script-writing
characters
6. “Dramatic play, [Vygotsky] said, is the training ground where children learn to regulate
themselves... When children follow the rules of make-believe and push one another to follow those
rules, they develop important habits of self-control.”
“The ability of young children to control their emotional
and cognitive impulses, it turns out, is
a remarkably strong indicator of
both short-term and long-term success
academic and otherwise.”
7. Through dramatic play, we can articulate our goals & dreams
in the midst of conflict.
Through writing and performing, we pursue a game-plan to
achieve them!