CD Child Development lll

What is the importance of play?

a window into their minds, provides opportunity for growth and development, encourages experimentation and discovery,teachers gain insight into cognitive, social, and emotional development

Dramatic play-

a form of play in which a single child imitates another person or acts out a situation

Socio-dramatic play-

the most complex form of play involving several children imitating others and acting out situations together and is seldom observed before age 3

Puppetry-

play that allows the child to imitate others and share their inner world

Projection-

is when the child displaces feelings and emotions onto the puppet

Stages of Play

Stage 1: Unoccupied Play,  Stage 2: Solitary Play, Stage 3: Parallel Play

Stage 1: Unoccupied Play 

Begins at birth, No purpose, Infants make random movements

Stage 2: Solitary Play

Independent play, most often seen in infants,exploratory in nature-child is gathering info, up to 9 months single objects, after multiple objects

Stage 3: Parallel Play

Typical of 2 yr olds, children play beside each other, Involved with similar activities but little intersection, use play materials on own

Associative Play

1 st stage of social play,loosely organized,communication related to the activity,no common goal

Cooperative Play

Between 2 or more children for short periods of time, socio-dramatic play begins, More interested in social relationships- gain social skills, develop and maintain peer relationships, respect the property rights of others, willing to share, and learn to ask permission, aggressive and uncooperative children struggle with this

Agency-

allows children to make choices that influence events in the context of their learning

Success-

 affection, friendly, understanding and considerate to others

Personification-

 giving human traits to non living objects

Stages of Material Use in Play

Stage 1: Manipulative, Stage 2: Functional, Stage 3: Imaginative Play

Stage 1: Manipulative Play

Handles props (Ex. Screw and unscrew cap of bottle)

Stage 2: Functional Play

Use prop as intended while playing with others (Ex. Child uses bottle to feed doll)

Stage 3: Imaginative play

Don’t need real props can substitute , Unique ideas, Some find this stage difficult and some do not reach this stage

Role playing-

mimicking adult roles which allows children to experience different roles

Socio-Dramatic Play guidelines

roleplaying,follow social rules determined by group, give specific instructions, common conditions

Benefits of Socio-Dramatic Play

Grow cognitively, socially, emotionally, and physically, Act out what can’t be in real life, Learn problem solving skills and decision making, Develop language concepts, Learn new names and gain ideas, Develop creativity and imagination, Learn about human relationships, Learn how to balance play to satisfy and please others

Play Themes

Focus on everyday situations, Change with age 

3 yr olds Play Themes

Play stresses process, No pre-planned plot or theme, Real and pretend not separated, Imitation, Routines important

4 yr olds Play Themes

Socio-dramatic play, More aggressive behaviors (monsters and action heroes), Feminine and masculine traits exaggerated, Roles change frequently, Children included and excluded based on sameness and differences

5 yr olds Play Themes

Games with rules, Fears and hostile feelings displayed, Distinguish between reality and fantasy, Real life and folk heroes, Interest in romance

Teachers Role in Play

Resource person provides materials and space, coaching,modeling, Reinforcing through verbal guidance and praise for positive behaviors

Coaching-

provide children with ideas for difficult situations

Modeling-

showing the children appropriate behavior to use

Scheduling Play

Best during self selected play, Extended time span, Reduced number of activities, Activities that compliment one another 

Equipment and Set up-

Location is important large open areas, make accessible age appropriate materials to promote harmonious play.

Prop boxes-

materials and equipment that encourage children to explore various roles, each containing themes, books should be integrated, materials nonsexist and multicultural.

Costume corner-

area where outfits are stored for dramatic play, be sure to rotate in order to compliment current studies and include a variety of cultures.

Housekeeping area-

every classroom should have this area, it encourages dramatic and socio-dramatic play, and child sized furniture and equipment should be used.

Outdoor Play Area-

equipment should promote socio dramatic play.  (jungle gym, sand box, wooden boxes, and accessories such as tents, blankets, and hats)  

Areas and Aspects of Play

Equipment and Set Up, Prop boxes, Costume corner, Housekeeping area, Outdoor Play Area

Puppetry-

Involves the use of puppets in play 

Puppets-

figures designed in likeness to humans or animals

Puppets are

many shapes and sizes, powerful learning tools, helps to act out feelings and learn to communicate, teachers learn about students, teaching aid to motivate and encourage children, used to help children solve problems

Types of Puppets-

Hand puppets, Mascot puppets, “Me” puppets, Finger puppets

Hand Puppets:

easiest to use, 2^nd and 3^rd finger in head, thumb in 1 arm and 4^th and 5^th finger in other. (hand more relaxed and can open completely), held in front of face or over head, puppeteer can sit, stand, or kneel

Mascot Puppets:

typically large, made well, used year round, teaching tool: used for classroom routines, introduce activities, and class members, model proper classroom manners and rules, expressive face and strong personality

“Me” Puppets:

using own hands, uses non toxic washable markers, fake fur, felt pieces, double sided tape(demonstrate)

Finger Puppets-

individual characters that can be placed on each finger to act out different scenarios

Making Puppet Stage:

not always needed, lightweight and portable, usually cardboard, may be covered or painted, tension rod and curtain, portable and less expensive than wooden stages

Writing Puppets Stories:

most written by teachers, contemporary and designed to fit children’s needs and interests, start with Theme: topic to base story on, developing a plot, events should occur in logical order

Plot-

most challenging part of writing

Order of Stories-

theme- story of events- problems- ending

end with resolving conflict:

2 or more forces that oppose one another and adds interest to story (opposite pairs)

The ending of a story should be

a clear picture and most important point

When working with puppets:

Always model proper communication skills, Puppet should move and face children when speaking, Puppet should be still and facing child that is talking

Finger movements of puppets-

create small movements in puppets arms and head

Wrist movements of puppets-

moves puppets waist

Arms movements of puppets-

are used for locomotion movements

When telling a puppet story:

Practice story to be comfortable, Create story setting and prep children, Room should set the mood (example’s), Gain children’s attention- slam door, music, or song, Uses surprises later on, Use special voices-not human like, low/ high pitch, different for different characters,Clear, constant voices, Match puppets size and character