Date ECE 1B Objectives ( WB = workbook) Teach Birth – 2 guppies Teach 2yo starfish Pre- school #1 Dolphins (3yo) & Whales (4yo) Pre- school #2 Dolphins (3yo) & Whales (4yo) Lesson Plan Review and Prep Observe and Class Work Class Work assigned What is Due Today? Day 8 9/16 11/18 WB : st V obj 2 q#A and B Pg Value of Play and Language and Literacy ,14,1,2 *5,6,7,8 observe #3 Unit 2 # 1, 2, & 5-9

DAY 8 WB : st V obj 2 q# A and B pg21-23 Value of Play and Language and Literacy

Play is a child’s WORK, and it is the most important job they will ever do. Adult’s work is WORK Student’s work is SCHOOL Child’s work is PLAY and they do it all day long!

Play is important because… It is how children learn, grow, and develop!

They learn about themselves, others, and their world Develops and enhances creativity Builds initiative and autonomy (independence) = Erikson’s Theory Builds confidence and self-concept Releases energy – Provides individual and down time. And…. Play is important because…

PLAY develops the 5 basic areas of Growth and Development: Physical: – Gross/fine motor skills, speed, strength, coordination Emotional – Handle feelings, fears, how to express emotions, and other’s emotions Social – Acceptable social behavior, understand cooperation Cognitive – How things work, problem solving, reasoning, and practice mental skills Moral – Honesty, rules, consideration, respect

Play Parallel Play is playing next to, but not with other children. This is the most common form of play for a toddler. Solitary Play is playing alone. On-Looker Play is watching everyone play, but having no interaction Cooperative Play is when children play together to reach a common goal. Cooperate with each other.

Social Classifications ONLOOKER Play: This behavior involves watching other children play and it is exhibited in two forms. (1) The child may talk to the children who are playing but does not become actively involved in their play or (2) The child is participating in an activity such as Duck Duck Goose where they must wait their turn. (BEGINS in TODDLERS) SOLITARY PLAY: This type of play involves a child playing alone. He/she has no interest in anyone else or what they are doing. The toys he/she plays with are different from those the other children are playing with. He/she is totally involved in a personal activity. (BEGINS in INFANTS)

PARALLEL PLAY: This type of play involves a child playing beside other children and not with them. There is no actual interaction, the toys might be similar and shared, the children are doing their own thing. (BEGINS 2- 3 YEARS) COOPERATIVE PLAY: This type of play involves cooperation and organization. The child is a part of a group that has a specific purpose in mind such as playing grocery store or playing a game. There are usually leaders and followers in this type of play. (BEGINS as PRESCHOOLER) UNOCCUPIED BEHAVIOR: The child is not involved in any particular activity. He/she just observes what seems interesting at the time. When nothing of interest is happening, he/she will walk around, look around, or play with his/her fingers, hair, etc. The child often appears to be day dreaming. In onlooker play, the child wants to be close enough to interact with the children who are playing whereas the unoccupied child’s interest keeps shifting to anything that interests him/her at the moment.

How Parents Interfere with the value of play Too many toys – Child has too many toys to play with which causes confusion, overwhelming, and too many choices. Purpose and Timing of Toys – Parents are eager to provide toys for the child which they might be too young for, not interested in at the time, or it is not their type. Toys for boys and Toys for girls – Child has been stereotyped and only has gender appropriate toys, games, and activities. Let them choose their own interests. Self-conscious Play – Parents enter child’s play too actively or at the wrong time. They might laugh, ask a question, make suggestions, or criticize the child’s play. Hinder Creativity – Parent’s not allowing kids to be kids and explore, experiment, play, get dirty, make mistakes, and expecting them to follow the protocol of how it is to be in the real adult world. This is a child’s world. Competition – Parents make play a competition – win, be the best, do it first, make it right.

Gross (large) Motor Play Active, Rough and Tumble, and Outdoor PLAY Gross (large) Motor = using the large muscles in the body This looks like running around or fighting but it builds physical and social skills. It is a release of energy, teaches healthy habits of activity, and provides a balance between rest and active play to regulate the child’s behavior. It should be included daily as part of the curriculum Gross motor play is found in all curriculum areas like math, creative art, music & movement, language & literacy, and science. Skipping, sports, hula hoops, chase, playground, games,…

Fine (small) Motor, Sensory, and Manipulatives Fine (small) motor, sensory, manipulative play = using the small muscles in the body. – Art can be fine motor, but not all fine motor is art. Manipulatives: using objects like blocks to touch, manipulate, visualize, and physically experience the idea. Sensory is using the senses to learn and experiencing the concepts. – When all 5 senses are used at the same time, learning and understanding increases. Fine (small) motor, sensory, manipulative play is found in all curriculum areas like math, creative art, music & movement, language & literacy, and science. Fine motor, Sensory, Manipulative Examples: – beads, puzzles, shaving cream, sand, blocks, finger paint, play-dough – Includes building and construction play dough, blocks, sand table, cutting and constructing a picture… If you have puzzles in your preschool, make sure they have all of the pieces or get rid of them.

BLOCK AREA Blocks, lego’s, lincoln logs, … quiet areas Place it away from quiet areas and next to noisy areas like dramatic play. space Have ample space to build without getting in the way of others. shelves Use the shelves for separation, walls, and storage. flat carpeted Use a flat carpeted surface for warmth, comfort, and noise control. props Provide props other than blocks: furniture, people, cars, animals, road signs…..

Passive PLAY Having no interaction with others during the choice of play. – All children need this, but keep it limited. Watching TV, Reading, computer, video games, puzzles, musical instrument, coloring, beads, ….

Free Play Children have no restrictions or instructions, but endless possibilities with the area, props, and supplies they are surrounding with. It allows the child to act upon their own imagination and to problem solve through the activity experience. – Examples of free play activities: Dramatic play, farm animals, dollhouse

FREE PLAY Why should toys be limited during free play? – Too many toys can be overwhelming and cause a child to lose interest due to the stress of options. Open ended toys or activities – The child decides when the activity is over – playdough, magnets, sand, and water Closed ended toys or activities – The activity determines the end. – puzzle, game, and books

Dramatic / Make-believe/ Pretend Best done when – There are a variety of props If possible, real life items are best – Cooking items, menus, mail bag, play trucks, hats and dress up/costumes, dolls, – Early Literacy is incorporated throughout Writing letters at the post office area, ordering from a real menu at the restaurant, reading a real,magazine at the beauty salon, using real empty food containers for the grocery store. – There are FEW restrictions and ENDLESS possibilities. – Examples: house, grocery, post-office, gardening

B. Language and Literacy These types of activities allow for repetition which builds confidence and self-esteem in children. Anything that will help to promote the development of language and the letter & sound recognition for young children. Examples: – finger plays, illustrated stories, … – letter feel and sounds,… – Dramatic play, show and tell,…

A 3 year old is distracted and noisy during story time? Consider the attention span and reevaluate the book. – Length, topic, illustrations, vocabulary, word count Rely on your support teacher. Have the child assist you or sit by you.

When selecting a book to read to young children consider The amount of words on the page, the vocabulary level, the illustrations, the amount of pages, the topic, and if it is relevant to the child. Infants and Toddlers 2 year old3 year old4 year old5 year old Thick pages Large Bright pictures Familiar objects Sensory Familiar experiences & objects Imitates familiar sounds Familiar plots Large bright pictures *Familiar experiences & objects *Other People and things outside of the home *Repetitive sounds and words – Nursery Rhymes *Explain how and why. *Include exaggeration, silly, and humor in reality. *Pictures tell the story. *Contain new words. *Same as a 4 year old plus: *Add new knowledge *Familiar facts *Fantasy trips beyond their world

Show and tell or sharing time is beneficial because it improves the child’s language skills, their ability to speak in front of a group, and it helps their ability to listen and ask questions, Play improves the child’s language skills so children should be actively engaged in conversations, questioning, involved in discussions, and not quiet. Finger plays are language activities that help develop fine motor skills, BUT ALSO memory and speaking skills.

CDA TRACK NOT CDA TRACK