”Play is often talked about as if it were a relief from serious learning. But for children play is serious learning. Play is really the work of childhood.“ Fred Rogers

Dolls Soft animals Pots and pans Toy telephones Additional props, rotated to provide variation and related to classroom themes The classroom should contain 3 to 5 of each of the following:

Items utilized in Infant program plus: Child sized play furniture Play building with props (barn, doll house, fire station) Baby doll furniture (high chair, stroller) Themed props: housekeeping, occupations, fantasy, leisure Dress-up clothing for both genders Food items, dishes, pots, pans Props that represent diversity: dolls (3 races), food and clothing that represent different races and cultures Additional props and clothes, rotated and related to classroom themes

Sit comfortably waiting and watching Try to become aware of what the child is trying to do. Allow the child to take and keep the lead in play Avoid having specific expectations Describe the child’s actions and play Remember these “sessions” are very special play experiences. If you must be the teacher, end the session!

Gives children lots of opportunities to practice language skills Allows children to develop social skills; turn-taking, listening to others.

Materials are accessible to children a substantial portion of the day Materials are available so that children can act out family roles (dress-up, housekeeping) There’s enough materials so that three or more children are able to use them at a time without competition. Gender-specific clothing is available: Men: vests, ties, hard hats Women: dresses, high heels, scarves Materials reflect diversity (dolls, clothing, food, etc.)

Engage children in creating interactive stories or puppet plays. Encourage children to take pretend trips. Engage with the children in pretend play. Encourage small groups of children to play together in this area. Avoid excessive direction. Avoid forcing gender-appropriate choices

Changing a Dramatic Play area will not only maintain a child’s interests but will also help to support children incorporate new experiences into their play.

Variety of materials? Are they developmentally appropriate? Materials that will stimulate literacy activities (reading, writing, speaking, listening)? Teacher-made and commercial materials? Are materials rotated on a regular basis? Are there play props included which match the theme, the Matrix or children’s current interests?

Children’s doctor / nurse kits Play syringes, tongue depressors Scrubs, surgical gowns and caps Gloves and shoe covers Stethoscopes Tubing Adhesive and Ace bandages CPR face shield / masks Old x-rays Prescription pads Clipboards, notepads and pens Telephone Computer / typewriter for office Human body posters Weight scale

Include books related to health care, trips to the hospital, doctor Find and display magazines for the office / waiting area Locate pamphlets and posters about health care issues and human body Writing opportunities can include: “Writing” prescriptions “Write” notes on charts and files Setting up appointments by “writing” them in an appointment book

X-ray Center Medical Charting Hearing Tests

Are children using new vocabulary in their play? Are children demonstrating their understanding of the services provided in health care? Are children treating their “patients” in appropriate ways? Do children seem to be playing out some of their fears?

December: “Holidays Around the World” Bakery Gift wrapping center Toy store January: “Discoveries Old and New” Space Station Dinosaur museum Fix-It Center

February: “Healthy Bodies In Motion” Grocery store Fruit and vegetable stand Health club / Fitness center March: “Crash, Rattle, Bing, Bang” Gas Station / Garage Construction Site Woodworking Center April: “Rumble in the Jungle” Greenhouse Gardening center Ape house at the zoo

May: “Ocean Commotion” Beach Center Beach / Camp-out June, July and August: “My Summer Rocks Jr.” Continue to change out Dramatic Play area on monthly basis according to the themes chosen by your school.

Remember to always include Dramatic Play elements to your Outdoor Classroom.

Bredekamp, S. (1999). Developmentally appropriate practice for children birth through age 8. Washington D.C.: National Association for the Education of Young Children. Cryer, D., Harms, T. and Riley, C. (2003) All About the ECERS-R. The University of North Carolina at Chapel Hill, FPG Child Development Institute. Elkind, D. (1981) The Hurried Child: Growing up Too Fast Too Soon. Reading, MA: Addison- Wesley Publishing Company. Miller, K. (1999) Caring for Little Ones: Seeds of Dramatic Play-Enhanced by Adults. Young Children, 72 (4) Myhre, S.M. (1993). Enhancing your dramatic-play area through the use of prop boxes. Young Children, 48(5): Smilansky, S. (1968). The Effects of Sociodramatic Play on Disadvantaged Preschool Children. New York: Wiley. (2007). The Importance of Play: A HighReach Learning Training.