the amazing brain & learning through play Part 2 the amazing brain & learning through play

Children at play “Let the wild rumpus begin”

“DaP” always takes into account: Strengths, interests, needs of the individual child Knowledge of child development for the age range Knowledge of social and cultural context of a child’s life

Characteristics of Play Voluntary and intrinsically motivated Symbolic, meaningful, and transformational Actively involves players Pleasurable Rule bound – implicit or explicit

Play to NON-Play Continuum Child-initiated Play Facilitative Play Directed Play Work disguised as Play Work (nonplay)

Types of play Different types of play have different benefits Functional play Constructive play Symbolic play Games with rules Extending play If you pretend, children will begin to pretend too Begins as functional becomes more symbolic Unimaginative play = immature play Games with rules can be symbolic

Characteristics of Sociodramatic play Sara Smilansky Imitative role playing takes place Make believe with objects Make believe in regard to actions and situations At least two players are involved in interactions Verbal communication takes place – two levels: Meta about the play; Pretend takes place within the role Persistence of at least 10 minutes

Use of Observation for “Play Training” Outside Intervention Remains outside of play Makes comments that encourage the child to use certain dramatic behaviors, makes suggestions, gives directions or clarification, offer a prop Inside Intervention Enters as a player – in role Make believe with objects; imagining actions and situations; extend play scenario through role, words, or actions.

Mirror neurons and play What is the connection between mirror neurons and play? What do children pay attention to? Role of emotions… Development of feeling/thoughts Mirror neurons and play

Self-regulation in play IMMATURE PLAY MATURE PLAY Children follow a strict script, doing the same things – the same way The props drive the play No substitute props are used The repertoire of roles is limited Children discuss what people will do and say Different roles and themes are integrated into play Language is used more extensively The play scenario is likely to extend over several days Self-regulation in play

Play and Self-Regulation Rapid growth in pre-frontal cortex where self-regulation occurs Self-regulation predicts academic performance in 1st grade more than cognitive performance A child from at risk family who has self-regulation does better than even middle class child who doesn’t possess these skills No self-regulation…you don’t know if you know something unless the teacher says you do

Self-Regulation Marshmallow Experiment http://www.youtube.com/watch?v=6EjjsPyIEOY Self-regulation involves: Inhibitory and effortful self-control Working memory Cognitive flexibility

self-regulation Changes the brain Being regulated by another person (to internalize standards). Teacher regulation is not the same as self-regulation and this is apparent when children misbehave out of the view of the teacher. Regulated other people (shows the child is thinking about the rules/standards and applying them). This is often seen in tattling. Self-regulating. This occurs when children voluntarily apply rules to self-not mere obedience.

INQUIRY INTO ACTION

INQUIRY: LISTENING & SEEING Children’s Interests, Questions, Problems and Theories PLAY BAGS Discover six very different aspects of nature. Take a reasonable sample using the tools given you. LOOK CAREFULLY for interesting textures, colors, shapes in the natural world. Place them in the zip lock bags and bring to class next Tuesday.

Reggio Emilia Approach Theory into Practice and Practice Driving Theory Reggio Emilia Approach

Historical background Following WWII Founder Loris Malaguzzi Child rich in potential – Citizen with rights Hundred Languages of Children Inherent genius of each child Process of learning – demonstration of learning Languages – symbols systems to promote understanding Make learning visible Not a curriculum Not a model The place theory and practice touch like the magic moment when night becomes day

Principles & Values of Reggio Emilia Approach The image of the child Children’s relationships and interactions The role of the parent The role of space

Atilier - Art Studio

Exciting Environments Interactive Areas Construction - big and small Dramatic play and movement Music exploration Nature explorations Book area Mini-atelier: painting, drawing, sculpture, weaving, composition Message Center Design Elements Color/ Light/ Transperancy/ Reflection/ Mirrors Texture/ Nature/ Shapes/ Lines Continuity between inside and out Complexity of ideas - Layers/ Different Perspectives Organization and freedom Variety of work spaces-heights, levels Focusd - Nothing by chance Use of cloth/mobiles to soften

Color & Light

Construction Areas

Principles & Values Teachers and children as partners in learning Curriculum as a process of inviting and sustaining learning The many languages of children

City Project Game Board of the City Drawing Explorations Constructing The City of Reggio Emilia Projecting a transperancy of the city on the construction site

Exploring Composition Composing Nature Collages on Nature Pictures Steps in a composition Collage with White Things Color compositions with watercolors with inspiration from Kandinsky

Art Explorations Paper making center Moving from 2D to 3D

Color Explorations

Principles and Values The power of documentation Documentation is listening - listening changes you - courage of doubt Narrates a learning story Gives life and value to the learning experience Reinterpret and re-elaborate on the process Occurs on many levels Day-to-day traces: diaries, work, dialogue Display panels as a memory and history of learning Valuing process Uncovers personal meaning, understanding, and learning Emerge from invisibility Creates culture

The Brain

Documentation