Title project: pLAY, HAPPY CHILDREN, CREATIVE ADULTS

pLAY, HAPPY CHILDREN, CREATIVE ADULTS Description of the project: Play is a universal phenomenon with a pervasive and enduring presence in human history. Ironically, play is persistently undervalued, and children’s opportunities for uninterrupted free play – both indoors and out – are under threat. Children now spend far more time being taught and tested on literacy and math skills than they do learning through play and exploration, exercising their bodies, and using their imaginations. Many kindergartens use highly prescriptive curricula geared to new standards and linked to standardized tests. This is a tragedy, both for the children themselves and for our nation and world. No human being can achieve his full potential if his creativity is stunted in childhood. And no nation can thrive in the 21st century without a highly creative and innovative workforce. Nor will democracy survive without citizens who can form their own independent thoughts and act on them.

pLAY, HAPPy CHILDREN,CREATIVE ADULTS Description of the project continued: Young children work hard at play. They invent scenes and stories, solve problems, and negotiate their way through social roadblocks. They know what they want to do and work diligently to do it. Because their motivation comes from within, they learn the powerful lesson of pursuing their own ideas to a successful conclusion. In the current climate of concern over school readiness, we must preserve some opportunity for children to play for their own purposes. If we trust the evidence that children’s play is at the very heart of healthy growth and development of early learning, we must ensure that children have sufficient time and adequate resources and support to develop the ability to engage independently in extended free play. If play always and exclusively serves adult educational goals, it is no longer play from the child’s perspective. It becomes work, albeit playfully organized.

pLAY, HAPPy CHILDREN,CREATIVE ADULTS pre – school subject age group: 3-5 years old duration: 1 month language: English Details level: easy

pedagogical issues will be exchanges became aware of different cultures and languages learn to use computer, scanner, printer, digital camera, video camera have fun develop their creativity foster essential skills as critical thinking, observation, problem solving and communication planned, realize and summarize their activities and manage time by yourself cooperate and play individually pLAY, HAPPy CHILDREN,CREATIVE ADULTS Project aims: Children will

computer video camera multifunktion printer digital camera

wikispace kindergarten website wikispace kindergarten website twinspace project diary mobile phone Skype mobile phone Skype microsoft office 2010 adobe, tagxedo, smilebox, vacaroo, Voki, slideshare microsoft office 2010 adobe, tagxedo, smilebox, vacaroo, Voki, slideshare

ROMANIA POLANDSPAIN PROJECT HEAD TEAM

May 1-3 May 6-7 May 8-10 May 13 – June 21 START FINISH The co-ordination of plan of work and acceptance by all partners. Amazing, cool, funny activities. Presentation of children’s activities will be ed to each partner. Integration of plans into curriculum of each kindergarten. Discussing of lesson plans. Children’s activities and work will be published on website, Twinspace and project diary. June 24-28

Children productions: arts, social plays, constructions, physical play, games with rules; celebrate theirs Global Day, send games with instruction to partners, printer, scan theirs works, make a photo of theirs plays, get in touch with partners website of each kindergarten etwinplay. wikispaces.com Twinspaces Project diary website of each kindergarten etwinplay. wikispaces.com Twinspaces Project diary Teacher productions: register children plays, organize space and time; prepare as summarize presentation PowerPoint, Smilebox by category of play, register audio voice of plays by Vacaroo, exchange experiences of work with parners by video conferencing and show effect of children work to parents, other teachers, headmaster EVALUATION

BENEFITS Play nourishes every aspect of children’s development– physical, social, emotional, intellectual, and creative. The learning in play is integrated, powerful, and largely invisible to the untrained eye. It is learning that is important to the learner. Play develops the foundation of intellectual, social, physical and emotional skills necessary for success in school and in life. It “paves the way for learning”.Block building, sand and water play lay the foundation for logical mathematical thinking, scientific reasoning, and cognitive problem solving. Rough-and-tumble play develops social and emotional self-regulation. Play fosters creativity and flexibility in thinking. There is no right or wrong way to do things; there are many possibilities in play – a chair can be a car or a boat, a house or a bed. Pretend play fosters communication, developing conversational skills, turn taking, and perspective taking, and the skills of social problem solving – persuading, negotiating, compromising, and cooperating. It requires complex communication skills: children must be able to communicate and understand the message, “this is play.” As they develop skill in pretend play, children begin to converse on many levels at once, becoming actors, directors, narrators, and audience, slipping in and out of multiple roles easily. There is considerable fascination among play researchers and theorists with the correlations between children’s pretend play and cognitive development. The capacity for pretense, developed so elaborately in socio-dramatic play, is inextricably intertwined with the development of the capacity for abstract, representational thinking. We marvel at the developmental progression in thinking as the child gives up the need for a realistic object in pretend play – a banana, shoe, or simple hand gesture replaces the toy telephone.

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