Play and the Curriculum

Play Centers and Spatial Arrangement Types of Play (Learning) Centers –Logical Arrangement of Space and Materials. This has been found to increase the frequency of play and enhance learning when engaged in play. Blocks, dramatic play, and motor play are typically held in similar proximity as opposed to learning centers being distant. –A Modified Open Plan Design. This design usually divide areas using shelves, bulletin boards, etc. However, they allow easy access and vision to the other areas. –Stimulus Shelters. A space for children to be alone and to enjoy a brief respite from active classroom life.

Balance of Play Materials It is important to provide a balance of both complex versus simple materials and open-ended versus closed ones in play centers. This is associated with greater play. –Complex materials. Those with many uses (e.g., sculpting, clay) –Simple materials. Materials with limited purposes (e.g., books) –Open-ended materials. Those with which children are able to express themselves freely and creatively (e.g., hardwood blocks) –Closed materials. Those with only a single use (e.g., an ordering game in which objects are arranged by size) It is also important to have a balance of realistic and nonrealistic materials (e.g., boxes, cardboard pieces, rubber shapes) to balance and enhance play. –For young children (2-3yrs), realistic toys help to facilitate language and symbolic development –For children (5-6yrs), nonrealistic materials were more instrumental towards the development of language and symbolic development.

In many play based centers, it is important to note that the process of learning and expression through play is what is most important—not the end product. –Art based play –Socio-dramatic play –Musical play –Curriculum based play (mathematics) Open-ended play activities have been found to be related to ideational fluency—an ability to generate many and varied ideas in writing, language interactions, and art. Play has been found to lead to more effective problem solving, because play experiences enable children to generate more solutions to challenging problems.

Schedule of the Day It is important to provide and follow a consistent schedule throughout the day. This schedule should also include a balance between active and quiet experiences. –At least an hour is recommended for free play in younger children. –However, it has been noted that some children spend 45 min-1hr planning their play—designing play sets, negotiating roles, and discussing themes.

Variations in Approaches to Play Reward Approach. Teachers sometimes use play as an incentive for focus or task management/ completion. –Illicit Play. Children sometimes engage in spontaneous play as an alternative to engaging in tasks that are difficult or boring. Hands-Off Play Approach. Teachers sometimes provide opportunities for unstructured free play and observe interactions from a distance. –Psychoanalytic perspective. Children sometimes use play to work through issues and facilitate greater understanding. Narrowly Focused Play Intervention. Teachers sometime observing the play dynamics and enhance children’s play by participating in unintrusive ways.

Broadly Focused Developmental Approach The teacher intervenes regularly and vigorously to promote a broad range of concepts and skills. Assumption. Teacher intervention is influential to the play setting to facilitate greater learning.

Non-Play Curriculum Models Assumptions: –Play and learning are distinct and mutually exclusive –Learning is more important than play and should be the ultimate goal of education Limitations on play in the classroom were based on the works of B. F. Skinner and other behaviorists. –Direct Instruction model (Distar). No play at all The benefits have been found to be short lived in many young children. They fail to develop nonacademic areas that are essential. Studies have noted that preschoolers who were in these programs were found to be more likely, as adolescents, to engage in delinquent behavior

Diadactic Public School Programs Many schools (inner city) have attempted to deal with the rise in poor scores by eliminating play in the school. Practices that hinder play opportunities: –Children are not allowed to use play centers until after their abstract “seat work” is completed –Children who do not finish workbook pages or dittos are not allowed to go out for recess –Children are required to play very quietly –The number of children allowed in a given center is restricted to two or three –Children are not provided with adequate space or a long enough time block to engage in meaningful play Gains are often short-lived May create stress levels, especially among at-risk kids Will not effectively promote social skills (conflict resolution)

Smilansky’s Sociodramatic Play Intervention Intervention program designed to enhance sociodramatic play. This is make-believe role playing in which children assume pretend roles of other persons, animals, or even objects and play out imaginative situations that hold personal meaning. Based on four assumptions: Sociodramatic play is related to social and cognitive development and school success. Not all children engage in sociodramatic play; some are less engaged and less social, & imaginative. Absence of socio play abilities among low socioeconomic kids may explain academic difficulties in later childhood Adult intervention can increase the quantity and quality of sociodramatic play and enhance overall cognitive development

Isenberg and Jalongo’s Creative Drama for the Primary Grades Proposed a program to enhance creative drama (pp.315)