Exploring Concepts of Good Guys and Bad Guys. Why is the theme of good guys and bad guys such common play in the Pre-K classroom? What about this play.

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Presentation transcript:

Exploring Concepts of Good Guys and Bad Guys

Why is the theme of good guys and bad guys such common play in the Pre-K classroom? What about this play is specifically engaging for this particular class? What do students understand about what make someone a good guy or a bad guy? Teacher Research Question

Malik and Jacob lead our first reflection circle of the year. Together, they share about the play they have been doing that revolves around preparing to fight a bad guy. This discussion stimulates further conversation about how to stop bad guys. Our First Reflection Circle

Making Masks Jaxson decides he needs a mask so “the bad guys can’t tell who we are.” Other students join in.

Making Booby Traps As the students continue to explore this concept in their play, they focus on making “booby traps “ to catch the bad guys.

Elaborating the Storyline The good guy/bad guy play becomes more complex as more students become involved and storylines are developed. This type of play is also taking place outdoors.

Creating Shields “My shield is going to look like a lion. The lion has swords. The hair is on fire. The lion got too cold because he forgot to close his window because he didn’t like the fire so much. He’s holding a bag on his arm, his bag is zipped and it’s a clear bag. His tail is coming around out his tail. The lion has too any eyes to look like a monster. He spews fire.” - Annabelle

“It is round. The beads go in the middle. They are weapons to shoot bad guys. The sticks are to hold up the shield. The weapons are going to go all around the shield. I want to have a mouth and sharp teeth. I want it to have guns. “ – S.J.

“My shield is a hulk one. This two bottoms are the ones that are going to shoot on and off. That’s the head. The shape of the head is an oval. It has eyes. It a gun shoots in it, it (the eyes) will shoot it back. The other bottoms are to give it more energy. The body has a rectangle shape. If I do not find a rectangle shape, I’ll look for a square for the middle and I will use 2 rectangles for the other two sides.” - Amaru

“Mine is an Iron Man shield that shoots out lasers. It has boosters. It shoots smoke out of it’s hands. It does have powers inside.” - Adam

Reviewing and Reflecting Students take turns leading circle and sharing about the shields that they have each made. Their peers have an opportunity to share their observations and suggestions and ask any questions that they might have.

Shield Exhibit Shields are set up around the classroom and presented as a museum exhibit to the students. Students have an opportunity to explore the exhibit and ask their peers more questions about their shields.

 What do the children know about shields and what are they still figuring out?  What have the students worked out so far about what makes a good guy and a bad guy? Is it okay to be a bad guy during play?  How can I support the students in creating functional shields/weapons that can become a regular part of their play? Questions We’re Wondering About...