1. Purposeful Play By: Sarah Gould-Houde, M.S.Ed.
NYSED 3 Year Old Public Preschool Summer Institute
July 18, 2017
Syracuse, NY
By:
Sarah Gould-Houde, M.S.Ed.
QUALITY Improvement Specialist
QUALITYstarsNY
NYS T-TAP Credentialed

2. Goals and Objectives Participants will:
Examine the learning that occurs during self-directed, purposeful and supported play. Participants will be able to use at least three strategies to support children’s self-directed play.
Analyze Bloom’s Taxonomy as it relates to working with preschoolers. Participants will be able to develop at least two ways to incorporate higher level learning and critical thinking using Bloom’s question stems.
As aligned with the NYS Core Body of Knowledge, 1.8: a, b, c, d, & g and the NYS Child Day Care Regulations: : a & c.

3. Agenda
10:45 Introduction to training content and over view of goals and objectives 10:50 Executive functions of the brain 11:05 Ways to play, what happens during play 11:15 P.L.A.Y. 11:25 Purposeful P.L.A.Y. 11:35 P.L.A.Y. Lead by child 11:40 Adult supported P.L.A.Y. 11:50 P.L.A.Y. Yields Learning 12:00 Finish

4. Executive Functions of the Brain
Working memory: the ability to hold information
in mind and use it
Inhibitory control: the ability to master thoughts
and impulses so as to resist temptations, distractions,
and habits, and to pause and think before acting
Cognitive flexibility: the capacity to switch gears and adjust to changing demands, priorities, or perspectives
How can play be considered academics?
Executive functions: Working memory, inhibitory control, cognitive flexibility
Adults tend to be less aware of the importance of helping children gain the essential skills that are so necessary for children to acquire a lifetime of learning
WATCH MITM VIDEO #13

5.
Prefrontal Cortex
Debrief video
When doing hand clapping game…works on inhibitory control and is fun!! (use of active inhibition)

6. A Variety of Ways to Play
Dramatic
Manipulative
Physical
Creative
Sensory
Constructive
Point out that constructive play comes from the ability to build something that has been created in your mind!!!! AMAZING
As an adult, what do you do to play?

7. Building Purposeful Play in the Classroom
Highlight the need for a solid and trusting relationship between teacher and students for learning to really take place

9. P U R O S E F L
Refer to ELGs
Discuss what is on hand out
Examine picture using these principals: reflect on own for one minute and then either table or turn and talk, report out to the large group

10. L E A D B Y C H I https://www.youtube.com/watch?v=_ZIGLSqzptE
How would you support this child’s activity and interests?
How could you enrich this play?
What vocabulary could you introduce? What if you started a fireman or fire truck study? Project Approach 

11. A D U L T S P O R E Video clip, 1 minute, preschooler playing dice
How did this teacher support this child in play?
What was this child learning? What developmental areas were being addressed?

12. Bloom’s Taxonomy
Evaluation Synthesis Analysis Application Comprehension Knowledge
Refer to handout

13. Y I E L D S A R N G
What juicy/Bloom’s/open ended questions would you ask these children?
How would you follow up with their play? Changes to the environment? Small groups? Individual play? Etc…

14. Building Purposeful Play in the Classroom
Highlight the need for a solid and trusting relationship between teacher and students for learning to really take place

16. Any questions? Thank you 
Sarah Gould-Houde, M.S.Ed. QUALITY Improvement Specialist QUALITYstarsNY

17. References
Davidson, Kay & Decker, Tressa (2006). Bloom’s and Beyond: Higher Level Questions and Activities for the Creative Classroom. MI: McNaughton & Gunn, Inc. Galinsky, Ellen (2010). Mind in the Making: The Seven Essential Life Skills Every Child Needs. NY: Harper Collins. Harms, Thelma, et.al. (2005). Early Childhood Environment Rating Scale-Revised Edition. NY: Teachers College Press. Mind in the Making: Experiments in Children’s Learning DVD (2011). Families and Work Institute and New Screen Concepts. Nilson, Barbara Ann (2011). From: The Engaged Learner Café, NYSAEYC Conference.