Play and Literacy

1. Play and Literacy

2. Characteristics of Play • Positive Affect • Nonliterality • Means-over-ends • Self-initiated

3. Factors Contributing to the Definition Play is a unique part of human behavior. Regard play as an attitude or an orientation, rather than a particular action. An adult can not define play for the child. Identify play by using “play” as an adverb. Example: “Look how playfully he ________”

4. BENEFITS OF PLAY Low Risk Children are in control Ownership

5. Play Styles • Dramatist Style • Paternist Style

6. Materials • Toys Should Be: • Attractive • Stimulating • Symbolic • Complex

7. About Play Materials Theme-related Dramatic Play--housekeeping props, dress-up clothes, dolls, vehicles, unit-blocks, and large hollow blocks Constructive Play --all types of blocks, paints, crayons, scissors Functional Play-- play dough, clay, and water

8. Conditions of LearningCambourne • Immersion • Demonstration • Expectation Lead to • Approximation Engagement • Response • Responsibility • Usability

9. Adult Role • Provide Time • Provide Opportunity • Provide Materials

10. Displaying Play Things • Label • Display Collections, Similar • Prop Boxes • Opens shelves, boxes

11. Principles of Physical Environment 1. Definition -- Play space has to be clearly designated for children “to see”. Spaces should be distinct & clearly labeled. Space for large, small group & individual play should be provided. 2. Adaptability & Familiarity -- Design play settings around familiar context -real life. Include real objects. 3. Aggregation -- Intentionally select & arrange settings & objects to suggest a basic concept or theme.

12. Play & Gender • Materials • Gender Role

13. Gender Play GIRLS: • Rule Learning • Imitation • Task Persistence • Bids for Recognition • Compliance • Remain close to adult • Help-Seeking Behaviors BOYS: • Force into problem-solving situations • Exploration • Restructuring of prior learning

14. Play Provides … • Creativity • Self-consciousness • Hypothetical thinking • Play holds monumental developmental significance.

15. Play Helps Children to: • Acquire basic human capacities to think symbolically. • Reason about what is possible. • Examine social behavior. • Think symbolically • Make meaning of world & people

16. Play & Vygotsky • Play is the child’s “zone of proximal development”. • Play creates the conditions for children to be imaginative & develop social competencies.

17. Children Can: • Stabilize & enrich their emotional lives. • Engage in activities not readily available in their daily lives.

18. Three Environments COGNITIVE SOCIAL/EMOTIONAL PHYSICAL

19. Physical Environment

20. Learning Centers • Art • Music • Library/Literacy • Math/Science • Reflective • Games/Toys • Blocks/Constructive • Sand/Water • Parents • Socio Dramatic

21. Teacher’s Values • Democratic • Creative • Innovative • Current Research

22. ADA Compliant Noise level Crowded Neatness Temperature Lighting Public space Private space Choices Vertical environment Horizontal environment Texture dimension Mobility dimension Safety Space allowed for varied grouping Seclusion Complexity Consider Child’s Perspective Adapted from Kostelnik et al., 1993

23. Interaction Dimensions • Teacher with Children • Children with Children • Children with Materials • Children with Other Adults

24. Classroom Displays • Community values • Teacher philosophy • Regard for children

25. Literacy Props • Accessible • Varied • Teacher modeling • Move from center to center

26. Living Things & Literacy • Fish • Turtles • Plants • Outdoor Classroom

27. How Will Information Be Represented? • Rubbings • Numbers • Measuring • Photographs • Items to bring back – artifacts • Graphic organizers • Bar graphs • Comic strip characters/bubble speakers • Two & three dimensional objects • Diagrams

28. How Will Information Be Represented? • Maps & plans • Cross section & sequence charts • Timelines • Logs • Matrices • Games • Music & dance • Stories & plays

29. Representing Knowledge • Writing • Oral Discussion • Drawing • Dramatic Play • Construction

30. Cognitive Environment

31. Nurture Life-Long Learning • Flexibility • Range of materials • Differentiated instruction • Choice

32. Learning & Performance • Academic = short term curriculum objectives • Intellectual = long term thinking/comprehension

33. Intellectual Learning • Developmentally appropriate • Allow student autonomy • Promote creativity • Insure student choice

34. Divergent Centers • Range of ability, needs & interests • Flexible time & grouping • Goals, identified, but not specific objectives • Conference with children • Portfolio assessment

35. Themes Connect Learning • Developmentally appropriate • Relevant/authentic • Integrate curriculum

36. Prepared Environment • Observe • Record • Re-evaluate • Modify

37. Literacy Props • Books, magazines, comic books • Reference materials, maps, globes, • Designs, signage • Writing utensils • Paper- lined, unlined, graph • Computer • Pictures

38. Literacy Events • Children reading/writing for meaning • Children seeking information

39. Adults Nurture Literacy • Print-rich environment • Encourage literacy usage- time, access & materials

40. Social/Emotional Environment

41. Children’s Self-Concepts • Trust • Autonomy • Initiative • Industry

42. About Flow • Feel it? • See it? • Hear it?

43. Reinforcement • From Teacher • From Children • From Other Adults • From Physical Environment

44. Centers & Size • For Individuals • For Small Groups • For the Whole Class

45. Literacy & Play • Informal/Spontaneous • Formal/Guided

46. How to Begin • Explore your own biases about play. • Explore your understanding of play. • Check the design of the physical environment • Review the management/discipline policy • Evaluate literacy materials

47. Play and Literacy