ECE 4 Week 7-8 Written Report P.T

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Lesson 5:

Supporting Play for Preschool Children

Topics:
a. Benefits of Play for Preschoolers
b. Role of the Teachers and Parents
c. Designing Environments for Preschoolers
d. Toys and Materials to Encourage Play

A. Benefits of Play for Preschoolers


Play is beneficial because it supports the preschoolers brain development, self-
regulation, and good health. Brain development occurs in the prefrontal lobe, which controls
the executive functions. These include (1) working memory, (2) inhibitory control, and (3)
attentional flexibility. Self-regulation occurs during play as children adapt, improvise, move
in and out of play frames, and assume different roles.
1. Brain development (cognitive development) - brain growth occurs most rapidly
during the first three years, yet the brain continues to grow and develop rapidly
during the preschool years. The pre- frontal cortex, located in the frontal lobe area
of the brain, and mainly responsible for a set of skills referred to as executive
function, devel- ops rapidly during the preschool years (Diamond, 2002;
Moriguchi & Hiraki, 2009). Most experts now agree that executive function
includes three main processes: (1) working memory (ability to process and store
incoming information), (2) inhibitory control (capacity to monitor and control
actions), and (3) attentional flexibility (the ability to easily move from thinking
about one topic or subject to another) (Monette, Bigras, & Lafreniere, 2015).
When children played with a co-player who shared the same goal, they were able
to stay focused and meet their goals.
2. Self-regulation (social, emotional, and cognitive development) - the ability to
regulate one's own behavior and react appropriately to external guidelines is one
of the goals of schools and society. Symbolic play as "children's deliberate
distortion of reality in play when they act as if something is the case when it is
not" (Kelly and Hammond, 2011). The role of executive function was examined
in terms of the child's inhibition, and it was also examined generatively that is, the
child's ability to control her behavior and to generate new ideas.
3. Health (physical development) - obesity and childhood diabetes are at epidemic
levels in the United States. The Centers for Disease Con- trol and Prevention
(CDC) (2017) reports that the rate of obesity for children aged 2 to 5 decreased by
4% (13.9% in 2003-2004 to 9.49% In 2013-2014. Active play provides a pathway
to good health and is one of the best activities for preschool children.

B. Role of the Teachers and Parents


Adults impact preschoolers through personal inter- actions, organizing the classroom,
and meaningful Instruction. A proactive voice is especially important when working with
children who are English language learners. The teacher continues to be the most important
factor in ensuring positive outcomes for young children. Research confirms that teachers play
an important role in creating high-quality Interactions with young children in the classroom
(Kuzmishina, 2013). Interactions between the teacher and child can be organized into three
distinct domains: emotional support, classroom organization, and instructional support
(Downer, López, Grimm, Hamagami, Pianta, & Howes, 2012).
1. Emotional support that the teacher provides in the classroom, is important for the
success of the young child in the classroom. This includes the relationship that the
teacher has with children and their families, with colleagues, and with others involved
in children’s lives (Pianta & La Paro, 2003).
2. Classroom organization, is equally important. If the teacher has the class set up to
encourage autonomy, the interactions will be positive.
3. Instructional support, is key in facilitating the child’s cognitive development.
Specifically, the teacher can facilitate learning through positive interactions during
instruction. The teacher can provide meaningful conversations during activities and
experiences designed to stimulate learning (Trawick-Smith, Swaminathan, & Liu,
2016).

C. Designing Environments for Preschoolers


Begin by thinking about what the children will experience in the classroom. They
need a place to put their materials, a place to communicate with others, and a place where
they can engage in solitary, small group, and large group activities. The room should be
divided into wet and dry areas and further divided into noisy and quiet areas. Using these four
quadrants as a guideline, centers such as blocks, home, art, and toys/manipulatives. Should be
set up first. Then centers such as sensory, dramatic, music, movement, book, sociodramatic,
storytelling, and technology can be added as space permits. Centers and materials in the
centers should be rotated to increase interest. Prop boxes also encourage creativity and play.
It is better to rotate centers and materials in and out of the classroom by placing additional
materials in a nearby storage area when not in use. Interest areas may include:
 Art Center – the art center can be used for multiple purposes. The art center should
be near a source of water. If it is not located on a tile floor, place plastic shower
curtains or something similar under the area to facilitate clean-up. Many programs use
the art area for writ- ing so children can create books and journals in the area. Some
programs include reusable materials. Adding a bin where parents can leave recyclable
materials adds to the class resources and helps parents feel involved. The key to the
art area is organization of materials on the child’s level.
 Book Center – books should be included in all areas, and book baskets can be placed
throughout the center. A book area provides a quiet place where children can listen to
a recording of a book, sit in a lap to listen to a favorite story, or enjoy looking at a
book. Book centers should be aesthetically appealing. Wall hangings that reflect local
and distant cultures are appropriate. Charts with the alphabet can be placed in the
center on the child’s eye level. Adding puppets, felt boards, and book props can
enhance the interest in the center and stimulate story reenactment.
 Block Center – Blocks have been a staple of preschool environments for over a
century. A variety of blocks should be available. Three-year-olds will enjoy sponge
and cardboard blocks; four-year-olds will find wooden blocks more interesting.
Children who have just turned three still benefit from toys that are more realistic. The
block area should be placed away from through traffic (Photo 5-8). It should be in a
place that will allow children to extend play from day to day.
 Home Center – preschool children need an area that reminds them of home. This
area can include pictures of family members. The house area should be safe, neat, and
inviting. Montessori (1964/2014) used miniature furniture in a classroom as a way to
prepare children to care for their own home. The goal of a home center in a preschool
classroom is to encourage sociodramatic play.
 Music and Movement Center – the music and movement center is especially
important for children developing gross and fine motor skills. This area can be located
away from the block or book areas. Adding music items such as tambourines or bells
in an area with mirrors encourages music and movement. Cushions are still important
for climbing and tumbling. Encouraging safe movement continues to be very
important at this age.
 Sensory Center – Preschoolers and especially young three-year-olds need many
experiences with their senses and materials that stimulate their senses. Tables
designed to stimulate sensory experiences provide an avenue for exploration,
investigation, and play. These tables cari take on many different shapes and forms.
They can be filled with a variety of natural materials such as dirt, mud, sand, or water.
The tables can be used for messy activities such as mixing, stirring, measuring and
working with materials. Of course, the calming value of playing with children.
 Sociodramatic Center – One area in the room should be designated as the dramatic
play area, which is separate from the house area. The sociodramatic center can include
themes that range from a dentist office to a flower shop or veterinarian’s office.
Labeling the storage boxes adds to the ease of usage.
 Storytelling Center – A storytelling center allows the teacher to establish a place
where children can dictate stories that they wish to tell or act out in front of the class.
The center should have a comfortable chair for the adult and a table where the teacher
can record the child’s story. The storytelling area should be located in an area where it
is easy for the teacher to hear the student.
 Technology Center – Handheld or stationary computer devices provide an additional
source for children to discover the world. It is important to limit the time that children
spend using electronic devices, but they should have access to these resources so that
they can be used as tools for investigation.
 Toy Center – An area for play with puzzles, manipulatives, or toys should be
included in all preschool classrooms. Children need a place where they can engage in
quiet play with a friend, an adult, or by themselves. Rotating materials such as
puzzles, bristle blocks, Legos, and other materials help children develop fine motor
skills. Preschoolers can use puppets. Children younger than three can play with
puppets as if they are stuffed animals, but they may not understand the concept of
puppet. Preschoolers understand that this is pretend. Locomotor skills are developing,
and children enjoy running, climbing, and skipping. Their fine motor skills are
developing steadily.

D. Toys and Materials to Encourage Play


ORGANIZING FOR PLAY- The creation of the context for play requires
organization. There are many ways to consider the teacher's multi-dimensional role. For the
sake of clarity, these roles have been integrated in a step-by-step plan that begins with
planning and then moves to evaluation and intervention in a dynamic, spiraling cycle that is
continuously changing. These four main areas include planning, observing, guiding, and
evaluating.
PLANNING FOR PLAY- This is the first and most crucial phase, and a position that
many educators find fulfilling. Time, place, supplies, and preparatory experiences must all be
coordinated during the planning and organizing process. The teacher's continuous reactions
and reflections have an impact on the organization. She might decide to create papier maché
dinosaur eggs and bury them in the outside sandbox to resemble a fossil dig if she detects a
fascination with dinosaurs. Including dinosaur literature and fossil-hunting supplies will
encourage learning as well as play. Play thrives in conditions of ideal time, space, materials,
and pre-experiences.
TIME- Time is an essential component. It takes time for preschoolers to engage in play
including more complex play scripts. According to certain educators, kids should change
positions every fifteen minutes. When educators do this, they disrupt play to the point that the
kids never engage in developmentally appropriate play or learn how to focus and maintain
social interactions. The child learns to switch between topics as a result. According to
Bodrova and Leong (2007), children require a minimum of thirty minutes to become engaged
in play, meaning that an hour should be allocated for center time. By their very nature,
preschool programs should be designed with play at the center, and extended playtime is
essential for the growth of fine motor skills and attentiveness (Paley, 2004).
PHYSICAL SPACE- Preschoolers want a sufficient amount of area to play a range of
games. According to research, each child need 42 to 50 square feet of usable area (American
Public Health Association, National Resource Center for Health and Safety in Child Care and
Early Education, American Academy of Pediatrics, 2011). Aggression increases when
children are under 25 feet tall (Smith & Connolly, 1980). "Young children relate to the world
through their bodies and their senses. They require large amounts of space in which to learn
by moving and doing." says Anita Olds, a leading authority on environments for young
children. "Thirty-five SF per child is a 5' x 7' space—a little over twice the dimensions of the
average playpen."
MATERIALS- Materials Play is impacted by the selection, rotation, and storage of
materials. What resources are developmentally appropriate for the group is up to the teacher.
Does this fit the age, developmental stage, and cultural representation in the classroom well?
Four-year-olds also prefer wooden blocks with accessories, while three-year-olds will still
enjoy building with plastic and cardboard blocks. The culture of the classroom must be
reflected in the materials. Parents who consider this to be a terrible waste of food may find it
insulting when children use food, like rice, as a plaything. See if the kids require any
additional stimulating materials. During play, what is happening? Does the addition of
interest require new materials, or can the existing materials be stored? Using a prop
TABLE 5-2 Play Materials for Preschoolers and Kindergartners
• A full-length, unbreakable mirror mounted on wall or in a sturdy stand
• Dolls of various ethnicities, including those of the children in the program, with clothes and
caregiving accessories (e.g., bottles, blankets)
• A variety of dress-ups (with increasing levels of role-relevant details) and supporting props
for various themes
• A variety of hand puppets
• Materials for constructing play scenes, including blocks and human and animal figures A
variety of sturdy vehicles for use with blocks
• Sand and water play materials for exploration and experimentation (measures, strainers,
tubes, funnels) and materials for fantasy play in sand and water
•Construction materials, including large and small wooden unit blocks, large hollow blocks,
and a variety of other small materials for construction
•A variety of puzzles (fit-in, framed, jigsaw), with number of pieces appropriate to children's
ages
•Beads for stringing (size depends on age); pegboards; pattern-making materials (pattern
blocks and tiles, weaving materials) for older end of age range
•Dressing, lacing, and stringing materials to learn simple self-help skills and beginning
sewing activities
•Specific skill-development materials that include activities related to matching, sorting, and
ordering by shape, color, letter, number, and so on; equipment related to science and the
natural world
•A variety of games, such as dominoes, lotto, simple card games, bingo, and first board
games (with the outcomes based on chance, not strategy)
•A large variety of books appropriate to the ages, Interests, and experiences of the group
•A large variety of art and craft materials, including both graphic and plastic materials
•A standard rhythm instrument set (and instruments such as wood xylophones, if cost
permits) Recorded music (and player) for singing, moving, and playing rhythm instruments
•Push and pull toys that support sociodramatic play (wagon, doll carriage, vacuum cleaner)
•A variety of balls for specific sports activities, such as kicking, throwing, catching, and
rolling (beanbags can also be used for throwing and catching; target games can be used for
the older end of the age range)
•Pedal tricycles (appropriate for children's size and age)
•Outdoor and gym equipment (e.g., climbing gym, swings, slides, ladders, seesaw by age
five) proportioned to children's sizes and capabilities; also sand and gardening tools and all-
weather construction equipment

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