Constructive Play - I find this one the easiest to do with children as it involves manipulating my environment to construct something, or make something. Playing with blocks and building a tower is a great example, but this also includes drawing, painting, colouring playing with clay, making music, sandcastle building, or drawing with chalk on the sidewalk.
What is made doesn't need to be held in the hand and can even include a new, silly song. The Ontario document states that constructive play also allows for self-regulation which, if we look at tower building with blocks, we can easily see this.
When we want to build a tall tower we must select the perfect blocks: evaluate, set a goal. Then we have to try to build it as high as we can: motivation. Next, it will ultimately come tumbling down: re-evaluate, set new goals, motivation to try again, develop a new strategy.
In the realm of education, self-regulation means being able to control one's own behaviour, emotions, and attention. Through play, children learn to self-regulate because play is a safe environment in which to take chances.
In real life, losing may be catestrophic, but in play, losing a game does not alter time, space, or the world. Play affords learners with opportunities to watch, learn from others, and compare their own actions.
Teachers can explicity teach self-regulation to young children by offering suggestions or puting the onus back on them to provide solutions. A compassionate touch and reassurance can work well with children who have not learned to self-regulate and are sometimes overcome by anxiety.
Learning how to self-regulate is very important for our youngest learners. There are a series of short videos, a few minutes long, that can help you to understand what self-regulation is and how it impacts learning and spills over into other aspects of life.
The video series also discusses how self-regulation and compliance are different, as this is often a distinction asked of educators. Self-regulation can also be understood as being aware enough about one's own abilities to stop, think about the task, make judgements or new plans, and proceed forward.
At the end, students reflect on the learning and their movement through the process. Barry Zimmerman, foremost researcher on self-regulated learning, also states that people, or in our case, children, must believe that they can learn in order to learn and be self-motivated.
Competent learners accept that a task did not work by going back to where the learning fell apart, evaluating, adjusting the goals, and starting again. Poor learners state that they can't do a task or are not smart enough.
With Early Learners, play is an excellent vehicle towards becoming a self-regulated learner. Sign In Don't have an account? Start a Wiki. Click this cartoon to be linked directly to the videos on self-regulation.
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Making the case for play policy: Research-based reasons to support play-based environments. Type Article Author s Stegelin, D. Have you read this?
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To them, it seemed that everytime they looked in, the children were playing and not learning. This is sometimes the response from an outside-looking-in perspective and one we educators often feel we need to have a ready answer for.
When we wear our teacher cap, we see so much more than ' just play' happening, although there has to be room for 'just play' in the day; we see language acquisition, problem-solving, role-playing, oral language development, turn taking, collaboration, and these are just a few skills we easily see developing.
The Case for Play, and the absolute need for play in a Kindergarten and Early Learning environment is something we will discuss here by looking into research based material, curriculum, theorists, and video blogs.
I encourage you to add to the body of work by creating your own pages as well, as I am assured you can do so in this environment. Being collaborative is important. It is important to look at the theories and theorists that helped shape our understanding of child development because much of what we expect children to understand and do is based on their research and findings.
In the ELECT document, pges 24 - 54, there are detailed charts that highlight a thorough list of what we know, can expect, and should see children doing at certain ages. It is important to be aware of these milestones in order to intervene if there is need, know that a child is on the right path, and understand our children in comparison with others but be mindful of also understanding that each journey through learing is unique to each child; milestones are guidelines, stepping stones, if you wish, to the other side.
Play can be seen through a variety of different lenses each working on developing a wide range of skills or honing on perfecting or mastering certain targeted skills.
The discussion below will present some forms of play, some ideas of how to engage your child in play, and help you with ideas about how to get them playing! Perhaps you were fishing, skating, or camping.
Begin a conversation with your child about a time when you did something, an activity very familiar for your child, and then take on the role of someone who was there or could have been there, and act it out.
I like to add in silly 'What If? Suddenly a HUGE whale leaps out of the pond and gobbles up the fish. Now, you and your child have to figure out what to do next.
Children learn language when they play dramatically, and it is a safe environment to try out new words. Additionally, by acting out roles they are familiar with, or roles from story books, children learn schemas, and how to self-regulate by accepting roles, changing roles, and evaluating roles.
A schema is simply a script that can be followed, and one of the most familiar Hollywood schema is boy meets girl, boy loses girl, boy wins girl back.
Fantasy Play - This can go hand-in-hand with dramatic play, however, you are looking at using familiar objects and making them into something else. Perhaps a blue bed sheet can be a lake, stuffed teddy can be the giant whale, and the room window could be the eyeball of something going to eat the whale as well!
Here, you will notice problem solving, investigation, planning, evaluation, and self-regulation. Home setting - baby dolls, pretend food, old telephone, clothespins, laundry line, washtub.
Workshop - table as a workbench, pretend tools, toys, trucks, or cars to repair, paper for To-Do job lists. A vet or doctor office - stuffies, stethoscope, dolls, toy medical equipment, cages for animals, pretend prescriptions, waiting room seats.
Constructive Play - I find this one the easiest to do with children as it involves manipulating my environment to construct something, or make something.
Making the case for play policy: Research-based reasons to support play-based environments. Type Article Author s Stegelin, D.
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