prs101 ect (sg1) s.u. 4 planning for play in an ecc learning outcomes · 2018-10-04 · prs101 ect...
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PRS101 ECT (SG1) – S.U. 4 PLANNING FOR PLAY IN AN ECC LEARNING OUTCOMES: - The value of play *Play and affective development *Play and social development *Play and language development *Play and cognitive development *Play and the development of perceptual motor skills - Planning for play opportunities
*Fantasy play *Building with blocks *Manipulative play activities *Elementary games *Sensory play
- Planning the playroom for a variety of play opportunities - Fantasy play area - Block area & big constructions area - Manipulative & educational toys area - Sensory play area - Book area - Science and mathematics area - Art & writing area
- The outdoor play area - Outdoor play opportunities - How to plan for successful outdoor play
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Play to Learn: Discussion
• A panel discuss the importance of children's play
http://www.tes.co.uk/teaching-resource/Play-to-Learn-Discussion-6083777/
..\..\..\..\..\..\Videos\Teachers TV\Play to learn discussion.wmv
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DEVELOPS COMPETENCIES
Task orientation
+Ve att towards learning
Persistence
Flexibility
Creativity
Self-esteem
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PLAY & AFFECTIVE DEV
PLAY & SOCIAL DEV PLAY & LANG DEV
PLAY & COGNITIVE DEV
PLAY & DEV OF PERCEPTUAL MOTOR SKILLS
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PLAY & AFFECTIVE DEV Awareness, acceptance
& expressions of emotions
Coping skills Personality integration Building values
PLAY & SOCIAL DEV Social interaction Cooperation Conservation of nature Respect for others
PLAY & LANG DEV Receptive language Expressive language Non-verbal language Auditory memory &
discrimination
PLAY & COGNITIVE DEV Problem solving skills Concept formation Imitation and memory Association and classification
PLAY & DEV OF PERCEPTUAL MOTOR SKILLS
Eye hand and eye foot coordination Locomotor skills (movement) Non-locomotor skills (static) Body management & control
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PAST UNISA EXAM QUESTIONS
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a) Discuss the value of play with specific reference to the following: Play and affective development Play and cognitive development Play and the development of perceptual
motor skills (10)
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Planning for play opportunities (p.45 - 52)
& Areas in the playroom (p. 53 -57 )
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Young Learners
• Using play-based learning to meet early years standards
• http://www.tes.co.uk/ResourceDetail.aspx?storyCode=6082990
• ..\..\..\..\..\..\Videos\Teachers TV\Young learners - play based learning experiences.wmv
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Play activities in the ECC
(1) Fantasy play
(2) Building with Blocks
(3) Manipulative Play Activities
(4) Elementary Games
(5) Sensory Play
(6) Creative Play
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Fantasy play area
Block play & big construction area
Manipulative & educational toys
area
Sensory play area
Science & Mathematics area
Book area
Outdoor play area
Art & writing area
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Divide playroom into diff areas
No of areas decided by:
*age
*needs of group
*space avail
2 year olds = fewer play areas
than older chn
3 year old playroom:
Areas for 2-3 creative
activities
Book area
Block area
Fantasy area
Reception Year playroom:
Provide opps for 5 to 6
creative activities
Plus additional areas
PAST UNISA EXAM QUESTIONS
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a) Mention 7 areas that can be accommodated in the playroom. (7)
Fantasy Play
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& read: CH 1, p. 20 (GRADE R TEACHING)
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TEACHERS ROLE IN FREE PLAY: Providing 1st hand experiences
Creation of a fantasy play enviro
Observation & evaluation
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INTERESTING RESOURCES:
Early years • Role play
http://www.tes.co.uk/teaching-resource/Teachers-TV-Role-Play-Managing-and-
Changing-6083010/
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23 & read: CH 1, p. 17 (GRADE R TEACHING)
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(c) Formation of mathematical concepts (1) Amount = playing with blocks, chn practice their
quantitative understanding of numbers (2) Surface & volume = chn make private play area, put
block on shelf (SPACE) (3) Geometric shapes naming shapes Related shapes Classification Arranging in series
(b) Satisfying individual needs Chn get
involved in different ways
(a) Physical activity Carrying, piling
up, pacing, shifting – demand movement
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TEACHERS ROLE IN BUILDING WITH BLOCKS:
Initiating & guiding the chn’s play (if necessary)
Observing and evaluating the play Intervening when the chn have diffs Providing enough extras Describing the constructions Not over organising play
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INTERESTING RESOURCES:
Foundations video • The value of block play
http://www.communityplaythings.co.uk/learning-library/videos/foundations
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• http://progressiveearlychildhoodeducation.blogspot.com/2010/06/we-play-blocks-and-props.html
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(a) JIGSAW PUZZLES
(b) SMALL BLOCKS & OTHER MATERIAL FOR SMALL CONSTRUCTIONS
& read: CH 1, p. 19 (GRADE R TEACHING)
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(a)
JIGSAW
PUZZLES
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ADVANTAGES
OF
JIGSAWS
PAST UNISA EXAM QUESTIONS
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a) Mention 3 advantages of jigsaw puzzles (3) a) Name 2 advantages that building of jigsaw
puzzles has for young children (2)
(b) Small blocks & other material for small
constructions
E.G.
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LEGO DUPLO
LITTLE
BUILDER
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Not always suitable for youngest chn = still not developed small muscles & eye-hand co-ord
Can use large Lego blocks – avoid small blocks
Gradually move on
Model building only suitable for older chn (5/6yrs) – eg. Ambulance/aircraft
Enough blocks NB
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http://pinterest.com/kstedall/educational-games-to-make/
& read: CH 1, p. 19 (GRADE R TEACHING)
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(a) JIGSAW PUZZLES
(b) SMALL BLOCKS & OTHER MATERIAL FOR SMALL CONSTRUCTIONS
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WATER
MUD
FINGER PAINT
CLAY
DOUGH
SAND
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WATER PLAY Offers a wide variety of
exp. & greater enjoyment during the dev. Of sensation & feeling than any other physical material except finger paint.
Provides opps for experimentation & discovery
ADVANTAGES:
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SAND & MUD PLAY
Provides tactile experiences
Chn find it calming to feel & explore textures
Stimulates fantasy play
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TEACHERS ROLE IN SENSORY PLAY:
Providing opps for sensory play Providing a variety of suitable aids
for chn Checking all aids carefully Maintaining discipline Facilitating lang dev. Guiding chn who don’t want to play
http://www.teachpreschool.org/2011/11/everyday-sensory-play-in-preschool/
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INTERESTING RESOURCES:
Sand and water play: video
http://www.communityplaythings.co.uk/learning-library/videos/sand-and-water
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47 & read: CH 1, p. 19 & 20 (GRADE R TEACHING)
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PAST UNISA EXAM QUESTIONS
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a) Define Creative Play (2)
50 & read: CH 1, p. 17 (GRADE R TEACHING)
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http://pinterest.com/sbishop/preschool-science/
& read: CH 1, p. 18 (GRADE R TEACHING)
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http://classroom.4teachers.org/
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(9) Outdoor Play Often most neglected part of
free play Needs good planning of
outdoor play area Educator’s role as NB here! Most NB factor = safety of chn Provide challenges.
http://theplayfiles.blogspot.com.au
& read: CH 1, p. 21-23 (GRADE R TEACHING)
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GROSS MOTOR
ACTIVITIES
QUIET AREAS
SOCIAL PLAY LARGE
CONSTRUCTIONS
SCIENCE
ACTIVITIES
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HOW TO PLAN FOR SUCCESSFUL OUTDOOR PLAY?
-Thorough and constant supervision
-Try to have play area that is big enough
-Provide a variety of activities
-Stimulate & encourage chn to explore
-Include traffic area -Present additional outdoor activities everyday (art, woodwork, water play, reading stories)
-Include manufactured equipment as well as homemade equipment & natural equipment
-Moveable equipment = useful in order to rearrange playground for new activities
-Old barrels, tyres and crates can also be added. Paint/sand all wooden equipment to remove splinters
-Grass & flowers = discover nature
-Vegetable garden/flowerbeds chn can create
-Area where chn run freely (not near swings)
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TEACHERS ROLE IN OUTDOOR PLAY:
Not a time for teacher to sit down! Essential: just as involved and on
duty Thorough & constant supervision All equipment well looked after &
safe to use Encourage learners to explore Plan for every day’s outdoor play
period.
PAST UNISA EXAM QUESTIONS
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a) According to Davin (2002: 57) outdoor play is not an opportunity for teachers to relax and have some tea. i. Discuss the role of the teacher during outdoor play
(10) ii. What are the requirements for successful outdoor
play? (15)
b) How can educators plan for successful outdoor play? Name 4 aspects (4)
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