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)