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Pretend Play JW

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Jayare Melenudo

on 21 June 2016

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Transcript of Pretend Play JW

"Research indicates that play around stories may encourage the development of critical comprehension skills while simultaneously developing students' love of stories and their abilities to connect to books on a personal level." (Welsch, 2008)
Why Use Stories for Play?
-Pretend Play (mental representations that assist in acting out a scene or scenario)

-Symbolic Play (the act of using objects, ideas, or action that represent other objects, actions, and ideas.)

-Arts and crafts

-Discussion
Play that can come from Books..
-"Pellegrini (1980) saw young students as intrinsically motivated to play, mostly concerned with the process of play rather than the prod
uct."
- Vygotsky (1978) identified play activities as the center of young students' zones of proximal develop
ment, where new knowledge was gained through so cial interactions with more competent players.
The history of understanding the importance of play...
Language
Social and Emotional
Cognitive
Physical
Reasoning and Problem Solving
Ect.
Play and Developmental Contributions...
Playing Within and Beyond the Story: Encouraging Book-Related Pretend Play
By Jodi G. Welsch
JayAre Robert Melenudo

Children are built to take an interest in what is exciting and new! This does not include math facts and writing, but through using activities such as fun books, arts and crafts and music, suddenly math, writing and other curriculum can become a fun, and desirable activity!

Scaffold learning for your students, GET CREATIVE WITH IT!
ZPD- The difference between what a child can do alone, and what a child can do with adult or peer guidance.
Students are fueled by having the ability to make choices

Give them this opportunity by setting up your classroom in a way that is conducive to play!

The observations you can take from watching your students play can tell you a lot about where they stand developmentally!
GROUP ACTIVITY!
Two children pretending to be their favorite storybook characters might look cute and childish but in reality the preschooler is using the powerful tool of play. Using play as a tool involves the preschooler to actively learn about his environment through social interactions while having fun simultaneously.

Questions:
How could I have collected data during the lesson to use as a social competence predictor?

How did I implement play as a social facilitation?

What are some academic concepts we reviewed.

How did I access the students Funds of Knowledge?

What are some academic concepts we reviewed during this lesson?

Collection of data through play gives naturalistic information to analyze the individual and hypothesise on his or her motives, social competencies and predict future outcomes. Deep insight can be gained about an individual student or group through these direct or indirect reports and data collection.
Play is a key aspect of a developing a child’s socioemotional skills because “research shows that children’s socioemotional skills are important for their school performance” The socioemotional skills are heightened within play when used as a social facilitation to to teach appropriate and positive interactions.

When teachers provide the proper scaffolding students will optimize their learning ability. Student play should be self-initiated so that their play experiences fall within the zone of proximal development
But first a joke:

Question: Why does Tigger smell?
Basic Concepts facilitated by accessing students’ FOK through play:

Reading Language Arts: rehearse new vocabulary words to enhance the students reading language arts academics
Science: follow the sequence of the life cycle of a butterfly
Counting: Invite children to count out the food that the hungry caterpillar eats each weekday. Ask
Students: How many things does he eat on Saturday? How many more things is that then he ate on Friday?
Days of the Week: Write the days of the week on the chalkboard and have children tell what the caterpillar does on each day. Ask volunteers to identify each day of the week on a calendar.
Back and Front: Point out that the short pages of the book show both the front of the fruit on one side and the back of the fruit on the other. Ask children to point out other examples of back and front in the classroom (books, classmates, chairs).

ELL Changes:
Review the changes that the caterpillar undergoes. Incorporating these into the lesson and combining visual aides is helps teach young ELLs to speak and understand English first. They need to learn vocabulary dealing with greetings, families, body parts, school and classroom items, days of the week, zoo and farm animals, numbers, shapes, seasons, colors, clothing, and fruit. Teaching these basic concepts through the use of storytelling helps develop oral language skills
Play is a doorway to education. Once a child iniates play they are exposed to limitless learning opportinities.
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