Audio Transcript Auto-generated
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Hi my name is julie Holdsworth.
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I am currently a special education teacher in an elementary school.
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I mainly have taught DVD for the last which is the emotional behavioral disorders.
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Um For the past 20 years I have been in
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the elementary six um setting for the past 16 years.
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Um And I am currently transitioning to be the
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early childhood special ed teacher in our preschool program.
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So the class on play has been um very insightful for
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me and so the scholar um that I chose was Vivian paley
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um Vivian paley. She was born on january 25th 1929 in Chicago Illinois.
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Um She passed away july 26 2019 at the age of 1990.
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Um Some of her education and her background was that in
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1947 she got her PhD from the University of Chicago.
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She then went on to get her B. A. In psychology from Newcomb College in 1950
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she began her teaching degree in New Orleans. After receiving her B.
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A degree,
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she started in New Orleans started she started questioning
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some things about education um and with Children's learning,
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she was noticing that there's these kind of strict boundaries on learning and
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that students maybe weren't getting in the preschool in the younger age,
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the things they needed, the more the movement and the play.
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Um And so it was kind of um causing her
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to question some things about education at that point.
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Um She went on to teach at great neck new york.
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Um And there she kind of thought about some more things that had to do with play.
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Um and how play has um has these impact on interactions
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and growth among young Children and how students may be compromised,
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how they play, how they interact,
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how they bring their daily experiences into their um play.
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And she began began to notice at that time,
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I think she was teaching kindergarten and she began to notice
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that kids were getting um restless while they sat and listened.
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They may be sat for extended periods of time and
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they were having a hard time maybe comprehending or understanding
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what was being taught to them because they weren't getting
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enough movement or enough play in their daily lives.
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Um And this was due to maybe those boundaries of learning.
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She then went on in 1962 to get her um M. A. from Hofstra University.
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After that time she returned to Chicago and
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she finished up her teaching career there,
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she studied the role of play in children's development.
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In 1970, she began writing books about social and intellectual development.
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Um she wrote 13 books in total for educators to use
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she and parents or whoever needed to utilize those books.
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She also taught for many years.
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The majority of that time she spent
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at the University of Chicago laboratory schools.
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Um she mainly taught preschool in kindergarten and
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she was also considered an early childhood researcher.
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Um Vivian paley her pedagogy piece um In that in 1989
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she won the Macarthur fellowship for her contributions in education.
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She developed story playing this show.
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Teachers how students um natural interest and
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fantasy can help shape the students learning
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um that story play um and imaginative play
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um kind of help with that development of the
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child's academic and social growth within the classroom,
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that without some type of imaginative play or that
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um story fantasies um students imagination don't come,
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doesn't isn't able to come out and they have a hard time maybe with their academics
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and their social interactions with their peers that
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that imagine of play allows those students to become
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have some social growth as they get older and those are
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also skills that they'll they'll keep using as they get older.
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Um she also that stories play a huge part in
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Children's growth and by acting out or telling stories.
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Um
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these by by acting out stories, students develop, they can develop,
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they develop language, um
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acting out the stories helps make sense of the world around them,
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they get to act out their their experiences, they get to act out things that they see.
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Um they get to act out or maybe they get to see how other Children
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um react to their experiences or if it's a normal
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thing for other things that they are acting out.
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Um they get to by acting on stories, they adapt to their surroundings,
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like in the classroom,
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they might be able to um understand those social cues and things and then
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they learn to work with their peers by acting on stories you have to,
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it's kind of more or less,
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you're learning to compromise with your peers because you may not always get what
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you want or have things done the way you think that they should be seen
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um that by acting out things,
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you get to work with your peers and find ways to solve issues.
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Um and these allow,
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allow this allows um for students to develop those lifelong
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skills that they'll continue to use as they get older.
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It's skills that they will use in elementary middle school
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and high school they will use on the job.
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They will um
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will be ever forever be skills that they will keep with them.
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Um
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Paley took an interest in fairness and how Children understood that,
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which I think is something that
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I'm very interested in, how students um understand those kinds of concepts.
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I mainly only taught social skills for the last um 20 years.
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And so it's always fun to see how students um
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understand fairness or understand when someone is different than you,
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or understand um emotions and those types of things.
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That's always interesting to see how different
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students take on those types of skills.
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Um
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Paley's research
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dove into
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Dove into the um,
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how they dove into how Children grow socially along with intellect.
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She wrote 13 books and some of the books that she wrote,
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where you can't say you can't play in 1983, the kindness of Children in 1999.
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Um and a child's work. The importance of fantasy play.
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She also took on tough topics like race in the classroom.
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And she wrote books about those topics as well, which I think is um
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something that
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we lack in those types of books to use.
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So I think that those um I kind of took a
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look at those books on Youtube and on amazon and as
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I just kind of was curious about the depth of them
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and so I think there'll be an interesting read to read.
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Um
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The next piece for this project I have is Paley's impact. Um
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She was an educator and a play advocate.
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She was an inspiration to fellow teachers.
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She was known for her methods about storytelling.
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Um I think she had wonderful ideas and are they were things that
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that um educators continue to use now and there are things that um
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go along with imaginative play with Children.
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Um this this um storytelling has allowed students
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to tell stories and act out stories.
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They wrote.
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Um the laboratory school allowed her to develop and try
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out her storytelling and acting methods um within the classroom,
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which I think was an amazing thing that they allowed her to do those things there.
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Um
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these um by her um developing and trying out
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these storytelling skills and methods and within the classroom.
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Um they allowed students to share their feelings and ideas when they acted them out.
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So they were able to show um some emotions and those types of things.
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Um she had students tell stories about
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their own experiences or from their imagination,
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which I think um
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At a young age is something that students do without thinking about
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and they don't feel like they're being judged by other people.
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So I think that's a really good concept to do in the younger age.
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She turned these stories into scripts so the class could act out the stories.
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Um in 1981 she wrote Walleyes stories, um conversations in kindergarten.
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This helped educators understand paley Syria and
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having Children act out stories while they,
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while she was at the laboratory schools,
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the class acted out Wally story which allowed the classroom to become
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a theater type kind of setting where Children were like the directors,
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they came up with characters, roles, rules,
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which allowed them to understand their world by acting out the stories.
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Um Children's stories allows them to explain themselves to
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their peers and adults allows for that better understanding.
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Um I guess from my viewpoint, it's kind of a neat experience to see kids act.
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Those types of skills out um impact can be
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seen daily within the preschool classroom through imaginative play.
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Um she explained in 2009 in the american Journal of Play Interview,
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It is in play where we learn best to be kind of others in play,
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we learn to recognize another person's pain for,
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we can identify with all the feelings and issues presented by our make believe play.
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This statement is seen daily I feel um, in the preschool
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through imaginative play play,
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like students might play doctor and they get to show like
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the pain from having broken bone and how the doctor would
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take care of them and they get to kind of act
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out what they might see or experience at a doctor's office.
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Um, they get to play house and part about playing house.
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I like is that you get the experiences from
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different families because it's multiple kids from golf and,
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and it might even be their culture.
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So students might experience some of those emotions from different families or
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the different cultures from different families and get to learn from those,
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but they get to see, you know, the, you know, wing and eyeing over a baby or um,
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you know, if,
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if they're playing like house and one of
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the Children does something they don't like,
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they get to show how like have them sit down and take a time out like they would at home.
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Um,
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reading stories in class might also evolve into allowing
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students to act out things on the playground,
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which is fun to see.
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Um,
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the last piece
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is
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the impact within my classroom and what I might use in my classroom. Um,
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so just how I would use her philosophy within my classroom.
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Um an example of how I would incorporate that is by having like a dramatic play area.
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Um
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and then um whether I do like a weekly theme or
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like you just have multi different types of um dramatic play,
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things like props and outfits and that type of stuff,
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and allowing students to work together and act out stories,
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ideas in their heads or like just doing an
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impromptu play would be okay within the classroom,
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um allowing students to work together and act out stories.
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And then I'd also have like storyboards possibly available and you can
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record students making up different stories as they went using a storyboard.
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Something you could show parents um,
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with using the storyboards and them using their imagination to have a story,
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and it could be a story board from a story we read in class and
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they had like the felt boards and they could place them up there on the,
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on the, on the board,
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so they could show and acting out a story
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or using puppets because in one of the classrooms,
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we have the puppets and it's got, you know,
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a little stage and they can open it up and they do a little puppet show it.
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So they're kind of acting out their stories. Their um
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then I um the other part is that the,
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what I believe in Paley's philosophy and pedagogy is it's it's important because it
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allows students to tell or act out stories that students are encouraged to use,
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imagine a play without imagine of play.
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Students struggle to make sense of things they have experienced imagine
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of play allows for students to develop their creativity and learning,
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which I think is something that I have to keep in mind in
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my own classroom and it's also something that I think I can use um
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the imagine of play piece and allowing kids to be creative.
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Um I guess the other last part of the assignment was what you need to know.
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Um I guess this is my first time being in preschool,
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so I just need to remember um the whole imaginative
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play and how that impacts kids as they grow older.
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Um
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I guess it will, it will always be kind of a work in progress,
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it won't always be perfect.
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I just need to remember that each kid is
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different and they each play differently and their idea
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of play or telling stories um and acting them
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out will be completely different and some kids will,
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will love doing it and other kids will shy away and not want to do that.
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So I need to be respectful of
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those types of students emotions about it.
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And then I guess the one thing that I guess I do have experience
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being with an older kids is I use social stories and you know,
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whether it's adults acting out those social stories or allowing students
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to act out what their feelings or their emotions are about.
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Um,
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what happened in a certain social situation, um,
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has also been impactful with using that kind of stuff in my classroom.
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So I guess, you know,
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taking all the things that I've used in
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the elementary and pulling it down to preschool,
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I can use use those skills as well.
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It's not just I'm done teaching elementary and now
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I'm moving on to preschool and I have to forget
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everything I taught the things that I did in
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social skills to help students understand what their um,
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part in that social story is can also be
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used kind of similar down in preschool and working on
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those kinds of stories with them and then kind
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of finding out ways to express themselves that way.
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So, um, so yes, so thank you for listening to my presentation.