Discussion_Post_Replies_and_Blog_Replyedited-17003101252780266_1-17003278160226457

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Jan 9, 2024

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1 Discussion Post Replies and Blog Reply Discussion Post Replies Reply to Caroline Hello Caroline. You did a great job describing the different elements of PRoPELS that were present in the training video. I agree that many elements, like extended time frame and full scenario, were not able to be fully shown due to the length of the video. I think your example of how you would scaffold the children's learning by asking them questions during play is excellent. Guiding their play with open-ended questions can help extend their learning while allowing them to still be in control of the play scenario. Asking questions like "What does the cashier do?" helps bring their awareness to the different roles and responsibilities within the dramatic play. Your strategy connects well with the article "Assessing and Scaffolding Make- Believe Play," which discusses using questioning techniques during play to assess and extend learning (Leong & Bodrova, 2012). Open-ended questions allow teachers to see children's understanding while guiding them to think more deeply. Asking strategic questions is an excellent way to gather assessment data during authentic play activities. What other open-ended questions do you find effective for assessing dramatic play scenarios? Are there certain questions you would like to ask related to different elements of PRoPELS? Reference Leong, D.J., & Bodrova, E. (2012). Assessing and scaffolding make-believe play. Young Children, 67 (1), 28-34. https://kindergartenab.weebly.com/uploads/3/8/4/0/38404499/assessing_and_scaffolding _make-believe_play.pdf Reply to Victoria

2 Hello Victoria. Great job identifying the different elements of PRoPELS present in the bakery dramatic play scenario. You have a strong understanding of each component. I think your point about scaffolding to add new elements, like a customer role, is an excellent way to extend the play. Adding new roles and responsibilities builds on their existing knowledge and encourages new social interactions and language. Your strategy aligns with the recommendations in the article "Assessing and Scaffolding Make-Believe Play," which discusses scaffolding more mature play by adding roles, props, and language to build on children's baseline dramatic play abilities (Leong & Bodrova, 2012). Incorporating new elements into familiar scenarios promotes development while allowing for ongoing assessment. Dramatic play offers rich opportunities for assessment through scaffolding. What other ways could you see scaffolding the bakery dramatic play to increase maturity? What other roles, props, or elements could you incorporate? Reference Leong, D.J., & Bodrova, E. (2012). Assessing and scaffolding make-believe play. Young Children, 67 (1), 28-34. https://kindergartenab.weebly.com/uploads/3/8/4/0/38404499/assessing_and_scaffolding _make-believe_play.pdf Reply to Willow Hello Willow. You make an excellent point that gender roles are often learned through observing others and absorbing societal messages. I agree that the two portraits likely represent these learned gender stereotypes. Providing dress-up clothes and dramatic play materials for all genders is a great way to help break down these stereotypes, as you suggested. Allowing children to role-play in different ways encourages them to think more flexibly about gender. Teachers can model playing with different materials, too. Your strategy connects well with NAEYC's position

3 on avoiding gender bias in early childhood programs. They recommend providing a range of activities and materials that appeal to a diversity of interests (NAEYC, n.d.). Dramatic play is a great avenue for this. Giving children options helps break down limiting stereotypes. How else can teachers work to break down gender stereotypes in the classroom beyond providing varied dramatic play materials? What other strategies or activities could help? Reference NAEYC. (n.d.). Where we stand: On responding to linguistic and cultural diversity. https://www.naeyc.org/sites/default/files/globally- shared/downloads/PDFs/resources/position-statements/diversity.pdf Reply to Laura Hello Laura. You raise excellent points about how both innate differences and learned roles likely influence children's self-portraits and choice of activities. I agree there is an interplay between biology and socialization. The research you cited about the trends in how boys vs. girls draw scientists is fascinating. It clearly shows how early gender stereotypes emerge. Providing children with diverse examples can help counteract this. Your post connects well to the NAEYC statement on responding to linguistic and cultural diversity. They state teachers should provide diverse models and images that avoid stereotypes (NAEYC, n.d.). Offering children counterexamples can expand their views beyond stereotypes. Exposure to diversity is key. In addition to providing diverse models in books and materials, how can teachers verbally reinforce flexibility in gender roles during everyday conversations and interactions with children? Reference

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