Initiating Play Activity

* Read an alphabet book. Ask children to point to the letters and say their names after you.

Cooperative play - Cooperative play occurs in the later preschool years. Children are able to take on roles and sustain them for the duration of the play. The group of children have agreed upon goals and roles for the play. In this stage of play, leaders and followers emerge within groups. Roles are delegated and tasks distributed within the group. There is a common goal and children will play together in a more complex

While some children were playing “house” others were taking part in constructive play. In this stage, toddlers have a deep understanding of what various objects can do and will now try to build things with the toys and everyday objects they find around them. One child had a box of blocks and was building a train track. Once he finished he assembled a line of trains to ride along the track he had just built. He repeatedly made noises that trains usually make such as “choo-choo.” Other children were interlocking Lego blocks and creating various structures while some were playing with play-dough and sculpting

5.1: Explain the importance of play to children’s learning and development and the need for an inclusive approach.

I went home and I asked my children to play one of the games and they liked it. The game had the students engaged because I was engaged when I was playing and so were my kids. The interesting part is that the game is that it could be challenging but that will power of passing to the next level make you keep going. The game is also fun to play and you learn at the same time. Math being a concept that many children hate because of misconception this game can make them change their mind about math concepts. It also can be great for children to interact with one another as they help each other out when they get stuck in a particular section. This activity was so fun and interesting, that I am sure that many children will like it as

I did this activity with 3 children. I first had them sit down while I read the book “Sort it Out” by Barbara Mariconda, after reading the book we talked about the different items that Pack rat came home with, and how his mother told him to sort them out. We discussed what items at home had to go in a particular place, for example, dishes in the kitchen, beds, in the bedrooms, toilets in the bathrooms, to list a few. We followed by talking about the types of shoes we were wearing, and the color of the shoes. How we were all wearing sneakers, and how every one was wearing a different color. I Introduced them to the Jumbo Pegs, and the Pegboards, and I went over the different colors inside the tub. I asked they what their favorite color was, and once we they had all chose their color, I asked them to grab a pegboard, and look through the container for the color they choose, and place them into the pegboard. They all started

To play, fill a box with some favourite and unfamiliar objects. Talk to the children about what they like/dislike about each one and why they might be feeling like that. You could also share stories with children on emotions and get some feedback from the

Through play, children are also able to form relationships with their peers, therefore developing socially. They are able to “learn how to work in groups, to share, to negotiate, to resolve conflicts, and to learn self-advocacy skills” all of which are important skills in a child’s world as well as the adult world (Ginsberg 183). This is especially prevalent in young school age children, who have had relatively few social encounters without the presence of their parents before entering school. These young children will often make life time friends by sharing a popular treat at snack time or borrowing a color crayon to another child who has broken theirs.

invite the †̃normsâ€TM of conversation with children so that they build up an understanding about how it works. They will do this through experience, so show that you are interested and respond to their questions.

Put all the blocks on the table or ground. Invite the students over. I will tell them that they will be building a house for a Dog today. Ask them what they think they will be using to build the house. Tell them that they will be using play dough and blocks. Clarify that pretend is not real. We can pretend to cook at the play kitchen or pretend to be a dog. Explain that mice cannot really build a house with blocks and clay. This is just pretending and the Dog they are using in their activity is pretend only. Ask the children what they like to pretend to be or do when they grow up.

Children also heard some stories, such as Dracula. The teacher explained what Halloween consisted in and they made some activities with pumpkins. One interaction I want to share is when a child said that he felt scared with Halloween and the teacher explained that it is just a festivity. It was interesting to me because the child is from another country and Halloween is a new experience for him. The second interaction is about a new student, he did not feel confident and cried, and he was close to his dad. Finally, when we went to the playground, he started to play with other children. According to the textbook, playing is a vehicle for developing social skills and

Thought, judgement and involvement are key. Aside from toys listed above, other age-related toys for this group include blocks, puppets, and art materials to incite creativity and imagination. Fantasy Forts and doll houses help with socialization as well as imagination. Puzzles and games to promote problem solving and accomplishment. See Saws and Rocking Horses for

2. Math Games: What did you learn about the math skill you selected? How did creating a game push you to think about supporting this skill in a playful way? How successful was your game in supporting children’s learning of the concept that you selected? The game was designed for the math skill of children knowing 1- 10 correspondents. Creating the game was hard because I wanted to make it easy, make sure it made sense and something the students in the class would enjoy. The game wasn’t too successful for my class because of the six students only two were interested in actually trying the game. It was difficult for one of the students because he didn’t know his colors very well and that made it difficult. The other student did very well at the game but I also expected her to, because she is the more advanced child in the class.

Practice the game with your students by asking them to touch their nose, say, “Simon Says stand on one leg,” and to pat their head.

During the preschool years, they start to interact with each other by creating complex story lines together. As they do this, they learn to negotiate, cooperate, and share (though some kids don't master the art of sharing until they're 4 to 6 years old). When children disagree about who gets to be the daddy or who will wear the purple dress, they're actually developing important social skills, says Sara Wilford, director of the Early Childhood Program at Sarah Lawrence College in Bronxville, New York. How you can boost social play: Once your child