The Prop Box Play

Play is satisfying to the child, creative for the child and freely chosen by the child.

This is a very minimalist play in general, so similar to the low amount of furniture, there are also few given props. Of course, some are added in order to imply atmosphere.

Dramatic play- This was very prevalent in the classroom that I noticed; everything seemed to be dramatic play. In the classroom I observed, there is a wooden telephone booth, a kitchen, a stove, a pantry with play food with the appropriate place settings as well as pots and pans. They also have a costume closet, and there’s so much to choose from; firefighter, chef, princess, police officer, a dog, a horse a doctor and Thomas the train.

I believe that, to ensure a well-run program responsive that is to participant needs, developmentally-appropriate materials are of the utmost importance. All my activities are planned for the specific age group I work with and care for. The toys provided

The use of props was used similarly to the set, to show the hierarchy of classes. In the poorer part of Liverpool the chairs used were plain and old, however in the richer part of town, the chairs used were smart and polished. During the financial depression, FOR SALE signs were hung from the ceiling, to show the hard times. All the signs seemed to be situated in the poorer part of town. The clothes line which appeared as one of the first props on stage, demonstrated to the audience how many children Mrs. Johnston had, due to all the baby grows hung up on the line. The

| A good way of gaining a well rounded viewEncourages learners to be active and think

When learning becomes fun the teachers find it less challenging for trying to keep the child engaged in the activity at hand. The job of the educator working with a play-based curriculum is to facilitate play, to draw out and extend what children learn through play (Play Based Programmes, 2015). Children have a variety of play spaces available that mimic their regular world around them, each space can be intertwined with another centre such as combining the truck centre with the block centre, or adding in some zoo animals to the area. The play based approach can be used by children of all abilities, it allows children to play independently or as a small group, and allows the children the opportunity to bring their home life into their play.

Symbolic play “(using objects and language to represent ideas)’’ children when they are outside they can pretend to be scientists, and observe their environment. For example, children can observe the caterpillars

The Jack in the Box provides a way for educator to share a story about objects that are important to their family, intentionally introucing students to an artefact from the past. Intentional teaching is deliberate, purposful and thoughtful (Early Years Learning Framework, 2011). Students would then be asked to bring an item or importance from home to share with the class. Reynolds (20??) promotes the use of oral storytelling of history as this enhances a wide range of language skills in students (pg. 208) Students in the Foundation stage are beginning to explore and communitate the history of their families though the use of artefacts, photographs, books and other various modes (ACARA,

Brenda and April found dolls and kitchen items to play with. While Codi found different hats to try on. All of their play changed because they interacted with different materials. Ms. Brittany provided more than enough props for them from the mirrors, dolls, stroller, cash register, flowers, and so much more. Because of this large variety, the children were able to keep playing and their play was not interrupted.

As the play progresses, we see a fancy box; probably the only cheerful thing that

Play is inevitable when it comes to children. Given the right environment and objects (of any sort), children will find a way to play. Jarvis, et al state that educators must offer inspiring, playful environments which include hands-on activities and interesting resources. This will empower children to educate themselves (2009). Along the same line, Wood and Attfield consider that an environment inclusive of varied resources will provide room for growth in their learning and will support the child’s “creativity, inventiveness and originally” (2005, p.231).

As they children are playing in the block play area they are able to develop in their social developmental domain as they learn to communicate with each other as they take turns with the blocks and other materials. The children will learn how to play in different types of play, such as solitary, parallel, cooperative, and associative play. As they are building the children can ask questions, and have discussions with their peers or with an educator. The children will learn how to respect the property of the block play area, and other children’s space as they are building.

Play is very instrumental to young children’s learning. The design, layout and physical environment play a definitive role in the quality of children learning. To introduce play to young children through props and materials and the possible roles that children may play. Free play is the best way to make sure children are learning through play. Free play also provides an extended conversation that will lead to language literacy. Creating a play environment in the classroom to tailored to the interest, experience, and needs of young children. Some of the play environment a teacher can create to facilitate to the students can be, grocery store, pet store, post office, school, or weather

“ CBS News suggest that parents choose toys for their toddlers and preschoolers that teach skills because a young child’s brain will grab hold of these permanent marks and carry through with them all the way to adulthood.” (Halter) These playthings not only teach skills, but confidence, because they learn to enjoy accomplishing any task they face. Many say educational toys are the best way to go because it stimulate tools a child will use throughout their schooling.