The Importance of Play in Early Childhood

 

    Parents, more than early childhood educators, frequently ask me what I am "teaching" their little one.  After all, everything I do in early intervention/early childhood special education looks like play.  And to adults, it is play.  Blowing bubbles, stacking blocks, having a birthday party in the dramatic play area, and exploring materials at the sensory table are all great ways to have fun.  They are also all great ways for a child to learn a variety of concepts.

The Benefits of Play

•  Children develop their sensory systems
• Learn to attend to activities
• Recognize the importance of following directions 
• Use creativity and imagination
• Improve gross and fine motor dexterity
• Increase strength
• Use cognitive skills to solve problems (eg: how to stack a tower so it doesn't fall)
• Learn to negotiate and compromise with peers
• Practice and engage in decision making
• Solve problems
• Invent solutions
• Facilitates natural curiosity about nature

But what do children learn from play?

    Let's start with sensory play.  I get this question most frequently.  How does sensory play benefit children who do not have "sensory needs?"

1. As a child plays with the sensory material, they develop fine motor, eye-hand, and hand-held coordination that they will need later for paper and pencil tasks in elementary school.
2. Science concepts and the scientific process of inquiry are developed as the child experiments with sensory materials and uses trial and error to discover the physical properties of the material.  (See http://tomsensori.blogspot.com/ for some great examples)
3. Language is developed as children discuss their play, share ideas, and clarify concepts.
4. Math skills are developed as children pour and measure the materials into different sized containers, as they use quantitative language to compare which holds more, less, or equal amount, or compare weight volume.
5. Social skills will be developed as the child plays cooperatively with others, shares, and takes turns.

 Block Play

1. Scientific principles and concepts (Balance, gravity, etc.)
2. Mathematical concepts (symmetry, shape, etc.)
3. Fine motor skills
4. Cooperation and social skills
5. Creativity

Dramatic Play (pretend play)

1. Language specific to the setting (eg: about space, fire stations, flower shops)
2. Sequential acts and story telling
3. Flexibility, cooperation, and compromise
4. Concentration and attention skills
5. Children gain an understanding of the world around them through pretend play

Arts and Crafts

1. Creativitiy
2. Pre-reading and pre-math skills (using small brushes, counting out materials they need)
3. Fine motor skills
4. Social skills
5. Emotional expression and exploration

     In this post, I have just picked out a few common early childhood play/learning areas.  If you would like more information on this topic, there are links below.  

NAEYC- Play research

Scholastic: What children learn through play

The Power of Play

Social and Emotional Supports in the Preschool Classroom

     Many preschoolers come to the classroom with no previous experience in a group setting.  Sharing, negotiating conflicts, and managing feelings are all part of the social skills children are just beginning to learn in preschool.  In this post, I will address ways to support these skills and (at the bottom of the post) there will be a list of books and websites you can check out if you want more information.

Tattling and Peer Conflicts

     Peer conflicts and tattling are a common, and generally frequent, occurrence in early childhood classrooms.  Young children want to engage in play with other kids, but when conflict arises you will often hear a panicked call of "TEACHER!" from where ever the conflict is happening.  So how do you reduce the conflict and the tattling?  

     It is unlikely that you will completely eliminate conflict and tattling in the classroom, but you can significantly reduce it by teaching the children strategies to resolve conflict.  In teaching the children to resolve conflict, visuals are extremely helpful.  CSEFEL (website below) makes some excellent resources for teaching children to resolve conflicts.  The first of which are the solution cue cards:

     

Solution Cue Cards

http://csefel.vanderbilt.edu/resources/strategies.html#booknook
  
The cards have solutions such as get a timer, trade, share, etc.  Initially, you walk the children through the steps of learning to use the cards.  For example, if you get called into a conflict, you bring the solution kit with you.  You say, "Looks like Jeff wants a turn with the toy.  Let's look at some solutions."  Let the children select a solution that works best.  You may have to do this the first several weeks, but the children generally are able to use it independently if you leave the visual cue cards out in the classroom.

  This is one way to post the solutions so that they are always up in the classroom.  At our site, we put each of the solutions on the side of a square tissue box.  We cover it with clear contact paper to make it more durable and keep several in the classroom.  This makes the solution kits easily accessible and portable.

Note:  This strategy would work best for 4 and older (Modified strategy for younger children below)

There is also the problem solving kit on the CSEFEL website.  The steps are * What is the problem * Think of solutions * What would happen if I did that? * Try them

Problem solving kit

http://csefel.vanderbilt.edu/resources/strategies/problemsolvingboy.pdf

  This is a good one for a circle or class meeting time.  You can have the children write down their name and put it in a box in the circle area if they have a conflict they cannot resolve.  At circle time, ask the child to share the problem.  As a group, you can discuss potential solutions, what would happen if scenarios, and guide the children towards a resolution.

Modified for 3-4 year olds

  With younger children, I would create a scenario and introduce the strategy with puppets. For example, "Puppy friend won't share the play dough.  What should he do?"

Strong Feelings: What to Do When I Feel Mad, Sad, . . .

     

Identifying feelings center in an early childhood classroom

     The first step in knowing what to do with big feelings is knowing what they are.   Young children have big emotions and it is important for them to have ways to express those emotions.  (Positive or negative)

   A few of the strategies that I have found most helpful are:

  1.) Acknowledging a child's feelings.  "You seem mad."  (Sometimes I get corrected, that's okay)  It allows the child the opportunity to talk about it.
 2.)  Pre-plan for ways to express negative emotions.  We all get mad sometimes.  What can you do when you are mad.  Stomp bubble wrap?  Pound play dough?  Go to the calm spot for some alone time?  It's going to be different for each child but, if you know your kids and help them plan for it, you can reduce negative behaviors.

 

The calm spot

3.)  Read about feelings in books and talk about how the characters handled them.  It is also GREAT for working on problem solving.  (See book list below)  

CSEFEL Book List

http://csefel.vanderbilt.edu/documents/booklist.pdf

Books

1.) Class meetings:  Young Children Solving Problems Together

By Emily Vance and Patricia Jimenez Weaver

2.) Making Friends:  A Social Skills Program for Inclusive Settings

By: Ruth Herron Ross and Beth Roberts-Paccione

3.) The Peaceful Classroom: 162 Easy Activities to Teach Preschoolers Compassion and Cooperation

By Charles A. Smith, PhD

Articles

Guidance Matters: Tattling

http://www.naeyc.org/files/yc/file/200701/btjguidance.pdf

Websites

The Center on the Social and Emotional Foundations for Early Learning

http://csefel.vanderbilt.edu/

Nest post:  The importance of play in early childhood (Or what children learn through play)

Print rich environments in early childhood education

     A carefully planned early childhood print rich environment encourages children to communicate with each other and to engage in a wide range of literacy experiences while supporting them progressing from pre literate to readers and writers. The physical design of an educational setting or family child care

space can promote enriched language and the development ofcomplex sentence structures. A

strong print rich environment will have print in most areas of the classroom.  This post will provide tips and resources to get you started.

Writing Center

     This tends to be an easy one for teachers.  Writing centers are in the preschool classroom to promote pre writing skills and literacy.  To accommodate children who are at at various levels in their fine motor development, it is important to provide a variety of writing utensils. (Large crayons, small crayons, markers, etc)

Dramatic Play Area

     In the dramatic play area, you can add books about the theme, signs, menus, business cards, food boxes, labels, and more.  Children can help make the signs.  (as shown below)  For some themes you can also add notepads and writing utensils so that the can take orders.

Computer Center

     The best way to add literacy to the computer center is to choose games that promote this skill.  Lakeshore Learning, and a number of other preschool suppliers, carry literacy games.  Below is an example of one.

You can find it here: http://products.lakeshorelearning.com/nav/subcat/educationalsoftware_language/grade/preschool/cat/educationalsoftware/0

     Since the computer center is often a popular area, you can also have the kids sign up for their turn.

Science Center

     The science is often a harder area to add print to because is tends to be a more tactile area of the classroom.  You can make this area by adding labels with your visuals, maps, or charts.  I found this idea on Pinterest. (A teacher's best friend :-) )

Reading/Literacy Area

       

     Having a reading and literacy area together is ideal; this allows the children to read and look through stories and then use the props in the literacy are to reenact the stories.  Props can include puppets,puppet theaters, flannel boards, stuffed animals, costumes, etc.

Around the classroom

  Your daily schedule

Labels (Add print)

 Your posted class rules

Resources

1. )  https://www.naeyc.org/files/tyc/file/V4N4/Creating_print-rich_learning_centers.pdf

2.) http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=11&ved=0CCgQFjAAOAo&url=http%3A%2F%2Fwww.nefec.org%2Fdocument175%2Fdownload%2F&ei=MmF5U7FhjrGhBMjrgOAJ&usg=AFQjCNHL0IpyG4d9fO8eFDiMF83N7ga7AA&sig2=0nrbcyncEHSTK1JfxMwAIQ&bvm=bv.66917471,d.cGU&cad=rja

3.)  http://www.hwtears.com/hwt

Next:  Social and Emotional Supports in the Classroom

Enriching and promoting language development in the preschool classroom

Language, literacy, communication . . . making sense of it all

     There is a big push to create print rich environments in preschool classrooms.  Creating print rich environments and enriching the curriculum with activities that promote literacy are important for preparing young children for Kindergarten.  But what about building vocabulary, language, and communication?  What about those kids in the classroom who are a little behind their peers in speech (sounds) or language development?

      For the past few years, I have been using language strategies designed by the Hanen Center.  (http://www.hanen.org/Home.aspx)  They have programs to teach parents, teachers, and other professionals (SLP's, etc.) how to promote language development.  And while I cannot coach on my blog, I am putting up a host of resources, tips, and videos to get you started.

     I will start with the short hand version of the strategy and then follow up with some youtube videos to give you a good picture of some examples and non-examples.

The Basics

1. Play with the child at their level
2. Model language or ask questions that are at the child's level.  For example, if the child is only using single words, use 1-2 words to model.
3. Talk about what the child is interested in.
4. Wait for a response.  (This one is hard.  So often, adults like to fill the silence when little ones aren't talking) 

     Let's start with a non example video . . . .

(Note:  This is a youtube video.  This mom posted it as her "before Hanen" video)
This is a non-example for a few reasons.  When reading with little ones, it is really important for them to be "hooked" first.  This little one isn't getting much out the story because he is all over the place.  When reading with young children, you want to ensure you have their interest.  Once you do, talk about the things in the book that interest them.  You don't have to read a book word-for-word for it to be a meaningful language and literacy experience.

When reading with younger ones you want to
1)  Talk about what they are interested in
2) Keep your language short and sweet
3) Make it exciting! (As if that book is the most interesting you have ever read)
4) It's okay to move on when the child is no longer interested

     Now let's look at a Hanen example of play in the classroom . . .

     The teacher in this video is doing a couple of nice things to build language.  She is talking about what the kids are doing.  She is asking questions related to their play.  She is asking open ended questions to get them to think about their play.

     All of these children have typically developing language; however, if they didn't the teacher could use the same strategies and simplify her language.  You want to model language that is just above where the child is at.  (See above: The basics)

Building Vocabulary

     Every interest area in the classroom can be great for promoting language.  You can plan how you are going to expand a child's vocabulary with the use of language circles.  Here are a few examples for common interest centers in the classroom.

     The purpose of a language circle is just to get you to think about how you can build vocabulary in your classroom.  I have found it to be a useful tool for planning in the classroom.

 Speech and Language Resources for Teachers

1. http://www.hanen.org/Helpful-Info/Fun-Activities.aspx
2. http://www.superduperinc.com/handouts/handout.aspx
3. http://www.asha.org/public/speech/disorders/Preschool-Language-Disorders/
4. http://www.playingwithwords365.com/freebies/

New post:  Literacy rich environments . . . .




  

Sensory activities: Touch, taste, sound, and smell

Wrapping Up Sensory

Touch, Taste ( and mouth), and Smell Activities

Oral Motor and Taste

     This system pertains to textures, tastes and temperatures that enter the mouth.   (Credit: http://www.sensory-kids.com/sensory_systems.html#oral)

1. Sip seltzer
2. Taste lemons (Or any "tasting activity")
3. Make smoothies and suck through a straw
4. practice blowing bubbles
5. blow whistles
6. Make and blow pinwheels
7. blow feathers off your hand
8. play soccer by blowing a cottonball across the table scoring if you can blow it off the other person's end.
9. Have a cotton ball race with straws (Blow the cotton balls with straws)
10. Make bubble mountains in a bowl with a straw and soapy water
11. Practice blowing out birthday candles on playdough cakes

Sound

     The auditory system is positioned together with the vestibular system inside the ear. This system enables a person to identify where a sound is coming from and to differentiate among various sounds. When sound enters the ear, both high- and low-frequencies are perceived. Higher-toned sounds, such as a person’s voice, carry a lot of information. A lower-toned sound, such as thunder, tends to be deeper and not carry as much information. The auditory system also helps to tune out extraneous auditory information in order to focus on pertinent sounds.(Credit: http://www.sensory-kids.com/sensory_systems.html#auditory) Note:  Some children are bothered by loud sounds in the classroom so having a calming or quiet space in the classroom is very important.

1.  Sit quietly and listen to nature. (You can also use nature sounds recordings)
2. Play a listening game. Sit very quietly and try to guess the sounds you hear.
3. Let them play with the stereo dial to experiment with loud and soft sounds.
4. A calming or cozy spot 
5. Create a sensory savvy spot (beanbag chair or pile of pillows with soft lighting, soothing items such as books and stuffed animals, music with headphones and a snack)

 Calming spot

 

Sight (The visual system)

      The visual system is closely related to the development of normal movement patterns, and therefore, children need to perceive their environment visually in order to accurately orient themselves to their surroundings. Children who are sensitive to various visual stimuli may not explore or learn about their surroundings. As a result, they may have difficulty carrying out activities of daily living and attending to classroom tasks.

     Related to the visual system are ocular motor skills: the smooth and coordinated movement of the eyes to attend to and follow objects and people in the environment. Controlled eye movements are needed to find and track a moving object, scan the environment, sustain eye contact on a fixed object or person, shift gaze from one thing to another (e.g., the blackboard to paper) and for eye/hand or eye/foot coordination skills.
      Some children without any vision or ocular motor limitations get visually over-stimulated by their everyday environment. These children can be easily distracted by bright lights or a busy decor - (e.g., wall decorations) and be unable to make eye contact or visually attend to activities.  (Credit: http://www.sensory-kids.com/sensory_systems.html#visual)

1.  Turn off the lights and play flashlight tag
2. Shadow puppets
3. Sit in a fort or tent
4. Hide under a blanket and read by flashlight
5. Wear sunglasses
6. Put dollops of different colored paints in a baggie and squish around to mix the paints
7. Light filters
   

Light filter for children who are bothered by florescent lights

Smells

      This system pertains to the ability to detect and differentiate odors. . Smell has a powerful influence on our behavior and often is a link to powerful emotions and memories. Many times we are unaware of the overwhelming influence smell holds. Some children are bothered by even mild smells, so this is something to be aware of in the classroom. (Credit: http://www.sensory-kids.com/sensory_systems.html#olfactory)

1. Using a blindfold have them guess different smells. (peanut butter, maple syrup, apples, etc)
2. Scented playdough
3. Scented markers
4. Science Activity:  "It Smells Like..."
   This preschool science activity encourages children to observe, compare and use language skills as they describe scented items.
   You will need:
   One 35 mm film canister with pinholes in the top for each of the following scented items: (use cotton balls for the liquid scents)
    
   

   nutmeg vanilla extract vinegar cinnamon

   coconut extract coffee grounds perfume peanut butter

   banana chunk lemon oil peppermint extract

   In advance, put pinholes in the top of each film canister.  Then put a scented item or scented cotton ball in each canister. (Credit: http://www.preschoolrainbow.org/5senses.htm#Sense%20of%20Smell)
    

This wraps up the series of posts on sensory activities and strategies for the preschool classroom.  Coming up:  Enriching and promoting language development in the preschool classroom

More sensory strategies . . . Tactiles, (continued) proprioceptive, and vestibular

 The Tactile System

      The tactile system functions as both a protective sense and a discriminatory sense. The protective sense alerts a child to danger (e.g., hot/cold). The discriminatory sense provides information to the child about the quality of objects in the environment (e.g., soft/hard, rough/scratchy/smooth). Children can be over-responsive, under-responsive or combine a little bit of both.  This means that children can seek out things to touch, avoid textures because they are bothersome, or completely unresponsive to touch.  Some children, like those with visual impairments, benefit significantly from increased tactiles in the classroom.  This post will include a variety of tactiles that are designed for tactile learners and sensory needs.

Tactile Literacy

    

     It is hard to see in the photo but the letters on these cards are made of sandpapers.  These cards are above preschool level, (I used them with my Kindergartener) but they also make sandpaper alphabet cards.  These cards are great for children who are tactile learners because they can trace the letters with their fingers.  *Tactile strategies are often ideal for children with visual impairments

     Magnetic letters.  These are so simple, but again, they are something that children can explore with their hands.

    Credit:  This product is from Handwriting Without Tears.  This is great because the model is on the board and children use the dough to make the letter.  You could modify this activity for children with visual impairments by making the letters tactile.  (See above: sandpaper letters)

     Tactile labels:  This type of label is good for children who are not yet able to match an object to a picture.  It is also an accommodation that can be used for children who are visually impaired.

     Tactile display boards:  These are great for kids who need to explore with their hands.  You can make simple texture boards, but these are color sorting tactile boards.

     Tactile games:  This is a magnetic tic-tac-toe game.  Each piece is made of foam and has a rough surface.


Moving on . . . .

     Proprioceptive

      This is another “hidden sense” that takes in information from the environment and sends it to the brain. It is registered by receptors located in muscles, tendons, ligaments and surrounding joints. The proprioceptive system tells the brain where body parts are and what they are doing in relation to each other and objects – in particular, at times when vision is occluded.

     For example, this system helps children to subconsciously know the exact amount of force needed to throw or kick a ball, to reach for a toy/pencil, to write/draw or to just sit in a chair. The proprioceptive system is closely linked to the vestibular system. Both work together to help the individual know exactly what is happening within the body and to the body as we move through space and interact with our environment.

     Proprioceptive input, a name for therapeutic heavy work or deep pressure to the muscles and joints, can be both calming and alerting to the nervous system. Unlike other sensory input, it is rarely overloading. It can improve a child’s body image, muscle tone and physical strength.  (Credit:  http://www.sensory-kids.com/sensory_systems.html)

   Here are some ideas for proprioceptive activities and adaptations that I use in the classroom . . .

Carrying objects, such as...

• groceries (in pretend play area)
• child sized backpacks
• stacking or moving chairs/books
• watering can/hose
• ANYTHING with weight to it

Using a weighted lap pad or weighted blanket

Weighted blanket (Note:  The blanket should be no more than 10% of a child's weight) Weighted blankets are typically used at bedtime and are used at the recommendation of an Occupational Therapist.

Weighted lap pad:  You can buy them commercially, but this one was hand made of fabric and poly pellets.  These can be helpful (for some kids) who have difficulty sitting still in circle or during table activities. 

Pushing or pulling objects and activities, such as...

• filled toy shopping cart
• mop/sweep floor with a kid's sized set
• toy vaccuum
• raking leaves, dirt etc. using a kid's wheel barrow
• putty or play dough
• pushing/pulling self or others on a jumbo scooter board

Scooter board

• Theraband or Lycra circle band  (I made the one pictured below out of lycra from a fabric store.  You can use it for circle time games)

• riding bicycles or scooters

Jumping and bouncing on/with items, such as...

• on a child sized trampoline
• on a crash pad

(Crash pads can be purchased at Amazon, Discount School Supply, etc)

Vestibular

     Young children need to move! For some it is difficult due to fears, for others they just can't seem to get enough.  You can provide movement activities through your everyday curriculum such as music and movement in circle and outdoor playtime. 

The following are some suggestions to enhance your classroom movement experiences...

• swings (indoor or outdoor)
• ride on toys  
• seesaws and teeter totters
• therapy balls (Yoga balls)

• with a jump rope
• a hopping ball
• Music and movement in circle time

 Coming up:  I have covered visuals in depth so the next post will touch on sight and cover the senses smell, taste, and hearing.