Introduction

The purpose of this presentation is to cover several

important points regarding your childs development
that are offered at our facility. We will do our best to
inform all parents/caregivers about the benefits of play
in the classroom and explain how play and learning are
interconnected.
In this presentation we will describe Sensory play,
Construction play, and Dramatic play, while providing
an example of an activity for each.
Explain how play is supported by NAEYC by
addressing the Tenth Principle .
Summarize the benefits of working collaboratively in
the classroom, and more.
 Note to, Parents/Caregivers
I wanted to take the time to discuss a few questions that have been brought to my attention
regarding the education of young children. Many parents have noticed that when picking
their child up that they see the child just playing and have voiced concerns about how
their child is being taught if they are only seeing them just playing I strongly feel that all
children learn through play, and learning through play is important for a childs overall
development. Play is extremely important in the early stages of a childs life, because play
helps build and teach social/emotional/affective development, promotes cognitive
development as well as their physical development (fine and gross motor skills). A child
can learn life lessons through imaginary play such as cooking, (fake kitchen) or how to care
for younger siblings (baby dolls). With a child, everything is a learning experience and play
is the most important one in my eyes. Learning through play such as imaginary play is
important not only for the childs development but also to build bonds with their love
ones/or caregivers. It helps the caregiver/parent and the child to communicate with one
another, while building an emotional bond with each other. However, children who live in
poverty often face socioeconomic obstacles that impede their rights to have playtime, thus
affecting their healthy social-emotional development. For children who are under sourced
to reach their highest potential, it is essential that parents, educators, and pediatricians
recognize the importance of lifelong benefits that children gain from play (Milteer,
Ginsburg, Mulligan, Ameenuddin, Brown, Christakis, & Swanson, 2012).
 What is Sensory play?
&
Why is it Important?

Teachers understand that sensory play provides a perfect context

for exposing children to both familiar and unfamiliar materials
that challenge them to process and organize stimuli through their
senses. Children use their sense of touch to explore textures,
surfaces, and weight/pressure. (Jaruszewicz, 2013, Sec. 7.2)
An activity for this stage of development, and regarding sensory
play is sink or float, using a water table. The required materials
for this activity are a water table, small objects such as rocks,
corks, sponges, pinecones, plastic cars, and a smock.

A sand or water sensory table provides children with

opportunities to touch, feel, and manipulate different types of
solid and liquid materials. (Sand and water tables are also used to
promote the development of mathematics and science concepts,
and more (Jaruszewicz, 2013, Sec. 7.2)
 Sensory Activity
An activity for this stage of development, and regarding sensory play is sink or float.
You fill the water table halfway with water; place the objects on a small table next to
the water. Invite the children to play at the water table, Explain that you want to find
out, which objects sink and which objects float in the water. This activity promotes
cognitive development with a focus on curiosity and motivation as well as physical
development. Conducting a basic test to determine one attribute of an object allows
children to practice predicting outcomes, comparing objects, and classifying objects.
This activity provides a heathy learning environment where a child demonstrates
curiosity for certain objects and can explain predictions with adult support.
I would start by filling the water table halfway with water; place the objects on a
small table next to the water. Invite two children to play at the water table, put on the
smock. Explain that you want to find out which objects sink and which objects float
in the water. Talk about things they have seen sink or float. Do you have a toy boat at
home that floats in the bathtub? What else do you play with in the tub? What sinks to
the bottom when you put it in the bath? Invite each child to pick up an object and
drop it in the water. Ask them to determine whether it sinks or floats. Encourage the
child to choose an object and make a prediction before dropping it in the water. Alex,
the small pinecone is floating in the water. What do you think the leaf will do? When
the child is finished, ask them to collect all the floating objects and then all of the
sinking objects and sort them into separate piles on the table. Children learn more
about everyday objects by including them in experiments that challenge their thinking
skills. Conducting a basic test to determine one attribute of an object allows children
to practice predicting outcomes, comparing objects, and classifying objects.
 What is Construction Play?
&
Why is it Important?

Childrens use of blocks for construction play has been heavily

researched and the benefits of such play, particularly as related to
later mathematical achievement, are well. As in many other kinds of
play, children playing with blocks refine physical coordination, use
language to represent thinking, and develop self-esteem, the ability to
cooperate, and responsibility through social interactions
(Jaruszewicz, 2013, Sec. 7.2).
An activity for this stage of development, regarding construction play
is more or less. Required materials are small square blocks of the
same size and color, and dice with numbers 1-5 on it only.
According to, (Allen, & Marotz, 2003, P.13), by 3-4 years, children
engage in interactive play with others where they talk and play with
common materials (i.e., playing with blocks).
 Construction Play Activity

An activity for this stage of development, regarding construction play

is more or less. Required materials are small square blocks of the
same size and color, and dice with numbers 1-5 on it only.
This is an activity that can be played in a group. You have a child or
teacher roll the dice whatever the number is you say (2) the child
stacks 2 blocks. Then the child rolls the dice and whatever the
number is say (3) the teacher or another child stacks 3 blocks. Now
you ask the child which stack/row is bigger or smaller? Ask him or
her to count them too.
This helps promotes early math skills such as, counting, number
recognition, less then greater than/smaller or larger stacks/rows, and
more. This also promotes growth in his or her physical domain by
working on his/her fine motor skills.
 What is Dramatic play?
&
Why is it Important?

Research confirms strong connections between

pretend or dramatic play and the development of
higher-order thinking (Jaruszewicz, 2013, Sec.
7.2)
Dramatic play can be defined as a type of play
where children accept and assign roles, and then act
them out through play orientated activities.
An activity for this stage of development regarding
dramatic play is pretend restaurant after reading the
book ratatouille. Materials need are menus, signs,
charts, play foods, plates, utensils, credit card/fake
money, register.
 Dramatic play Activity

An activity for this stage of development

regarding dramatic play is pretend
restaurant after reading the book
ratatouille. I would ask who wanted to be
the cook, server, customer, etc. I will
observe as the children acted out the
version of the book. This teaches them to
follow simple directions, while allowing
the teacher to see what parts each child
remembered of the book. This leaves room
for socialization, turn- taking and more
 Play & NAEYC
Always mentally active in seeking to understand the world around them, children learn in a
variety of ways; a wide range of teaching strategies and Interactions are effective in supporting all
these kinds of learning (NAEYC, 2009, Pg. 14).
Play is integrated into learning in many different ways so many I cannot name them all, but an
example is through pretend play. A child learns life lessons such as cooking, cleaning, social and
emotional skills, as well as self-help skills. Another example is learning new songs, rhymes and
dances to help learn numbers, colors shapes, etc. A great example to enhance a childs cognitive
development through play is through interactive read-aloud stories. One great book is Simms
Tabacks Joseph Had A Little Overcoat. Within this read-aloud you can utilize many different
strategies to enhance cognition, however I will name only three. The first way is through
repetition, for instance through the word worn to help build their vocabulary. In order to help
with the childrens comprehension of the story you can have the children use different pieces of
clothing and ask the children when each piece was worn first, second, third, etc. Then you could
build on their knowledge and ask them what are the different parts of the clothing called. I believe
that these three different strategies influence cognitive development because learning new words
such as worn is helping you to build a better vocabulary, and can assist on ones speech.
According to, (Farrar & Montgomery, 2015, sec. 11.2) Vocabulary development, also contributes
to reading achievement, particular comprehension. In order to understand a text they are reading
children need a good vocabulary. The working memory is in place here by using repetition. By
allowing the children to try on the different clothing you are allowing them to learn through play
while observing their comprehension of the story.
 Benefits of Working Collaboratively
in the Classroom
Research shows that collaboration between teachers can be a powerful
tool for professional development and a driver for school improvement by
providing opportunities for adults across a school system to learn and think
together about how to improve their practice in ways that lead to improved
student achievement (The Center for Comprehensive School Reform and
Improvement. 2010, ).
Collaboration between teachers allows them to learn from each other, and
enhances the learning of the children in their class. Through collaboration
they can gain some important information such as, teaching strategies,
feedback regarding their lesson plans, and more. Some may find this to be
pointing out their flaws or shortcomings, but this is not the case at all. It is
similar to our discussion posts here at Ashford, our peer responses are
meant to provide positive feedback, encourage further learning, and more.
 References
Allen, K. & Marotz, L. (2003). Developmental profiles. Delmar Learning: NY.
Developmentally appropriate practice in early childhood programs serving chil
dren from birth through age 8
[PDF file]. (2009). Retrieved from
http://www.naeyc.org/files/naeyc/file/positions/PSDAP.pdf
Farrar, M. J. & Montgomery, D. (2015). Cognitive development of children:
Research and application.
Jaruszewicz, C. (2013). Curriculum and Methods for Early Childhood
Educators. Retrieved from: https://content.ashford.edu/books/AUECE311.13.1
Milteer, R. M., Ginsburg, K. R., Mulligan, D. A., Ameenuddin, N., Brown, A.,
Christakis, D. A., & Swanson, W. S. (2012). The importance of play in
promoting healthy child development and maintaining strong parent-child
bond: focus on children in poverty. Pediatrics, 129(1), e204-e213.
The Center for Comprehensive School Reform and Improvement. (2010, July
9). Maximizing the impact of teacher collaboration . Retrieved from
http://managedcourse.next.ecollege.com/pub/content/bea11088-559c-4c96-
bf7d-f6dec8e48cd5/AU_ECE203_W1_IG_D2.pdf