The Importance The Importance of Playof Play

Family Family

ConversationsConversations #1 #1

Standards, Outline, and Materials

Program Goal: To foster school success and promote resiliency of young children by encouraging home/school partnerships and active participation of families in the education of their preschool and kindergarten children. Session Objectives: • To foster an understanding of the importance of play in a child’s development • To explore learning opportunities provided by various kinds of play • To introduce the topic of play as an opportunity for building adult-child relationships Florida School Readiness Performance Standards:

Social & Emotional Development Domain: Self-Concept (three and four year olds) • Shows some self-direction

o Example: Choosing one activity out of several and becoming involved with it Approaches to Learning Domain: Creativity/Inventiveness (four year olds) • Approaches tasks with flexibility and inventiveness

o Example: Trying several ways to form play-dough into a specific object such as a birthday cake or snowman

Outline for Family Conversations:

• 15 minutes Greeting/Starter Activity: Play Centers • 20 minutes Conversation Time: The Importance of Play • 5 minutes Transition to Meal: Feed Me Now • 25 minutes Meal and Discussion: My Favorite Play Activity • 5 minutes Transition to Literacy: How Thankful We Will Be

Session Materials:

• Play center signs (sand, water, puzzles, clay, blocks) • Center supplies

o Sand box and sand toys o Water bucket and water toys o Puzzles o Blocks o Clay and clay manipulating toys (or Play-Dough)

• Timer • Handout of words to songs (Feed Me Now and How Thankful We Will Be) one per

participant • Play bookmark (per participant)

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The Importance of Play ScriptFlorida Institute of Education at the University of North Florida © 2009

Title of Starter Activity: Play Centers Length of Time for Activity: 15 minutes Format of Activity: This is a starter activity. Participants should begin upon arrival. Encourage immediate involvement. Involvement in the starter activity is limited to the first 15 minutes of the workshop. Note for Presenter: Some participants will want to stay at one play center. Encourage rotation as time permits to allow participants to develop an understanding of how the activities support learning. Materials: Play center signs, center supplies (sand box, sand toys, water bucket, water toys, puzzles, blocks, clay and clay manipulating toys), timer

Procedure:

Set timer for 13 minutes right at the starting time of the workshop.

Say to each participant as he/she arrives,

o “This evening we will begin at the play centers

using some of the materials frequently found in

preschool classrooms and that we have found

children enjoy.”

Point to each center one at a time as you say,

o “We have clay, sand, a water table, puzzles, and blocks for your playtime. There is

space for 2-4 participants at each center.”

o “A timer will let us know when play time is almost over and you will have a couple of

minutes for clean up.”

o “You can visit as many play centers as you like as long as there is space available.”

o “Please choose a center and begin playing.”

As participants are engaged in play centers, facilitator should walk around and engage

participants in conversation about their play such as:

o “I wonder what would happen if…”

o “That looks interesting, will you tell me about it?”

When the timer goes off, ask participants to clean up their area and find a seat at a

table away from the play centers. The Importance of Play Script

Florida Institute of Education at the University of North Florida © 2009

Title of Conversation Time Activity: The Importance of Play Length of Time for Activity: 20 minutes Format of Activity: Participants should be seated at tables in small groups away from the play area. Note for Presenter: This is an interactive discussion on the importance of play in early childhood. Encourage participants to share their thoughts and responses during the discussion. Materials: Make sure you refer to the materials in the play centers during the discussion.

Procedure: After participants have left the play centers and are seated, say,

o “You have been playing with some of the materials that early childhood teachers find

children enjoy; these materials are usually present in preschool classrooms.”

o “Let’s begin our discussion by defining Play; what is Play?” (Listen for responses.)

As participants respond, affirm and extend their comments with phrases such as:

o “Play can be defined as something that a child

chooses to do. It is voluntary, pleasurable and fun.”

o “Play gives children a sense of satisfaction and it is

enjoyable.”

o “It is engaging because players are actively

involved.”

o “Play is not a passive activity, it is something you do.”

o “Play includes make-believe and pretend games and activities.”

o “Play provides opportunities to express personal thoughts and feelings.”

o “The importance of play cannot be overemphasized; it is one of the most important

ways children learn.”

To wrap up the definition of play say,

The Importance of Play ScriptFlorida Institute of Education at the University of North Florida © 2009

o “Childhood is a time of learning and children learn from all they do and observe.

Activities that provide opportunities for active engagement are essential for certain

types of learning.”

o “Do you see changes in what your children choose to do when playing and what you did

at their age?” (Listen for responses.)

As participants respond, affirm and extend their comments with phrases such as:

o “Much of what children do today is passive rather than active. Sometimes their

activities seem to require little more than sitting, looking at a screen or using a

keyboard. For example, watching television /videos, playing computer, video, or other

electronic games.”

Point to the play centers in the room and say,

o “Now let us look at the different play centers you played in today to see what skills

are gained while engaging in these activities.”

o “What skills do you think are gained at the block center?” (Listen for responses.)

As participants respond, affirm and extend their comments with phrases such as (do

NOT read all of the phrases on the list – only those pertaining to comments of

participants):

o “Other learning opportunities gained from blocks might be:

• Scientific and mathematical concepts such as depth, width,

measurement, classification, and symmetry;

• Development of large and fine motor skills;

• Concepts of spatial relations, stability and balance - just like putting away your

groceries in the pantry;

The Importance of Play ScriptFlorida Institute of Education at the University of North Florida © 2009

• Opportunities to use language by talking about the play activity; for example, what

to build, how to build an object, the function of what has been built, and

imaginative uses of the structure;

• Putting blocks away leads to an understanding of the variety of ways things can be

organized, the importance of working together and showing respect for others.”

Choose examples from the above list (not already mentioned by a participant) to wrap up

this part of the discussion.

Ask,

o “Those of you that were at the sand/water table, what kinds of

skills do you think children learn by playing with sand and water?”

(Listen for responses.)

As participants respond, affirm and extend their comments with phrases such as (do

NOT read all of the phrases on the list – only those pertaining to comments of

participants):

o “Other skills gained or lessons learned from sand/water might be:

• Fine motor skills while children are pouring sand or washing a tea set;

• Eye-hand coordination in scooping, piling, digging, splashing;

• Properties of materials—weight, mass, density;

• There is no right or wrong way to play with sand and it is very

soothing for children.

• A lesson in measurement and proportion when pouring sand or water from one

container to another.”

Choose one or more of the skills listed above to mention (not already mentioned by a

participant) to wrap-up the discussion.

The Importance of Play Script

Florida Institute of Education at the University of North Florida © 2009

Ask,

o “Those of you that were at the puzzle center, what kinds of skills do you think

children through this activity?” (Listen for responses.)

As participants respond, affirm and extend their comments with

phrases such as:

o “At the puzzle center children are gaining fine motor skills

and the ability to think abstractly.

o Children need to practice solving problems, to think about how things fit together.

o Children should have puzzles made of different materials such as foam and wood as

well as cardboard.

o Children are able to test their own ideas and theories when working with puzzles.

o Puzzles help children learn to identify patterns, detect similarities and differences.”

Choose from the list above as you highlight and elaborate on comments made by

participants to wrap up the discussion.

Ask,

o “What do children learn when they play with play-dough?”(Listen for responses.)

As participants respond, affirm and extend their comments with phrases such as (you do

NOT need to read all of the phrases on the list):

o “Play dough foster creativity and imagination, encourages experimentation, testing of

ideas.

o Play dough helps children build the fine motor skills that

support writing, drawing and other school type activities.”

Point out the skills listed above (not already mentioned by a participant). The Importance of Play Script

Florida Institute of Education at the University of North Florida © 2009

Say,

o “Now let’s think more specifically about your child’s readiness for school.”

o “By school readiness we mean having the skills and behaviors needed to be successful

in school. How do you think play relates to school readiness?” (Listen for responses.)

As participants respond, affirm and extend their comments with phrases such as (do

NOT read all of the phrases on the list – only those pertaining to comments of

participants):

o “Play is heavily related to school readiness and academic achievement in that:

• During play children are exercising large and small muscles and this gives them the

opportunity to learn that they can control their actions and movements.

• During play children’s emotional needs are being met as they gain a sense of

competence and self worth that is important for working with others.

• Play greatly enhances imagination and creative expression.

• Play encourages planning and problem solving.

• Play supports interaction with others, which builds social skills.

• Play fosters concentration and stimulates children to think about how things work.

• Play helps in language development as children exchange ideas and learn from each

other.

• Play provides opportunities for adults to use scaffolding techniques to extend and

build on what a child knows and can do. ”

Say,

o “We see that when children are playing at home and at school they are gaining

valuable skills, knowledge, and experiences. When you engage your children in play you

help them enter school prepared to learn, share and work cooperatively with others,

express feelings in positive and constructive ways, and explore their environment with

eagerness and curiosity.” The Importance of Play Script

Florida Institute of Education at the University of North Florida © 2009

Title of Transition to Meal Activity: Feed Me Now Length of Time for Activity: 5 minutes Format of Activity: A quick and short transition activity so participants are aware that we will be transitioning from Family Conversations to mealtime. Note for Presenter: Sing the song once for each type of family member that is present at the session. Encourage each “type” of family member to shout out, “Let’s eat now!” when it is their turn. Materials: per participant - handout of words to song – “Feed Me Now” Procedure: Give each participant a handout with words to the song “Feed Me Now” and say,

o “We are going to sing a song called “Feed Me Now.”

o “The first time we sing I need all of you who are ‘mamas’ to call out “Let’s eat now!”

and “It is time for dinner” when appropriate.

o “We will sing the song a few times so listen for the type of family member that you

represent so you know when it is your turn to sing.”

Encourage participants to sing the following song as they prepare to get their meal.

Feed Me Now

(Sung to the tune of: The Wheels on the Bus)

The mamas at the meeting say,

“Let’s eat now! Let’s eat now! Let’s eat now!”

The mamas at the meeting say, “Let’s eat now!

It is time for dinner.”

(Repeat for papas, grandmas, grandpas, and other

family members)

The Importance of Play ScriptFlorida Institute of Education at the University of North Florida © 2009

Title of Meal and Discussion Topic: My Favorite Play Activity Length of Time for Activity: 25 minutes Format of Activity: Participants should be seated at tables in small groups while eating. Note for Presenter: Some participants may be hesitant to share in front of the group. Try to make this as relaxed and fun as you possibly can. Materials: per participant - Play bookmark Procedure:

Begin this time period by allowing participants to get their meal and find a seat at a

table.

Once everyone is seated and has started eating their meal, begin the discussion by

saying,

o “As you finish your meal we are going to go around the room and each of us will have

an opportunity to introduce ourselves to the group. When it is your turn to introduce

yourself, please share with us your favorite play activity when you were a child.”

o “I will start. My favorite play activity when I was a child was (insert a description of

your favorite play activity as a child).”

o “Who would like to go next?”

Continue until all participants have been given an

opportunity to introduce themselves to the group. Give all participants a Play bookmark.

The Importance of Play ScriptFlorida Institute of Education at the University of North Florida © 2009

Title of Transition to Literacy Activity: How Thankful We Will Be Length of Time for Activity: 5 minutes Format of Activity: A quick and short transition activity so participants are aware that we will be transitioning from mealtime to the Literacy Learning component. Note for Presenter: Review the words to the song before expecting participants to sing along. Materials: per participant - handout of words to song – “How Thankful We Will Be” Procedure:

Give each participant a handout with words to the song “How Thankful We Will Be” and

say,

o “We are going to sing a song called “How Thankful We Will Be.”

Review the words to the song.

Encourage participants to sing the song as they transition to the Literacy Learning

component.

How Thankful We Will Be

(Sung to the tune of: The Farmer in the Dell)

How thankful we will be.

How thankful we will be.

We get to read a great story!

How thankful we will be!

The modules presented here were funded in part by the Office of Postsecondary Education, U.S. Department of Education as part of the Virtual School Readiness Incubator Project, the Department of Health and Human Services, Administration on Children, Youth and Families as part of the Early Learning Opportunities Act/Bringing Education and Support to Teachers, Parents and Children (ELOA/BEST) Project, and the Florida Institute of Education at the University of North Florida. These prototype materials are still indevelopment and refinement and should be used with this caution in mind. The content of these modules does not necessarily reflect the views or policies or imply endorsement by the U.S. Department of Education, the Department of Health and Human Services, and/or the University of North Florida.

The Importance of Play ScriptFlorida Institute of Education at the University of North Florida © 2009