Posts tagged play

CONFRONTING THE CHALLENGES OF PREPARING ECE TO UNDERSTAND AND PROMOTE PLAYFUL LEARNING: LEARNING TO DEFEND YOUNG CHILDREN’S RIGHT TO PLAY

Mira Berkley

Wendy McLeish

Children haven’t changed, but the expectations have.

 CHALLENGES

Increased academic pressure

Increased “rigor”

Limited time to teach/learn about play

Admin/parent lack of support/understanding

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Growing up Play and Choice in preK-3 continuum

Eva Phillip

Sharon Ritchie

Sam Oertwig

Teachers who give children opportunities to make choices are allowing children to regulate their own learning.

Laughter =

Send oxygen to the brain

Endorphin surge

Decreases stress

Creates a positive climate

Increases retention and recall

If you were walking through the hallway what do you want to hear

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MARCIA NELL AND DR. DREW

From Play to Practice

6/11/2013 Tuesday morning

Self active play

Play is a source of creative energy, a positive force and safe context for constructing meaningful self-knowledge and revitalizing the human spirit across the continuum of the human life-cycle

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These are the highlights I have on deck for tonight’s discussion of A mandate for playful learning in preschool - Presenting the evidence.    BY:  Kathy Hirsh-Pasek, Roberta Michnick Golinkoff, Laura Berk & Dorothy Singer

• Zigler’s entire introduction!
• The 3 point exec summary pg 3
• The notion of a false dichotomy emerging out of: societal misconceptions and the achievement gap pg 6
• Page 13 literacy and books
• Page 18 empty vessel of DI vs whole child of DAP
• Pgs 20/21 academics and social are entirely interrelated
• Pg 21 bottom – pathways to “readiness”
• Pg 22 top “Characterizing content as either acad/cog or social masks the fundamental relationship between the 2…”
• Pg 22 bottom: 3 studies that fostered success shared 3 qualities…
• 10. Working def of play and play based learning pgs 23-25
• 11. Kinds of studies: correlational, longitudinal and experimental
• 12. Kinds of play: object, pretend, physical/rough & tumble
• 13. Pg 26 what happens when adults interfere too much and 8 features of play
• 14. Pg 30 free play is when children flex their linguistic muscles
• 15. Pg 43 no need to cajole or coerce
• 16. Pg 44 compare DAP and DI and the bottom…
• 17. Pg 48 by age 5 it all balances out…
• 18. Pgs 47/48 negative impact of stress
• 19. Pg 50/51 blue highlighted notes  Children who were in DI classrooms exhibiting more signs of stress
• 20. Pgs 53-55 the closing statements
• 21. The 7 principles at the end
• 22. Pg 58 “we know better”
• 23. Pgs 62/63 keys to the kingdom are changing hands
• 24. POLICY GUIDELINES and recommendations