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The power of play

The power of play. What is play?. Take a moment and write down your ideas/words that describe what play is to you. As a group, share your individual ideas and together develop a collective definition of play. Ontario Early learning framework definition of play.

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The power of play

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  1. The power of play

  2. What is play? Take a moment and write down your ideas/words that describe what play is to you. As a group, share your individual ideas and together develop a collective definition of play.

  3. Ontario Early learning framework definition of play “Play is a means to learning that capitalizes on children’s natural curiosity and exuberance.”

  4. What are the common denominators? PLAY IS……. • A childhood right http://www.unicef.org/photoessays/30556.html • Internally motivated • Free (make choices for self) • Carried out as real • A process (explore art, science, math, drama, etc.) • Invented by the player(s) • Active (engages all areas) • Powerful (makes as much sense as love and just as powerful!)

  5. Is this play? As a group, look at the scenario provided to you, and explore the question, “Is this play?’ Why or why not?

  6. Has play changed? Talk to someone next to you about some of your favourite play as a child. What did you experience? What did you learn? Are the children of today playing like we did? Why / why not? Does it matter?

  7. How has play changed? • Decreased access to outdoors • Limited space for play • More interaction with adults • Expensive close-ended toys and materials

  8. What is the value of play? During the video clip, ask yourself the following questions: • What skills do you observe the children demonstrating? • What questions are Jordyne and her friends exploring through their play? • How are their actions and words impacting others?

  9. Play experience

  10. What does play need? As a group, use the recipe card to write down what you believe are the ingredients needed for play.

  11. What does play need? • Time(time to develop ideas, construct and de-construct, time to go back) • Resources / materials (open-ended versus close-ended materials) • Space for play (flexible to meet changing needs) • Freedom (black market play – things that we deny still happen behind our backs!) • Adults who play (appreciate the value of play and embrace it with the children!) • Joy and enthusiasm (reflects our image of the child!)

  12. Understanding intentional play-based learning Young children explore their environment and learn about their world through the process of play-based learning. Effective early childhood programs use play to further children’s learning and inspire a high level of engagement. Features include: • Large blocks of time dedicated to play-based learning • Hands-on, inquiry-based learning experiences that foster exploration, problem-solving, discovery and dramatization

  13. Understanding intentional play-based learning • Intentional planning of learning opportunities based on observation of children’s development and interests • Classroom materials that are meaningful, inclusive, open-ended and change over time to reflect the ideas and questions children are exploring • Opportunities for whole group, small group and individual learning • Representing children’s thinking and learning in diverse ways

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