Child Development: Unit 5 Toddler and Preschool

1. Child Development:Unit 5Toddler and Preschool Preschool Play

2. D. PLAY 1. Play is important because it is how children learn, grow and develop.

3. Play: -enhances creativity -they learn about themselves, others, their world -builds confidence -releases eneregy -builds initiative and autonomy (Erikson) -develops in 5 areas of growth and development

4. 2. Play is a child’s WORK, the most important work they will ever do. Adult’s work is WORK Student’s work is SCHOOL Child’s work is PLAY and they do it all day long! Think of play as a study break from learning, but they continue learning

5. 3. The 5 basic Types of Play (social classifications) that children engage in from infant to preschool are: Solitary Play Onlooker Play Parallel Play Associative Play Cooperative Play REMEMBER OUR HAND MOTIONS!

6. Solitary Play (infant) Onlooker Play (toddler and preschool) Parallel Play (toddler and preschool) Associative Play (preschool) = Sharing and interacting with others in similar play, but not necessarily same activity or group organization Cooperative Play (preschool) = organized play with a common goal and purpose in mind. There is usually and leader and follower.

7. 1. UNOCCUPIED BEHAVIOR: The child is not involved in any particular activity. He/she just observes what seems interesting at the time. When nothing of interest is happening, he/she will walk around, look around, or play with his/her fingers, hair, etc. The child often appears to be day dreaming. 2. ONLOOKER BEHAVIOR: This behavior involves watching other children play. The child may talk to the children whoa re playing but does not become actively involved. The onlooker wants to be close enough to interact with the children who are playing whereas the unoccupied child’s interest keeps shifting to anything that interests him/her at the moment. (TODDLERS) 3. SOLITARY PLAY: This type of play involves a child playing alone. He/she has no interestinanyone else or that they are doing. The toys he/she plays with are different from those the other children are playing with. He/she is totally involved in a personal activity. (INFANTS) 4. PARALLEL PLAY: This type of play involves a child playing beside other children. There is no actual interaction, but the toys are similar. The child is playing beside the other children rather than with them. (2-3 YEARS) 5. ASSOCIATIVE PLAY: This type of play involves a child playing with other children. The children share toys and interact with one another. Children are involved in similar but not identical activity. There is no specific organization of activities. Each child does what he/she wishes but is a part of a large group. (3 YEAR – SCHOOL AGE) 6. COOPERATIVE PLAY: This type of play involves organization. The child is a part of a group that has a specific purpose in mind such as making an art project or playing a game. There are usually leaders and followers in this type of play.

8. 4. How does PLAY develop the5 basic areas of Growth and Development: • Physical: • Gross/fine motor skills, speed, strength, coordination • Emotional • Handle feelings, fears, how to express emotions, and other’s emotions • Social • Acceptable social behavior, understand cooperation • Cognitive • How things work, problem solving, reasoning, and practice mental skills • Moral • Honesty, rules, consideration, respect

9. 5. Decide which area of development each activity would enhance. More than one can apply. C = cognitive S = social P = physical E = emotional M = moral ______ Puzzles ______ Painting ______ Tricycle ______ Acting out Stories ______ Playground Equipment _____ Play kitchen ______ Matching picture cards ______ Candyland game ______Books ______Trucks / Cars ______Dolls ______Ball

10. 6. Explain the following Type of Playand give an Example

11. Active / Rough and Tumble -This looks like fighting, but it is a great release of energy and builds physical and social skills. -play sword fight, wrestle, chase, sports, playground

12. Sensory Motor -Using senses and motor skills to learn. If they use all 5 senses at the same time, they will learn best. -Play dough, sand, finger paint, listening activities

13. Dramatic / Make-believe/ Pretend -Situations that teach real life and allow a child to express themselves and their emotions -Playing house, doctor, store, etc…

14. Manipulative -Using objects to learn with – best way to learn. -Math block, blocks, chain links, dice, foam shapes

15. Skill Mastery / Creative -Learning a new skill so repeating it over and over. They see the progress as they master this new skill and it build self-confidence and self-esteem. -Cutting, video games, jump rope, soccer

16. Passive -Having no interaction with others. All children need this, but keep it limited. -Watching TV, reading, computer, video games, Daydreaming, coloring….

17. PAPER BAG PUPPET Make a paper bag puppet! It can be any type, size, shape, and made out of anything! Explain the intended use of your puppet: (Story time – what story? Song time – what song? An activity – what activity? …… WHAT: HOW:

18. 7. Explain how Parents Destroy the value of play • Purpose and Timing • Parents are eager to provide a toy for the child. • To young for it, not interested at time, not their type • Too many toys • Child has too many toys to play with. • Confusion, overwhelming, too many choices • Self-conscious Play • Parents enter child’s play too actively or at the wrong time. They might laugh, ask a question, make suggestions, or criticize the child’s play. • Toys for boys and Toys for girls • Child has been stereotyped and only has gender appropriate toys, games, and activities. • Let them choose their own interests. • Competition • Parents make play a competition – be the best, do it first, make it right. • Child is better at something than their friends and friends don’t enjoy playing with them • Hinder Creativity • Parent’s not allowing kids to be kids and explore, experiment, play, get dirty, make mistakes, and following protocol of how it is to be in the real adult world. This is a child’s world

19. 8. How Parents Can Foster Creativity (strengthen and help develop it) • Relax the Controls • -Allow the child freedom to develop creativity • -Avoid constant adult supervision • Inspire Perseverance • -Encourage and help them to see the product through to completion without taking over. • -Albert Einstein said that he had actually had no specific talent, but that it was just his “obsession and dogged endurance” that helped him arrive at his world-changing ideas. • Tolerate Differences • -Creative children often do not fall into social norms. They will want to know how and why thinks work and look for a different way to do things. • -Creative children often have atypical methods of thinking and doing – allow for this. • Be the Child’s Advocate • -Creative children are often not viewed positively by teachers and peer because of their atypical thinking. • -Support the child and help build their self-esteem. • Provide a Creative Environment • -Provide a stimulating environment with lots of tools for creative work • -Expose them to others’ creative works. • Let them be kids • -Allow them to live in their child-like world while they are a child. They will grow up too fast. • -Encourage them to think out of the box of reality and to do what they think would work, what they like, or what they envision in their own mind.

20. Watch Movie On Play

21. TOYS: Favorite Toys My Favorite Toy: Draw a picture of a favorite toy from your childhood: Name of Toy: Origin of Toy (gift, Christmas, etc.) Write a few descriptive sentences of the toy:

22. TOYS • The word “Toy” comes from an old English term that means :TOOL • Toys are TOOLS for a child. • With these tools, children are allowed to use their senses, fine and gross motor skills, and their imaginations. • Cognitive and social skills are also increased as a child plays with toys. • Toys are valuable TEACHING tools.

23. SELECTION of TOYS • Make sure the toy is DAP • Toys for age-appropriate development of the child • Soft & Cuddling Toys • Dolls, stuffed animals, etc. • Manipulation/Small Motor Skill Toys • Blocks, puzzles, snap, gears, games, etc. • Large Motor Skill Toys • Tricycles/bikes, balls, jump ropes, scooters, etc. • Dramatic Play • Dress-up clothes, furniture and accessories, etc.

24. SAFETY ISSUES • SIZE of toy and pieces • Larger than the child’s two fists • No SHARP edges or points • Broken toys should be fixed or thrown away • NON-TOXIC materials • Avoid all painted toys for babies & toddlers • DURABLE, WASHABLE and CLEAN • Toy’s that won’t break easily • Toys that can be cleaned easily

25. Toys should be: • AGE- APPROPRIATE (DAP) • Check the suggested age on the packaging • SAFE • This applies to new and used toys • TEACH a Skill or Concept • Aide in one of the 5 areas of Child Development • FUN - FUN - FUN!!!

26. SAFETY TESTS: Toy safety tests have been established by the U.S. Consumer Product Safety Commission for children of different ages. Different procedures are followed to test toys for children 18 months of age or younger and for children over 18 months of age and up to 8 years. Different testing procedures are used because children of different ages use toys in different ways. One test for toys for children under 18 months is to drop the toy 10 times from should level (4 1/2 feet) onto a concrete surface covered with asphalt tile. This test simulates a child standing in a crib and dropping a rattle or toy over and over again. If the toy breaks, the child could be hurt by sharp plastic edges. If a toy containing rattling parts was broken, the child might put these parts in his/her mouth. Some toys are not safe because they have parts that can be removed such as squeakers or eyes of stuffed animals or dolls. These removable parts on toys for children under 18 months must withstand a pull of 10 pounds without coming loose. Toys for older children must withstand a pull of 25 pounds without coming loose. This test simulates a child pulling on parts of a toy such as squeakers or eyes of stuffed animal or doll. To simulate means to pretend you are a child and do what he/she might do with a toy. The consumer Product Safety Commission tests are all simulations. They do not have children dropping or pulling on toys. They have individuals and equipment in a laboratory drop and pull toys as children are likely to do.

27. CHILD PROTECTION AND TOY SAFETY ACT: Complaints about the safety of many toys resulted in the passage of the Child Protection and Toy Safety Act in 1969. This law gave the Food and Drug Administration the authority to remove and keep off the market hazardous toys as well as other hazardous children’s products. Since the passage of this law, more than 1.500 toys have been banned. Banned toys are toys that should not be sold. Some toys were banned because of electrical hazards. Other toys with heated parts or substances or surfaces that could cause serious burns have been banned. Other toys such as toy rattles containing sharp points, rigid wires, or loose small objects that could become exposed and cause cuts are banned.

28. Design A Toy Toys are valuable teaching tools. Consider the concepts and skills learned from the toy and select toys that will allow the child to develop needed skills or understand new concepts. ASSIGNMENT: Bring a favorite toy from home to share in next class

29. Stages of Play • Exploratory Stage • play consists of looking at people and objects • Toy stage • explores toys • imagines they have life qualities-capable of talking, feeling, etc. • Play stage • becomes interested in hobbies and sports not just toys • Daydream stage • older child loses interest in the play activities and spends more time daydreaming