Introduction to Program Development 1

Program Philosophy Learning Statement and Curriculum Guide

Abstract

Our center’s philosophy is that children learn through play. We encourage all children to

express themselves openly and freely without fear of prejudice or bias. As educators, we need to

be open to listening and watching the children to find out what their interests are and where their

play is taking them. We want to provide a multi-sensory environment in our Dramatic Play areas

at our center. Research has shown that children make the most neural connections in their brains

between birth and ten years of age, so we need to help booster their creativity, exploration, and

imaginations.

Free and guided play can be linked to the Wisconsin Model Early Learning Standards

through the adherence of the nine Guiding Principles. All five of the domains included in

WMELS can be “taught” and developed through play in the Dramatic Play areas. By

implementing Developmentally Appropriate Practices through age appropriate materials,

children can explore what they see modeled for them in their day-to-day lives. They mimic what

they observe when they go out for dinner, what the doctor says during an office visit, or how

mom or dad fixes dinner for them at night. Dramatic Play enables children to socialize with their

peers, work on conflict resolutions, enhance their vocabulary, and explore through problem

solving and creativity.

Introduction to Program Development 2

The content area that I have chosen for my Program Guide to Curriculum is our Dramatic

Play areas. At our center, most teachers view the area as “just housekeeping”, and I know and

would like to see the areas be so much more. The key points, or problems, that I see to address

in the Dramatic Play areas in our classrooms are: teaching and training our staff to see the

potential for child growth and exploration, explaining how play stimulates young children’s

minds to the parents, and learning how to set the environment for the children by following their

lead.

Our philosophy is that children learn through play by having environments appropriately

set for them by their teachers. Play is essential to a child’s growth in confidence, social

competence, and self-regulation of behaviors and emotions (Hirsh-Pasek and Golinkoff, p. 3).

To properly set the environments for the children, we need to remember that each child is unique

and learns in their own way and at their own pace. We also want each child to be able to express

themselves openly and freely without any prejudice or bias through their creativity, imagination,

and play. The Dramatic Play area in each classroom is a key component in implementing

WMELS; as it is an extension of all five of the learning domains.

When looking at our Dramatic Play areas in each classroom, we need to think about how

we can link play, whether free or guided play, to WMELS by following the nine Guiding

Principles. Through playing “restaurant” in the preschool dramatic play area, all five of the

domains: social and emotional development, approaches to learning, language development and

communication, health and physical development, and cognition and general knowledge, are

reflected and interrelated (WMELS, p. 10). The children are exhibiting this through the creation

of a picture menu, taking orders, cooking and serving the food, and cleaning up the restaurant
Introduction to Program Development 3

and doing the dishes. The children are mimicking what they have experienced when they have

been out for dinner with their families, as well as what they see in their classrooms after a snack

or lunch with the clean up procedures. They are doing all of this while expanding their

vocabulary, practicing their writing skills, making real-life connections, and learning how to

work cooperatively with their peers.

Now we need to think about what our role is as the adult in the classroom to help support

the children. Our primary responsibility is to embrace the concept that all children need to be

viewed as unique individuals. We are responsible for making sure that each child is able to

express themselves how they see fit and to support their learning at whatever skill level they are

at and help them continue to grow at their own pace. It is our responsibility as early childhood

educators to remember this and act appropriately for each child while keeping in mind their

interests. “As educators and architects of classrooms, it is our responsibility to create spaces that

promote positive relationships between people and their environments” (Duncan, p. 14).

Another role as the adults in the classroom is for us to be active listeners. We need to

watch and listen to what the children are doing and saying for us to know where their play is

leading them. By paying closer attention to the children’s likes and dislikes, we can better set

the environment in the Dramatic Play are in our classrooms. In the article, Brain Research and

Its Implications for Early Childhood Programs by Pam Schiller, she states, “Allow for the

opportunity to follow the interest of the child. We all learn best when the information of is of

interest to us” (p. 2). If we are hearing that the children are interested in household pretend play,

then we know that they will need items found in their homes. Likewise, if they are showing

interests in animals, maybe we set the environment as a zoo or veterinarian’s office. We should

also model behaviors for the children when they are confused about how something works, or
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when something is new to them. Our main role as caregivers is to listen and let the children lead

us in the direction of their interests.

Looking at the research of early brain development, I feel that Dramatic Play areas are

just as important as other areas in the classroom when helping a child’s brain make connections

that they will carry on throughout their lives. Schiller’s article continues to state that we should

offer mutli-sensory equipment and toys to the children. “The more senses involved in a learning

situation the more likely the child is to process the information” (p. 2). Using many different

senses in Dramatic Play is allowing the children to explore their future by making connections to

real life through their play experiences, as along as we are setting the environment to enable

them to do so. “Dramatic Play enables children to express themselves and to begin to learn that

others may view the world in ways that differ from their own” (How Play Promotes Cognitive

Development, p. 1). We can make the play area multi-sensory by placing a vase of artificial

flowers on the table and spraying some essentials oils on the petals, having empty spice jars in

the kitchen that still have the scent of the herb that used to be in it, place a “window” above the

sink that we created of an outdoor scene, different textured play food for the children, setting the

table as an example, placing laundry in the washing machine and dryer with the laundry basket

near by, and by modeling certain behaviors for the children like ironing the clothes after they

come out of the dryer.

We also need to be aware of the differences in Developmentally Appropriate Practices

for the various age groups that we serve. What is appropriate in one classroom, will not always

be appropriate in another classroom. For instance, in the infant/toddler Dramatic Play area, we

have soft babies with bottles and a baby crib, a 3-piece kitchen with large food and a few large

pots and pans, a play telephone, and a few dress-up clothes. In the preschool classroom, the area
Introduction to Program Development 5

is more involved. There is a five-piece kitchen set including a washer and dryer, an ironing

board, table and chairs, play telephone, food, dinnerware, pots and pans, dolls, highchair, dress-

ups clothes, a couch and chair (living room), and we also incorporate the wooden loft for an

“upstairs” with another table and chairs. They have access to a large floor space, along with

under the wooden loft.

In conclusion, I really feel that we can make our Dramatic Play areas in our center even

better than they are currently. These areas can and should be so much more than “just

housekeeping”. We need to keep our minds and ears open to allow the children to guide us in

their learning.
Introduction to Program Development 6

References

Duncan, S. (2010, November 30). Breaking the code: Changing our thinking about children's

environments. Retrieved April 30, 2021, from www.childcareexchange.com.

Gronlund, G. (2016). Individualized Child-Focused Curriculum: A Differentiated Approach. St.

Paul, MN: Redleaf Press.

Hirsh-Pasek K, Golinkoff RM. Why play=learning. In: Tremblay RE, Boivin M, Peters RDeV,

eds. Encyclopedia on Early Childhood Development [online]. Montreal, Quebec: Centre

of Excellence for Early Childhood Development and Strategic Knowledge Cluster on

Early Child Development; 2008:1-6. Available at: http://www.child-

encyclopedia.com/documents/Hirsh-Pasek-GolinkoffANGxp.pdf. Accessed [April 26,

2021].

How play promotes cognitive development. (2018). Retrieved April 27, 2021, from

https://www.inclusivechildcare.org/sites/default/files/courses/swf/How%20Play

%20Promotes%20Cognitive%20Development.pdf.

RENCK., I. J. (2013). Exploring your role in early childhood education (Fourth ed.). Upper

Saddle River, NJ: PEARSON EDUCATION SOUTH A.

Schiller, P. (2001, July). Brain research and its implications for early Childhood Programs.

Retrieved May 1, 2021, from https://www.childcareexchange.com/catalog/product/brain-

research-and-its-implications-for-early-childhood-programs/4400602/
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Wisconsin model early learning STANDARDS fifth edition. (n.d.). Retrieved May 2, 2021, from

https://dpi.wi.gov/sites/default/files/imce/early-childhood/wmels_5theditionfinal.pdf.