UNIT 3 Lesson 4

Play in School Setting

PLAY-CENTERED up into sections. There are
CURRICULUM typically sections for science,
What is play? literacy, writing, reading,
Play enhances childrens’ dramatic play, blocks and
physical, social/emotional, building, and social studies.
and creative growth and These areas of learning will
development. then incorporate play-based
It is the primary means materials and activities that
by which children explore the children will find
their world and begin to engaging and fun.
make sense of the world
around them. PLAY IN TEACHING
Without play, it is MATHEMATICS
difficulty for a child to Mathematics is often
understand how the world regarded as a formal
functions and how they can academic subject.
function in it. Mathematics concepts can
be refined through play. Play
What is Play-Centered can promote thinking and
curriculum? learning in mathematics as
The play-based well as in other areas. In a
curriculum is the most study about exploring
common curriculum used in mathematics through play,
preschools. Play is childrens’ six categories of
way of learning and of mathematics content
coming to terms with the emerged.
world around them.
Play-based curriculum SIX CATEGORIES OF
involves a range of activities MATHEMATICS CONTENT
and learning approaches but EMERGED
the childs’ right to learn Classifying.
through play is at the center Classify things/objects
of the curriculum. according to their types,
colors, sizes etc.
What Does a Play-based Exploring Magnitude.
Classroom Look Like? Describing and comparing
A play-based learning the size of objects.
environment is generally set
 UNIT 3 Lesson 4
Play in School Setting
structures, from cubes to
string to rulers.
Enumerating.
Saying number words,
counting, instantly 2. Intervene sensitively.
recognizing a number of A useful strategy is to ask if
objects, or reading or writing the social interaction and
numbers. mathematical thinking are
Investigating Dynamics. developing or stalled. If they
Putting things together, are developing, simply
taking them apart, or observe and leave the
exploring motions such as children alone. Discuss the
flipping. experience later with the
Studying Pattern and whole class.
Shape.
Identifying or creating 3. Discuss and clarify
patterns or shapes, or ideas.
exploring geometric Children might each argue
properties that their block building is
Exploring Spatial bigger. You may see that
Relations. one child is talking about
Describing or drawing a height and another is talking
location or direction. about width. You can
comment on how you see
Here are some things you the buildings as big in
can do: different ways, as in "You
1. Observe children's play. have a very tall building, and
When you haven't seen Chris' seems to be very
many new block wide."
constructions, share books
illustrating different block 4. Schedule long blocks of
arrangements, or post time for play.
pictures in the block center. Provide enriched
When you see children environments and materials,
comparing sizes, offer including structured
different objects that children materials, such as blocks
can use to measure their and Legos, which invite
mathematical thinking.
 UNIT 3 Lesson 4
Play in School Setting
explore ways to incorporate
math into that particular
interest.
FOUR KEY CONCEPTS IN
USING PLAY IN TEACHING PLAY IN TEACHING
MATHEMATICS: LITERACY AND
1. Use mathematical talk. LANGUAGE
Initiating conversations about Play is a key teaching
math and numbers can practice for language and
happen anywhere. literacy learning and
2. Engage in purposeful development. It supports the
play to support and use and understanding of
advance learning. symbolic representation and
By focusing on play, oral language while providing
math is integrated in a opportunities for children to
natural way rather than being demonstrate and expand
taught in isolation. And it‘s what they know. There is
done so through familiar strong consensus that play is
items that children are powerful for learning and
already interested in. essential for literacy learning.
3. Support the
development of counting GENERAL PRINCIPLES IN
beyond simple rote EMBEDDING LANGUAGE
counting. IN PLAY
Mathematics is  When setting up play
everywhere and there are so experiences, think of
many opportunities to spot what language
teachable counting moments concepts, words,
beyond repetition. sentences, stories,
4. Provide mathematically and discussions
rich environments before could be embedded.
formal schooling.  Choose resources
To help children and design play
begin to develop their areas in ways that
understanding of math, encourage interaction
teachers and parents should between children and
observe what the children with educators and
are most interested in, and
 UNIT 3 Lesson 4
Play in School Setting
engage in sustained activity and of the
shared thinking resulting artifacts.
 Provide opportunities  Use these
for turn-taking, assessments to help
modelling, and differentiate literacy
imitation of play support and
behaviors and instruction on an
language ongoing basis, make
 Design play pedagogical
experiences that decisions, and track
encourage children to student progress
make meaning, throughout the year.
communicate non-
verbally, tell and PLAY IN TEACHING
create stories, and SCIENCE
discuss their ideas. Younger children
 Plan for child-led or (toddlers to kindergartners)
guided play benefit from a variety of
depending on your general materials in the
learning intentions. classroom and learn science
best through play. Objects of
DOCUMENT PLAY-BASED different shapes, sizes, and
LITERACY LEARNING textures provide excellent
 Assess children opportunities for individual
involved in play experimentation; these can
through ― "kid simply be every-day objects
watching," direct that one might find in a
observation, and household and include toys
pedagogical designed for exploratory
documentation. play.
 Carefully document
students‘ learning  Access to different
through anecdotal types of physical
notes, texts produced matter, such as clay,
by the children, and liquids, sand, and ice,
photographs and are especially
video of the students important in teaching
engaging in literate
 UNIT 3 Lesson 4
Play in School Setting
the basics of physical water, comparing similarities
science. and difference in objects and
 Basic household cooking are all science
chemicals, such as activities.
vinegar, vegetable
oil, baking soda, and  Let young children
food coloring, are work on science
helpful in tasks as part of a
demonstrating how group.
different types of  Use children‘s
matter behave when interests to choose
mixed or changed. science topics.
 Keeping a class pet,  Be a good observer
ant farm, and plants and ask open ended
in the classroom help questions to help
children develop a extend their learning.
basic sense of  Set up a Science
biology. Centre
 More science-specific  Use your
tools are also helpful surroundings and the
at this age, such as expertise of your
magnifying glasses, parent‘s, staff, and
connecting building community.
blocks, ramps and  Introduce new items
balls, toy and concepts to the
stethoscopes, and group
plastic measuring  Answer their
devices are all great questions honestly
options. and if you don‘t know
an answer find out
PROMOTING SCIENCE IN together.
ECE  The best way to
Young children, promote science
because of their innate literacy is to expose
curiosity eagerly embrace all your students to a
types of scientific activities. variety of books, from
Color mixing, exploring
which materials dissolve in
 UNIT 3 Lesson 4
Play in School Setting
preschool level to  It develops the
adult. feeling of satisfaction
among children.
PLAY IN TEACHING ARTS  Every child is given
Play is supported in equal exposure and
an art-centered learning ample of
environment, students make opportunities for
invaluable explorations, learning and
discoveries and insights participation.
about themselves and the  Along with
world around them. knowledge, it
inculcates various
PLAY IN TEACHING other skills in a child.
SOCIALIZATION It helps children to
Social interaction connect with peers
helps young children to start and teachers easily.
to develop their sense of  It facilitates the
self, and also start to learn overall and holistic
what others expect from development.
them.
PRINCIPLES OF PLAY AS
PLAY IN TEACHING A TEACHING STRATEGY
STRATEGY  A practical approach
Play-way method of helps in easy learning
learning is a complete for the child.
package that enables overall  The complete
development of the child by atmosphere of
developing in terms of freedom is
feelings, intellect and skills conductive for
parameters. learning.
 The customized
PLAY AS A TEACHING
method designed and
STRATEGY
adopted should suit
 It turns entire learning the needs of the
into fun element by child.
involving play in it.
 Learning methods
used should be
 UNIT 3 Lesson 4
Play in School Setting
related to real life
rather than books.
 This method provides
a plethora of
opportunities for the
child to express
themselves