Developmentally Appropriate Play

by Gronlund, Gaye

• ISBN13: 9781605540375
• ISBN10: 1605540374
• Edition: 1st
• Format: Paperback
• Copyright: 2010-07-01
• Publisher: Redleaf Pr

Summary

Help children participate in purposeful play to promote the development of a number of important skills.

Author Biography

Gaye Gronlund is an early childhood consultant who trains early childhood educators across the country. She is a former preschool, kindergarten, and primary teacher of both regular and special education and holds a master's degree in adult learning and early childhood education. Gaye is also the author of Make Early Learning Standards Come Alive and Focused Early Learning and the coauthor of Focused Portfolios, Focused Observations, and Early Learning Standards and Staff Development.

Table of Contents

Foreword	p. xi
Acknowledgments	p. xv
Introduction	p. 1
What Can Teachers Do?	p. 3
What's So Important about Play?	p. 5
Not just Any Play	p. 7
Teachers Are the Key	p. 8
Recognizing Three Levels of Children's Play	p. 11
Putting Theory into Practice	p. 13
A Hierarchy of Needs and Play	p. 13
New Information, New Solutions	p. 15
Imagination, Roles, and Rules	p. 17
Chaotic, Out-of-Control Play	p. 18
Simplistic and Repetitive Play	p. 20
Productive, High-Level Play	p. 24
Optimal Flow	p. 26
Planning for Play	p. 29
Create a Well-Ordered Environment	p. 31
Provide Materials that Will Engage the Children	p. 34
Change Materials	p. 38
Write Plans for Play	p. 41
Ways to Help Children Make Choices	p. 43
Help Children Make Meaningful Choices	p. 44
Establish Procedures for Making Choices	p. 45
Help Children Make Open Choices	p. 46
Place Limits on Areas	p. 48
Use Choosing Boards	p. 50
Make Some Choices for Children	p. 53
Procedures for Learning Areas	p. 57
Signals to Get Children's Attention	p. 58
Allow Enough Time for Deep Play to Develop	p. 59
Interacting with Children to Enhance Play	p. 63
Intentional Teaching	p. 66
How to Get Play Started	p. 69
Know When to Enter and Exit the Play	p. 71
Sustain Play through Well-Timed Interventions	p. 77
Coach and Mentor the Players	p. 84
Provoking Children into More Complex Play	p. 89
Field Trips and Special Visitors	p. 93
Use Books as Provocations	p. 93
Offer New Materials	p. 94
Consider Groupings of Children	p. 98
Provocations for Younger Preschoolers	p. 100
Provocations for Older Preschoolers and Kindergartners	p. 101
Provocations and Emotions	p. 103
The Power of Emotions and Play	p. 106
Adding Representation to Further Enrich Play	p. 113
Photos and Documentation Displays	p. 118
Writing for Children through Scripts, Anecdotes, and Dictation	p. 120
Add Writing and Drawing Materials to Play Experiences	p. 122
Create a Climate of Acceptance and Scaffold Children's Writing Efforts	p. 128
Encourage Mathematical Representation	p. 138
Incorporating Standards and Goals in Children's Play	p. 141
Balancing Play and Standards	p. 142
Seeing Standards and Goals in Action	p. 143
Understanding Standards in Natural and Intentional Ways	p. 144
Enhancing Play to Incorporate Standards	p. 149
Observe for Assessment Purposes	p. 150
Observe to Determine Next Steps	p. 152
Add Challenging and Achievable Goals to Sustain Children's Interest	p. 155
Help Others See Standards and Goals through Documentation Displays	p. 158
Conclusion Play Works	p. 161
Not Just Any Play	p. 164
Suggested Provocations	p. 165
Ideas for Writing Materials to Accompany Dramatic Play	p. 171
References	p. 183
Excerpt Credits	p. 189
Illustration and Photo Credits	p. 191
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