Our customer support team is here to answer your questions. Ask us anything!
👋 WhatsApp Us Now
Learning through play provides an opportunity for all developmental areas to be included in the learning process. In the early years, observing collaboration and interaction during play can provide an authentic opportunity to assess strengths and areas for improvement across the span of the developmental areas.
For example, an authentic assessment using play is a simulation allowing students to take a trip together. As part of the learning process, students can pack a suitcase full of items that start with a specific letter. This type of activity encourages initial sound learning, communication, and social activity that supports a motivating learning experience through play.
For this assignment, select a minimum of one standard from your state early childhood standards. Create an interactive classroom activity supporting the introduction of the selected standard. Design a play driven activity that meets the developmental needs of students through an interactive lesson. +300 words include references
One of the standards from my state’s early childhood standards is self-regulation. To introduce this standard, I would create a play driven activity that encourages students to practice their self-regulation skills in an interactive lesson.
The activity can begin by introducing the concept of self-regulation and the idea that they need to use strategies and tools to help them stay focused when they are feeling overwhelmed or stressed out. Then before beginning the activity, I would model how to use different tools such as deep breathing and counting backwards from 10 in order to calm themselves down during stressful situations.
Next, I would create a game for students where they must take turns trying out different roles such as firefighter, doctor, police officer etc., while using their regulation skills throughout the course of the game. The goal of this game will be for students to successfully complete each role without getting too frustrated or overwhelmed. As they complete each role, they will receive positive reinforcement and feedback on their ability to regulate themselves effectively.
At the end of the game we can debrief together about what happened – what strategies worked well? What could have been done differently? How could this apply outside of school? This gives us an opportunity to reflect on our own experiences with regulating emotions so we can further develop our understanding on how it works in daily life settings along with encouraging discussion about some real world examples related to our topic (i.e road rage). By engaging in meaningful conversations surrounding regulation topics, it allows us not only reinforce previously taught material but also build upon it as well. Allowing children opportunities like these helps them better understand concepts through exploration instead of just memorization which enables more meaningful learning that lasts longer than simple repetition exercises do alone!