Play: The Heart of Development

Camille Catlett

• Beginning to know about ourselves and others

• Beginning to communicate• Beginning to build concepts• Beginning to move and do• Approaches toward learning

Play can support many domains of development

Social Development• Increases social

interaction and peer affiliation

• Promotes positive self-esteem

• Learn cooperation and negotiation

Play can support many domains of development

Cognitive Development• Learn from trial and error,

helps problem-solving and decision-making

• Learn adult roles and occupations

• Use imagination and creativity by pretending to be something or someone else

Play can support many domains of development

Physical Development

• Helps develop gross motor skills (large muscles)• Increases fine motor skills (small muscles)• Releases tension, anxiety and stress• Learn how the body works

Play can support many domains of development

How many domains of development can you support each time you play this game?

Playful strategies for supporting Jean include:• Use favorite games as

opportunities to teach new vocabulary

• Use areas of interest (dramatic play) to support language development

Robert is 3 and has just started attending a child care program. He is new to the area and has moved frequently in the past as his father has looked for work. He has had no experience with crayons, scissors, puzzles, or other early learning materials. His fine motor skills are not on a par with his classmates.

What are playful ways you would support Robert’s fine motor development?

Universal Design for Learning

UDL means the removal of physical and structural barriers (UD) and the provision of multiple and varied formats for instruction and learning (UDL).

Three Key Concepts of UDL

UDL: Multiple Means of Representation

kinestheticVisualauditory

UDL: Multiple Means of Engagement

Attention curiosity

MOTIVATION

Interests preferences

UDL: Multiple Means of Expression

Typing/texting

Embedded Learning/Instruction

Embedded learning refers to strategies that address specific developmental or learning goals within the context of everyday activities, routines, and transitions at home, at school, or in the community.

Studies show that young children are most likely to learn:

• When they are interested and actively engaged;

• When they are connected to the significant adults in their lives; and

• When the adult follows the child’s lead, extending and elaborating what the child is working on.

Play is . . . how we build relationships

http://www.bornlearning.org/files/whatisearlylearning_.pdf

The likelihood of being school ready is 9 percentage points higher for children attending preschool and is 10 percentage points lower for children whose mothers score low in supportiveness during parent-child interactions – ECE can help change academic and social trajectories for children through play!

Play is . . . how we build relationships

Starting School at a Disadvantage: The School Readiness of Poor Children http://www.brookings.edu/research/papers/2012/03/19-school-disadvantage-isaacs