(based on the reformed curriculum for Early Childhood Education). Children are ... (e.g. at the doctor's office she has been .... (e.g. Problem: The doctor is sick,.
ECRL
EARLY CHILDHOOD RESEARCH LAB
Play Skills and Teacher Involvement (Socio-dramatic and imaginative play)
Series: Informational Brochures on Early Childhood Education Series Author: Eleni Loizou, Associate Professor University of Cyprus Nicosia, January, 2016
PLAY DEFINITION: ©©©©©©©©©©©©©©©©©©©©©©©©'LQRC?B©MD©?©BCdžLGRGML ©RFC©DMJJMUGLE©CJCKCLRQ©NPCT?GJ © ©©©©©©©©©©©ã©2FC©AFGJB©F?Q©?L©GLLCP©KMRGT?RGML©?LB©AFMMQCQ©DPCCJW©©©© ©©©©©©©©©©©©©©©©©©©©©©©©©©©UF?R ©FMU ©UGRF ©UFM ©FMU©KSAF©?LB©UGRF©UF?R©RM©NJ?W ©©©©©©©©©©©©©©©©©©©©©©©©ã©2FC©NPMACQQ©GQ©KMPC©GKNMPR?LR©RF?L©RFC©MSRAMKC ©©©©©©©©©©©©©©©©©©©©©©©©ã©'R©GQ©LMR©PCJ?RCB©RM©CVRCPL?J©PSJCQ ©©©©©©©©©©©©©©©©©©©©©©©©ã©2FC©AFGJB NCPQML©NJ?WQ©?©ACLRP?J©PMJC©P?RFCP©RF?L©RFC©RMWQ ©©©©©©©©©©©©©©©©©©©©©©©©ã©2FC©AFGJB©GQ©?ARGTCJW©N?PRGAGN?RGLE ©©©©©©©©©©©©©©©©©©©©©©©©ã©'R©GQ©?©AFGJBQ©GLL?RC©AF?P?ARCPGQRGA
PLAY TYPES: @?QCB©ML©RFC©PCDMPKCB©ASPPGASJSK©DMP©#?PJW©!FGJBFMMB©#BSA?RGML Socio-dramatic
Imaginative
Constructive
!FGJBPCL©?PC©GLTMJTCB©GL©PMJC NJ?W©UGRF©RFCKCQ©BP?UL© DPMK©RFCGP©NCPQML?J ©QMAG?J© ?LB©D?KGJW©AMLRCVR
!FGJBPCL©?PC©GLTMJTCB©GL©PMJC© NJ?W©UGRF©RFCKCQ©BP?UL© DPMK©GK?EGL?RGTC©QGRS?RGMLQ© ?LB©UGRF©RFCGP©D?LR?QW©RFCW© PCAMLQRPSAR©RFC©UMPJB
!FGJBPCL©?PC©GLTMJTCB©GL© NPMACQQCQ©MD©AMLQRPSARGLE© @W©AMK@GLGLE©K?RCPG?JQ© UGRFGL©PC?J©?LB GK?EGL?RGTC©AMLRCVRQ
Educational / pedagogical material
Creative
Experimental/ Investigative
!FGJBPCL©?PC©GLTMJTCB©GL© E?KCQ©UGRF©QNCAGdžA©PSJCQ© ?LB©?PC©BGPCARJW©PCJ?RCB©RM© AMLACNRQ©?LB©QIGJJQ
!FGJBPCL©?PC©GLTMJTCB GL©NJ?W©UFGAF©GQ BGPCARJW©PCJ?RCB©RM APC?RGML©?LB APC?RGTGRW©K?IGLE©LCU© AMLLCARGMLQ©MD©CVNCPGCLACQ
©©©©©©©©©©©©©©©©CVNPCQQGLE©GBC?Q© ©© ©©©©©© ©©©©©© ©©©©©©© ©©©©©©©©©©©©©©©©?LB©DCCJGLEQ ©©©© ©©©©©© ©©©©© ©©©©©©©© ©©
!FGJBPCL©?PC©GLTMJTCB©GL©NJ?W© RF?R©GLTMJTCQ©CVNJMP?RGML © CVNCPGKCLR?RGML ©RPG?J©?LB© CPPMP ©BGQAMTCPW©MD©GBC?Q © AMLACNRQ ©GLDMPK?RGML©?LB© QIGJJ©BCTCJMNKCLR
2FCPC©?PC©AMKKML©CJCKCLRQ©GL©KMQR©MD©RFC©?@MTC©NJ?W©RWNCQ©?LB©RFCQC©?PC ã©0MJC©NJ?WGLE ã©2FC©SQC©MD©K?RCPG?JQ©GL©?©PC?JGQRGA©?LB©QWK@MJGA©U?W ã©1ACL?PGM©BCTCJMNKCLR ã© BSJR AFGJB©GLRCP?ARGML ã© BSJR©GLRCPTCLRGML©RWNCQ JCTCJQ
SOCIO-DRAMATIC AND/OR IMAGINATIVE PLAY 5GRF©RFC©AMKKML©AF?P?ARCPGQRGAQ©MD©RFC©BGDžCPCLR©RWNCQ©MD©NJ?W©GL©KGLB©UC©FGEFJGEFR© RFC©AFGJBQ©CVNCARCB©?ARGMLQ©GL©BCTCJMNGLE©PMJCQ©?LB©QACL?PGMQ©GL©RFC©DMJJMUGLE©R?@JCQ © 2FGQ©GLDMPK?RGML©A?L©@CAMKC©?©RMMJ©DMP©RFC©CBSA?RMPQ©RM© ? ©PCAMELGXC©AFGJBPCLQ©NJ?W©QIGJJQ©?LB©NJ?L©?AAMPBGLEJW©RFCGP©CVNCPGCLACQ©?GKGLE©DMP©DSPRFCP©©©© ©©©©©©©BCTCNKCLR©?LB ©©©@ ©PCLJCAR©ML©RFCGP©GLTMJTCKCLR©GL©NJ?W©?AAMPBGLE©RM©RFC©LCCBQ©MD©RFC©AFGJBPCL©GL©RCPKQ©MD©PMJC©©© ©©©©©©©?LB©QACL?PGM©BCTCJMNKCLR
CHILD’S ACTIONS DURING ROLE ENACTMENT Child’s Expected Actions ãUses materials C E ©?©@?@W©BMJJ and in this way she is led to taking on a role C E ©KMRFCP ã©Pretends that she has taken a role without stating it and uses the relevant materials C E ©R?ICQ©?©BMJJ ©DCCBQ©FCP©QM© ©©QFC©F?Q©RFC©PMJC©MD©RFC©KMRFCP ã©Says and does things that are connected to the role given to her before or during play, for a short period of time ©©?NNPMV © ©KGLSRCQ C E ©?R©RFC©BMARMPQ©MLjAC©QFC© ©©F?Q©@CCL©EGTCL©RFC©PMJC©MD©RFC© ©©N?RGCLR ©1R?PRQ©AMSEFGLE©?LB©Q?WQ© ©©-SAF©KW©RSKKW©FSPRQ ©'©U?LR©RM© ©©RFPMU©SNů©"MARMP FCJN©KCů ã Says and does things ƏƏBNMMDBSDCƏSNƏCHɑDQDMSƏQNKDRƏ assigned to her in the same play context ©©C E ©MLC©B?W©QFC©Q?WQ ©QFC©GQ©RFC© ©©KMK©?LB©RFC©MRFCP©B?W©QFC© ©©GQ©RFC©@?@W ã©Says that she will take a ƏƏRODBHɒBƏQNKDƏADENQDƏSGDƏOK@XƏ scenario begins C E ©'©UGJJ©@C©RFC©KMRFCP©?LB©'© ©©UGJJ©AMMI
/FDFTTBSZ4LJMMT GPSSPMFFOBDUNFOU q"QQSPQSJBUFVTFPGNBUFSJBMT q"CJMJUZUPQSFUFOE q5IPVHIUQSPDFTTQMBOOJOH q1IZTJDBMBOEWFSCBMFYQSFTTJPOBDDPSEJOHUPUIFSPMF q6TFUIFMBOHVBHF NPWFNFOU WPJDFBOENBUFSJBMT JOPSEFSUPTVQQPSUUIFSPMF q'MFYJCJMJUZ q$PPQFSBUJPO q-FBEFSTIJQTLJMMT q4FMGSFHVMBUJPOBDDFQUTPUIFSJEFBT q4VQQPSUTPQJOJPOXJUIFWJEFODF q6OEFSTUBOETBOEFYQSFTTFTFNPUJPOTBDDPSEJOHMZ q6TFTNBUFSJBMTJOBTZNCPMJDXBZ q1BSUJDJQBUFTJOEJBMPHVF
Child’s Expected Actions oƏ2@XRƏƏ@MCƏCNDRƏSGHMFRƏBNMMDBSDCƏ to the role that she said she will take for a short period of time ?NNPMV © ©KGLSRCQ C E '©UGJJ©@C©RFC©LJMPGQR©© ©©&C©NPCRCLBQ©RM©NMSP©U?RCP©RM©RFC© ©©LJMUCPQ ©5MSJB©WMS©JGIC©KC©RM© ©©K?IC©WMS©?©LJMUCP©@MSOSCR ©5C© ©©F?TC©LGAC©PMQCQ oƏ2@XRƏ@MCƏCNDRƏSGHMFRƏQDK@SDCƏSNƏ ƏƏSGDƏCHɑDQDMSƏQNKDRƏRGDƏBGNNRDRƏSNƏ take in the same play context ©©C E ©MLC©B?W©QFC©Q?WQ©GQ©RFC©KMK© ©©?LB©RFC©MRFCP©B?W©RF?R©QFC©GQ©RFC© ©©@?@W o Interacts and invites others to ƏƏOK@X ƏG@UHMFƏ@ƏRODBHɒBƏQNKDƏ@MCƏ converses with the others in order to develop the scenario for ƏƏ@ƏRODBHɒBƏODQHNCƏNEƏSHLD ©©©KGLSRCQ (e.g. I will be the mother and I will feed the baby, you could be dad and cook the food) o #HɑDQDMSH@SDRƏGDQƏDLNSHNMRƏ@MCƏ actions according to the role and scenario development for a long period of time ?R©JC?QR©© ©©KGLSRCQ
In enacting and developing a role the following actions are highlighted: Language use Tone of voice and facial expressions Use of gestures and body movements Use of materials in realistic and/or symbolic ways
"SFBTPG%FWFQPNFOU XJUIJOUIFDPOUFYUPGSPMFFOBDUNFOU .PUPS4LJMMT $PPSEJOBUJPO VTFBOETNBMMNVTDMFDPOUSPM $PHOJUJWFFNQPXFSNFOU $SFBUJWJUZ$SFBUJWFUIJOLJOH $PODFQUVBMVOEFSTUBOEJOHSFQSFTFOUBUJPO NFUBDPHOJUJPO TLJMMEFWFMPQNFOU DSJUJDBMUIJOLJOH QSPCMFNTPMWJOH 1FSTPOBMBOE4PDJBMBXBSFOFTT 1FSTPOBMBOETPDJBMEFWFMPQNFOU &NPUJPOBMFNQPXFSNFOU $POUSPMMJOH VOEFSTUBOEJOHBOE FYQSFTTJOHGFFMJOHT
Child’s Expected Actions oƏGuides other childern, in and out of role, and helps them develop a scenario for a long period of time (at least 40 minutes)
Child’s
expect ed acti q%FDMB ons in SFTPS relatio B OEEPFT q6TFT n to ro OPUEF NBUFSJB le enac D MTJOB tment MB q3FJOGP S F U IFSPMF SFBMJTUJD SDFTUI UIBUTI BOEPS FSPMFC HFTUV F UPPL TZN ZB SFT q4BZT NPWFNFOUT MUFSJOHUIFUP CPMJDXBZ OFPGI BOENB BOEEPF FSWPJD UFSJB TU BSFHJW F VTJOH FOUPI IJOHTDPOOFDUF MT F q%JGGFS EUPUIF SCZPUI FOUJBUF SPMFTI FST T F q.BLFT IFSFNP DIPPTF E U TPS IFSSP JBMPHVFBOEJO JPOTBOEBDUJP OTUPE MF UFSBDUT F XJUIP q6TFT UIFSDI WFMPQIFSSPMF UI JMESFOU q(VJEF FTBNFSPMFGP PEFWFMP TP S Q q"DDFQ UIFSDIJMESFO TPNFUJNF JO UTUIFH VJEBODF BOEPVUPGB SPMF S GSPNP UIFSDI PMF q5BLFT JMESFO EJGGFSF JOBOEP OUBOE VUPGUI PSOPO F TUFSFPU ZQJDBMS PMFT
o Takes more than one role depending on the needs of the scenario C E ©&C©GQ©NPCRCLBGLE©RM©@C©?© ©©ASQRMKCP©?R©RFC©QSNCPK?PICR ©?LB© ©©FC©FC?PQ©RFC©MULCP©MD©RFC© ©©QSNCPK?PICR©A?JJGLE©DMP©QMKCMLC© ©©RM©FCJN©NJ?AC©GRCKQ©ML©RFC©QFCJTCQ© ©©RFC©AFGJB©UFM©GQ©NPCRCLBGLE©RM©@C©?© ©©ASQRMKCP©R?ICQ©RFC©PMJC©MD©?© ©©QSNCPK?PICR©?QQGQR?LR
It is expected that children within the context of socio-dramatic and/or the imaginative play, will be involved in the above mentioned actions. We are not referring to a linear course of actions since within the same context of play children can follow suggestions but can also make suggestions. However, it is expected that they will have multiple and rich experiences in which most of these actions will be exhibited and will cover the complexity of the role taking process.
CHILD’S ACTION DURING SCENARIO DEVELOPMENT Child’s Expected Actions ã Gets involved in play using real materials, taking on roles without scenarios C E ©3QGLE©RFC©U?RCPGLE©A?L©RM© ©©R?IC©A?PC©MD©LJMUCPQ©
ã Gets involved in play taking on a particular role based on the preset scenarios C E © R©RFC©AJGLGA©AFGJBPCL© ©©NPCRCLB©RM©@C©BMARMP©?LB©N?RGCLR © ©©2FC©BMARMP©LCCBQ©FCJN©RM© ©©CV?KGLC©RFC©N?RGCLR©QM©RFC©AFGJB© ©©R?ICQ©RFC©PMJC©MD©RFC©LSPQC
ã Suggests or follows stereotypical types of scenarios C E ©+MRFCP @?@W©QACL?PGM©?Q© ©©N?PR©MD©RFC©QMAGM BP?K?RGA©NJ?W
ã Proposes a new idea for a scenario and begins to assign roles C E ©5MSJB©WMS©JGIC©RM©@C©RFC© ©©MULCPQ©MD©RFC©+?JJ©MD©.?NFMQ © ©©1M ©WMS©UGJJ©@C©RFC©RMW©QRMPC© ©©K?L?ECP ©WMS©UGJJ©@C©GL©RFC© ©©PCQR?SP?LR©?LB©WMS©UGJJ©@C©RFC© ©©K?JJQ©NMJGACK?L
ã Proposes a new scenario, assigns roles and begins to describe what should be done and what each one should do C E ©5MSJB©WMS©JGIC©RM©NJ?W©?R© ©©RFC©@MMIQRMPC ©7MS©UGJJ©@C©RFC© ©©@MMIQCJJCP©?LB©WMS©UGJJ©QCJJ© ©©@MMIQ ©WMS©UGJJ©@C©KSK©UFM© ©©@PGLEQ©FCP©AFGJB©RM©AFMMQC©QMKC© ©©@MMIQ©?LB©'©UGJJ©@C©RFC©AFGJB©UFM© ©©APGCQ©@CA?SQC©KW©KSK©BMCQ©LMR© ©©@SW©KW©QRGAICPQ
/FDFTTBSZ4LJMMT GPSUIFTDBOSJPEFWFMPQNFOU q"QQSPQSJBUFVTFPGNBUFSJBMT q6OEFSTUBOETBOEFYQSFTTFTFNPUJPOT q7FSCBMFYQSFTTJPO q"DDFQUTUPQBSUJDJQBUFJOHSPVQT q"CJMJUZUPKPJOBUFBN q1MBOOJOHUIPVHIUQSPDFTT q4VHHFTUTBOETVQQPSUTPQJOJPOXJUI EPDVNFOUBUJPO q%FTDSJCFT q$SFBUJWJUZBOEJNBHJOBUJPO q-FBEFSTIJQTLJMMT q4PDJBMJOUFSBDUJPO q$PMMBCPSBUJPOTLJMMT q"CJMJUZUPEFWFMPQBEJBMPHVF q,OPXTBOEVTFTUIFTUSVDUVSFPGBTUPSZ q$SJUJDBMUIJOLJOH q1SPCMFNTPMWJOH q5ZQFTPGTQFFDI q'MFYJCJMJUZ q"CTUSBDUUIPVHIU q4ZNCPMJDVTFPGNBUFSJBMT q$SFBUJWFUIJOLJOH q,FFQTJOUFSFTUFEGPSBMPOHUJNF
Child’s Expected Actions ã©Enriches the scenario through interaction and uses realistic materials for a short period of time©?NNPMV ©©KGLSRCQ C E ©2FC©AFGJB©R?ICQ©?©FSPR©BME©RM© ©©RFC©TCR©?LB©RFCL©JC?TCQ© ã Accepts or suggests new ideas ƏƏSG@SƏG@UDƏSNƏCNƏVHSGƏSGDƏɓNVƏNEƏ events, the heroes/roles, the context where the scenario takes place or the use of materials in and out of the role C E ©7CQ©+P 4CR ©'©?NNPMTC©MD©RFC© ©©QSPECPW©QM©RF?R©KW©BME©@CAMKCQ© ©©@CRRCP o Suggests or responds to the creation of a problem/dilemma in the scenario C E ©.PM@JCK©2FC©BMARMP©GQ©QGAI © ©©UFM©GQ©EMGLE©RM©CV?KGLC©RFC© ©©N?RGCLRQ ã Interacts with others and is involved in dialogue based on the ƏƏRODBHɒBƏOQNAKDLCHKDLL@ƏENQƏ@Ə long period of time ?R©JC?QR©© ©©KGLSRCQ C E ©.PM@JCK©2FC©BMARMP©GQ©QGAI © ©©UFM©GQ©EMGLE©RM©CV?KGLC©RFC© ©©N?RGCLRQ ©1FMSJB©UC©@PGLE©?© ©©BMARMP©DPMK©?LMRFCP©AMSLRPW ©'© ©©RFGLI©UC©QFMSJB©R?IC©RFC©?GPNJ?LC© ©©?LB©EM ©JCRQ©EM©@SW©RGAICRQ© ã Accepts or suggests new ideas ƏƏSG@SƏG@UDƏSNƏCNƏVHSGƏSGDƏɓNVƏNEƏ events, the heroes/roles, the setting, where the scenario takes place, or the symbolic use of materials C E ©'RQ©?©EMMB©GBC?©RM©NSR©?©PMU© ©©MD©AF?GPQ©RM©K?IC©RFC©?GPNJ?LC ã In or out of a role, guides the others for the development of the scenario ©C E ©'©RFGLI©WMS©QFMSJB©@C©RFC© ©©LCU©BMARMP©?LB© LL?©UGJJ©AMKC©RM© ©©?QI©WMS©GD©WMS©AMSJB©FCJN©SQ
"SFBTPG%FWFMPQNFOU XJUIJOUIFDPOUFYUPGTDFOBSJPEFWFMPQNFOU .PUPSTLJMMT 6TF DPPSEJOBUJPOBOEDPOUSPMPGTNBMMNVTDMFT &NPUJPOBMFNQPXFSNFOU 6OEFSTUBOEJOHBOEFYQSFTTJOHFNPUJPOT 1FSTPOBMBOE4PDJBMBXBSFOFTT 1FSTPOBMBOETPDJBMEFWFMPQNFOU $PHOJUJWFFNQPXFSNFOU $PODFQUVBMVOEFSTUBOEJOHSFQSFTFOUBUJPO DSFBUJWJUZDSFBUJWFUIJOLJOH QSPCMFNTPMWJOH DSJUJDBMUIJOLJOH NFUBDPHOJUJPO
Child’s Expected actions Child’s e
xpected actio s cenario d ns in relation to q5BLFTP ebelopme OB nt q'PMMPXT SPMFJOPSPVUPG UIFTDFO BQSFTF BSJP UT q4VHHFT UTBOFXT DFOBSJP DFOBSJP q'PMMPXT UI q4VHHFT FSJHIUTUSVDUVSFP UTPSBDD GBTUPSZ FQU T qEFW ã©2TFFDRSRƏNQƏENKKNVRƏCHɑDQDMSƏ@MCƏ FMPQUIFT TPUIFSDIJMESFOT DFOBSJP J D EFBTUP FOBSJPUI qVTF non-stereotypical types of SPVH SFB qVOGP MJTUJDBOEUIFOTZ IJOUFSBDUJPO scenarios N MEBQSPC ©©C E ©5C©?PC©?QRPML?SRQ©UFM© MFNEJMFN CPMJDNBUFSJBMT qQSP N W B JE GPSUIFT F T ©©F?NNCLCB©RM©@C©?R©?©QRP?LEC© VHHFTU D QSP CMFNEJMF JPOTBOESFTPMVUJP FOBSJP ©©NJ?LCR NNB OTUPB q4VHHFT UTPSGPMM PXTOPOT ã©Describes and enacts scenarios TDFOBSJP UFSFPUZQJD T BMUZQFTP following the basic structure of q1BS UJDJQBUFT G J a story: beginning-middle-end, O U I F T MPOHQFSJP BNFTDFO sequence of events, basic BSJPGPSB EPGUJNF ã©Suggests or follows the ideas for ending a scenario giving the solution to the problem by interacting with other children C E ©2FC©N?RGCLR©UGJJ©@C©džLC ©5C© ©©UGJJ©EGTC©FGK©FGQ©KCBGAGLC©?LB©FC© ©©UGJJ©@C©džLC
problem/dilemma and solution. C E ©1ACL?PGM©?@MSR©RFC©+?JJ©MD© ©©.?NFMQ 2FCW©QR?PR©@W©?PP?LEGLE©RFC© ©©QN?AC ©BGTGBGLE©RFC©PMJCQ©?LB©RFCL© ©©CL?AR©RFC©QACL?PGM ©1ACLCQ©GLAJSBC© ©©QCJJCPQ©?LB©ASQRMKCPQ ©?©NPM@JCK© ©©UGRF©RFGCTCQ ©RFC©K?JJ©AJMQCQ©?LB© ©©UGJJ©PCMNCL©RFC©LCVR©B?W ã©Suggests or is involved in scenarios that last more than one day C E ©2FC©QACL?PGM©?@MSR©RFC©+?JJ©MD© ©©.?NFMQ©GQ©CVN?LBCB©UGRF©LCU© ©©?BTCLRSPCQ
It is expected that children within socio-dramatic and/or imaginative play will exhibit these behaviors. We do not refer to a linear course of actions since in the same play context children can follow a preset scenario or they can suggest a new one. However, it is expected that they will have multiple and rich experiences in which most of these actions would be evident and will touch upon the complexity of the process of developing a scenario.
THE ROLE OF THE ADULT 2FC©?BSJRQ©PMJC©GL©AFGJBPCLQ©NJ?W©GQ©TCPW©GKNMPR?LR©?LB©JGRCP?RSPC©NPCQCLRQ©BGDžCPCLR© KMBCJQ©MD©GLTMJTCKCLR©?LB©PMJCQ©RFC©RC?AFCP©K?W©R?IC ©@CDMPC©?LB©BSPGLE©NJ?W ©5C© QSNNMPR©RC?AFCP©GLTMJTCKCLR©@CDMPC©NJ?W ©BSPGLE©QRPSARSPCB©?ARGTGRGCQ©MD©RFC©BGDžCP CLR©QS@HCAR©?PC?Q ©?Q©UCJJ©?Q©BSPGLE©NJ?W ©2FC©K?GL©?GK©MD©RFC©RC?AFCPQ©GLTMJTCKCLR© GQ©RM©QRPCLERFCL©AFGJBPCLQ©NJ?W©QIGJJQ©?LB©RM©NPMKMRC©OS?JGRW©NJ?W ©5C©?PC©NPCQCLRGLE© ?©LCU©KMBCJ©MD©GLTMJTCKCLR©GL©?©NGJMR©DMPK©KMQRJW©BSPGLE©NJ?W ©@?QCB©ML©RFC©UMPI© MD© 2P?UGAI 1KGRF© © "XGSPEMR© © FGEFJGEFRGLE© RFC© QSNNMPRGTC© ?ARGMLQ© MD© RFC© RC?AFCP© UFGAF© ?GK© RM© Q?RGQDW© RFC© AFGJBQ© LCCBQ© GL© RCPKQ© MD© RFC© PMJC© ?LB© QACL?PGM© BCTCJMNKCLR ©
ADULT INVOLEMENT AND ACTION DURING PLAY OBSERVATION The teacher observes play in order to locate: ã Needs (play, learning and develoment needs) ã Play level (role and scenario development) ã Learning outcomes
Direct Involvement ã©1CRQ©RFC©QACL?PGM Go to the next kingdom to… Child’s need (CN): scenario creation, scenario enrichment ã©"GTGBCQ©PMJCQ You will be the travel agent and you will be the customer… CN: role division, collaboration ã©1?WQ©RM©RFC©AFGJBPCL©FMU©RM©@CF?TC©GL©RCPKQ©MD©KMTCKCLR©?LB©D?AG?J©CVNPCQQGML©@?QCB©ML©RFC©PMJC© ©©RFCW©NJ?W©CL?AR Since you are a witch your look must be vicious and your voice should be loud and strict… ã©%GTCQ©RFC©CV?AR©UMPBQ©DMP©QNCAGdžA©PMJCQ Say to her, “I am the queen, I do not allow you to talk to me this way” CN: appropriate role-performance, enrich drama skills ã© QIQ©OSCQRGMLQ©MP©EGTCQ©GLDMPK?RGML©RM©ESGBC©MP©CLPGAF©RFC©PMJCQ©MP ?LB©RFC©QACL?PGMQ How else could you have travelled to the secret treasure island?! CN: Role and scenario enrichment ã©3QCQ©PCU?PBQ©RM©GLLJSCLAC©NJ?W©NMQGRGTCJW I am glad you accepted to have two mums in your scenario! In this way you can all play ã©0CKGLBQ©RFC©PSJCQ©?LB©@CAMKCQ©RFC©PCNPCQCLR?RGTC©MD©PC?JGRW Remember that only 4 children are allowed to play CN: Play continuation ã©0CQNMLBQ©ML©@CF?JD©MD©?©AFGJB©UFCL©MRFCP©AFGJBPCL©GLTGRC©FCP©RM©RFCGP©NJ?W Anna would love to be the princess! "-Ə&QNTOƏDMSQ@MBD ƏOK@XƏO@QSHBHO@SHNM ƏBNKK@ANQ@SHNM ƏRDKE BNMɒCDMBD ã©+MTCQ©AFGJBPCL©RM©CLPGAF©RFC©QACL?PGM©MP©QMJTC©AMJJ?@MP?RGML©NPM@JCKQ Go to the shop to buy some food for the birthday party we are having ã©2?ICQ©?©PMJC©RM©ICCN©MP©RM©CLPGAF©RFC©QACL?PGM ©?LB©Q?WQ©QM Since no one wants to be the wolf, I will be, so that you can play your scenario CN: Play sustainability and scenario enrichement, collaboration
Indirect Involvement ã©1SEECQRQ©NJ?W©AFMGACQ©RF?R©F?TC©RM©BM©UGRF©RFC©PMJCQ©MP©RFC©QACL?PGM You could be the doctor who examines the baby ã©0CQRPSARSPCQ©RFC©CLTGPMLKCLR©GL©UFGAF©RFC©AFGJBPCL©NJ?W©?LB©MDžCPQ©MP©QSEECQRQ©K?RCPG?JQ©RM©CLPGAF© ©©RFC©PMJCQ©?LB©RFC©QACL?PGM © .J?ACQ©NJ?QRGA©KCBGA?J©RMMJQ©?R©RFC©BMARMPQ©MLJAC CN: Scenario, role enrichment ã©4CP@?JJW©CLAMSP?ECQ©AFGJBPCL©RM©R?IC©?©PMJC ©MP©SQC©N?PRGASJ?P©K?RCPG?JQ ©©Here, take this baby doll… "-Ə1NKDƏBQD@SHNM ƏDMBNTQ@FDLDMS ƏRDKEƏBNMɒCDMBDƏANNRSHMF ƏSGNTFGSƏRSQTBSTQHMF ã©.PMKMRCQ©GLRCP?ARGML©@CRUCCL©©MP©KMPC©AFGJBPCL©UGRFGL©RFC©AMLRCVR©MD©RFC©QNCAGdžA©QACL?PGM©MP©PMJC Could the two daddies take together the babies to the playground to play?… CN: Scenario and role enrichment within the group, collaboration, acceptance of the ƏƏNSGDQ ƏRNBH@KHY@SHNM ƏɓDWHAHKHSX ã©1R?PRQ©NPCRCLBGLE©RM©F?TC©?©ACPR?GL©PMJC©?LB©?JJMUQ©QN?AC©DMP©RFC©AFGJBPCL©RM©BCTCJMN©RFC©QACL?PGM ã©"CQAPG@CQ©UF?R©RFC©AFGJB©GQ©BMGLE©BSPGLE©NJ?W©MP©PCNFP?QCQ©FCP©UMPBQ©RM©FCJN©BCTCJMN©RFC©QACL?PGM Anna said you could take the boat to go hunt the shark… ã© QIQ©MP©R?JIQ©UGRF©AFGJBPCL©?@MSR©RFCGP©QACL?PGM ©©What else do you think could happen during this trip? CN: Enrich and develop the scenario, language support, acceptance of the other, collaboration ã© QIQ©OSCQRGMLQ©MP©K?ICQ©QSEECQRGMLQ©RPWGLE©RM©FCJN©?©AFGJB©QMJTC©?©NPM@JCK©UGRFGL©RFC©QACL?PGM© ©©AMLRCVR You could call the store to check if they have a bigger size of those shoes CN: Enrich the scenario and solve a problem ã© QIQ©OSCQRGMLQ©MP©K?ICQ©QSEECQRGMLQ©RPWGLE©RM©FCJN©?©AFGJB©BCTCJMN©FCP©RFGLIGLE©UGRFGL©RFC©AMLRCVR©MD© ©©RFC©PMJC©?LB MP©QACL?PGM 5FM©BM©UC©LCCB©RM©A?JJ©GL©MBCP©RM©PCQASC©RFC©@?@W©DPMK©RFC©DžPC CN: Enrich the scenario, thought planning ã© QIQ©QS@HCAR©?PC?©OSCQRGMLQ©?LB©SQCQ©RFC©NPMNCP©J?LES?EC©RF?R©BMCQ©LMR©GLRCPPSNR©RFC©NJ?W How many chairs will we need for our 3 guests? CN: Maintaining and developing the scenario ã© QIQ©OSCQRGMLQ©RM©SLDMJB©AFGJBPCLQ©NJ?W©LCCBQ Who is in the house? ã©1SEECQRQ©?©LCU©QMJSRGML©MP©NPMTGBCQ©?©LCU©CJCKCLR©GL©RFC©BCTCJMNGLE©QACL?PGM ã©!PC?RCQ©AF?JJCLECQ©UGRFGL©RFC©AFGJBPCLQ©QACL?PGM What can happen now that the wolf has returned? "-Ə2BDM@QHNƏCDUDKNOLDMS ƏBQD@SHUDƏ@MCƏɓDWHAKDƏHCD@R ã©1FC©CVCKNJGdžCQ©RFC©SQC©MD©RFC©K?RCPG?J©BSPGLE©NJ?W©UFGJC©GL©PMJC Takes the medical tools and examines the doll using the materials in the appropriate way CN: Realistic and symbolic use of materials, appropriate role performance ã©1FC©KMBCJQ©?NNPMNPG?RC©@CF?TGMP©MP©NPM@JCK©QMJTGLE©UGRFGL©?©PMJC ©©I am the king, and I do not allow you to talk to me in this way -P©+W©NPGLACQQ©?LB©JMMIQ©?R© LL?© ©©QFMSJB©AMKC©?LB©QGR©@W©KC © CN: Appropriate role performance, problem solving, thought planning ã© LQUCPQ©OSCQRGMLQ©?LB©EGTCQ©GLDMPK?RGML©RM©CLPGAF©RFC©QACL?PGM©MP©QMJTC©AMJJ?@MP?RGML©GQQSCQ© ©©I think grandpa needs oxygen, it is better to call the ambulance ã©.J?WQ©UGRF©RFC©AFGJBPCL©R?IGLE©?©ACPR?GL©PMJC©?Q©AM NJ?WCP©MP©RFC©NPMR?EMLGQR©RF?R©RFC©AFGJBPCL©EGTC© ©©FCP©MP©QFC©R?ICQ©UGRF©RFC©AFGJBPCLQ©?NNPMT?J©GL©MPBCP©RM©CLPGAF©RFC©QACL?PGM CN: Scenario enrichment, collaboration, acceptance of others
Reference 2P?UGAI 1KGRF ( 2 © "XGSPEMR 2 %MMB $GR© RC?AFCP © AFGJB© NJ?W© GLRCP?ARGMLQ© ?LB© RFC© QS@QCOSCLR© ?SRMLMKMSQ© NJ?W© MD© NPCQAFMMJ© AFGJBPCL © Early Childhood Research Quarterly, 26(1) © ©
ECRL '1 ,© .S@JGQFCB©@W©RFC©#?PJW©!FGJBFMMB©PCQC?PAF©*?@ ©"CN?PRKCLR©MD©#BSA?RGML ©3LGTCPQGRW©MD©!WNPSQ
AILMUJCBECKCLRQ© RM© LRFG?© +GAF?CJGBCQ© ?LB© +?PG?© )WPG?AMS© 1NCAG?J© 2C?AFGLE© .CPQMLLCJ #?PJW©!FGJBFMMB©#BSA?RGML ©"CN?PRKCLR©MD©#BSA?RGML©DMP©RFCGP©QS@QR?L RG?J©DCCB@?AI©GL©PCDCPCLAC©RM©RFC©AMLRCLR©MD©RFGQ©@PMAFSPC
