Almost everything that they do is done with intention, even if we don’t understand what exactly that intention is.
However, ‘playing’ is never irrelevant in the world of a child. We often overlook what we consider to be ‘irrelevant play’ and sometimes we are unable to observe the origin of an idea. “All children have preparedness, potential, curiosity they have interest in relationship, in constructing their own learning, and in negotiating with everything the environment brings to them.”Īs adults, we don’t always understand the intentions of children. Observations of Uninterrupted and Unguided Play Haylee: Smiled as she waited for Barrett to find the bear that she had hidden. Teamwork: The two engaged in dramatic play as they manipulated the bears:īarrett: “Where is the baby?” He walked the bear across the table and looked for him under the materials and the mirror.
(Haylee): Began to manipulate the various materials and was intrigued when she discovered a tire, “Oh! It’s a tire!” She began to laugh and then placed the bear in the tire as she watched it roll, “Look, I can roll!” He then placed all of the rocks inside of a bag, stating that this was a rule for the bears. He then ‘walked’ them on the wooden boards, over towards the rocks, which were designated as food.
(Barrett): Grouped the materials to make a bed for the bear. Each explored in their own way while choosing to integrate their play throughout.īarrett and Haylee: Enjoyed a game of hide and seek The interactions between Maddox and Zoey reflected the value and respect that they have for one another. He used the large bear to caress the baby bear. Teamwork: Zoey pretended that the baby bears were crying, in which Maddox came over to help, using his bear to comfort and calm the baby bear. (Zoey): Seemed to analyze the function of each piece, tinkering with them all in her work space. He then attempted to balance it on one of the sticks but was unable to, “Mommy needs help!” he then found a solution by supporting it on a flat base. (Maddox): Played with the largest bear, pretending to hide it in the materials on the table. As they played, they communicated with one another, demonstrating elements of associative play. Maddox and Zoey: Each child held a panda bear in their work area, picking up and analyzing the presented materials. He engaged in mathematical thinking as he sorted the stones by color and size, counting all the way to 6. Jonah: Sought out different ways to explore the materials, analyzing each piece as he integrated them into his play. Note: Per the children, the little bears are the babies and the big one is the mom. Some chose to engage in solo play while others found ways to incorporate teamwork. However, different children provided different meaning for the materials. The following proposal is intended for individual play. Lately, the children have been engaging in teamwork without any prompting, realizing how fun it is to share and learn when we have friends to experience things with us. We have been witnessing these types of situations within the classroom lately, making sure to offer the children plenty of opportunities and the autonomy to work either alone or in a group. When several children have the same goal, we observe how they engage in teamwork to achieve this common goal. Therefore, we work on these skills with the children. When children have a goal in mind, sometimes it can be difficult to wait or respect the space of a friend. Learning to play as a group offers children the possibility of forming values such as solidarity, respect, as well as learning to share and practice flexibility.
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