Curriculum goals supported through play;
Math & Science: Teacher’s set up the environment to encourage exploration and to provide new experiences that expand children’s view of the world.
What you will see: Children’s curiosity leading them to choose activities that has meaning to them. As they do they use their senses to explore the world around them while they look, smell and touch to investigate their interests.
Social Play: Teacher’s provide imaginary props that help to encourage pretend play and offer new roles for children to try out.
What you will see: Children participating in pretend play and deciding together who will play each role. As they do, they are learning about important social expectations such as cooperating, taking turns, sharing and listening.
Literacy: Teacher’s encourage language development by setting up a print rich environment and by expanding on children’s ideas as they play.
What you will see: Children beginning their path to literacy as they use language in the classroom. As they do they are learning to decide what words are needed and what specific tone is needed to express themselves.
Self-Regulation: Teacher’s support children developing the sense that they can have control over themselves, and that they can affect some of what happens around them.
What you will see: Children being allowed to make choices in their activities and the chance to discuss their ideas. As they do, they construct knowledge and work together to solve problems that arise during play.
Play is… creative, self-initiated, voluntary, flexible, enjoyable, self-motivated and is more about the play itself, rather than having planned outcomes or goals.
"Play is natural and developmentally appropriate for all children, regardless of developmental abilities."
-(Rowem M. (2010). A Descriptive Study of Play Differences Between Typically Developing & Developmentally Delayed Preschoolers. Education Research & Perspectives.