Early Learning, Supportive Care 20, 30
ELSC30
Module 30: Play and Exploration (Optional)
Outcome
Investigate the principles of learning through play and exploration.
Indicators
| (a) | Determine the functions of play (e.g., express personal thoughts and feelings, develop self-control, assess risks, develop language and literacy skills). |
| (b) | Investigate Parten’s levels of play (i.e., uninvolved, onlooker, solitary, parallel, associative, cooperative) and the risks of social play. |
| (c) | Observe examples of atypical play to determine the need for further intervention. |
| (d) | Investigate the role of play in brain development. |
| (e) | Discuss the role of adults as part of the play process (e.g., modeling oral language and emergent literacy, providing props and resources to enrich play, observing children’s play to assess social and cognitive growth). |
| (f) | Discuss how adults support safe play (e.g., interrupt and intervene when necessary, watch for safety, differentiate between a risk and a hazard during roughhousing). |
| (g) | Compare guided play (e.g., when adults participate in play) and free play (e.g., when children engage in self-directed play). |
| (h) | Explore the different types of play schemas (e.g., connection, transformation, trajectory, rotation, envelopment). |
| (i) | Categorize age-appropriate loose parts according to the different types of play schemas (e.g., tape for connecting, spray bottles for transforming, fabrics for enveloping). |
| (j) | Evaluate toys intended for infants, toddlers and preschoolers according to specific criteria such as safety and developmental appropriateness. |
Loading...
