Jen's+Page

Jen's Page

**__TASK 1__**

media type="custom" key="9430406"

**__TASK 2__**

[|Jen's Classroom]

__**TASK 3**__

__**﻿ **__ __**﻿ **__ media type="custom" key="9688254"

__**TASK 4**__

Play Checklist

Child’s Name: "__B"__ Date: __June 10, 2011__

Date of Birth: __4/13/09__

Check the highest level skills you consistently observe:

1. Pretending with Objects  Does not use objects to pretend  Substitutes objects for other objects  Uses imaginary objects
 * Ä ** Uses real objects

2. Role-Playing  No Role Playing  Combines sequences  Uses verbal declaration (for example, “I’m a doctor”)
 * Ä ** Uses one sequence of Play

3. Verbalization about Play Scenario  Uses words to describe substitute objects  Uses words to describe imaginary objects and actions (for example, “I’m painting a house”)  Uses words to create a play scenario (for example, “Let’s say we’re being taken by a monster”)
 * Ä ** Does not use pretend words during play

4. Verbal Communication during a Play Episode  Talks during play only to self  Talks with peers in play stepping outside of role (for example, “That’s not how mothers hold their babies”)  Talks with peers from within role (for example, “Eat your dinner before your dad comes home”)
 * Ä ** Does not verbally communicate during play
 * Ä ** Talks only to adults in play

5. Persistence in Play  Six to nine minutes  Ten minutes or longer
 * Ä ** Less than five minutes

6. Interactions  Plays with one child, always the same person  Plays with one child, can be different partners  Can play with two or three children together
 * Ä ** Plays alone
 * Ä ** Plays only with adults

7. Entrance into a Play Group  Uses force to enter play group  Stands near group and watches  Imitates behavior of group  Makes comments related to play theme  Gets attention of another child before commenting
 * Ä ** Does not attempt to enter play group

8. Problem Solving  Gives in during conflict  Uses force to solve problems  Imitates verbal solutions or strategies provided by adults  Recalls words or strategies to use when reminded  Initiates use of words or strategies  Accepts reasonable compromises
 * Ä ** Seeks adult assistance

9. Turn Taking  Leaves toys, then protests when others pick them up  Takes turns if arranged and directed by an adult  Asks for turn, does not wait for a response  Gives up toy easily if done with it  Gives up toy if another child asks for it  Proposes turn taking, will take and give turns
 * Ä ** Refuses to take turns

10. Support of Peers  Shows no interest in peers  Offers and takes suggestions of peers at times  Encourages or praises peers
 * Ä ** Directs attention to distress of peers
 * Ä ** Shows empathy or offers help


 * Planning Form **

Child’s Name: __“B”__ Date: __June 10, 2011__

GOAL: Who? Student “B”Does what? Observation of play and behavior towards others

Where? At her daycare during free play

How well or how often? 30 minutes

By when (target completion date for the goal)? End of free play

ACTIVITY: Kitchen- Making food and serving it to babydolls Consider:
 * the child’s special interests
 * ways to make the activity sensitive to the child’s culture and home language
 * the appropriate level of difficulty
 * adaptive equipment

When?
 * __Free play__** Group Small Group Transition Meal/Snack

Outdoors Home Visit **__Other: Daycare__**

Where? Daycare

What props/ materials are needed? Free play/ Home and Living Center

Who will be involved? Student “B” and student “S” (also 2 years old)

What is the role of the adult? Observer

What data will be collected and how will it be recorded? Record play observation

REFLECTION How would you modify this activity if you were to repeat it? Student “B” is an only child who is beginning to learn to play with others. She seems more comfortable with adult play. She is beginning to use her words and is starting to enjoy the company of other children. I will continue to assist “B” in playing with others by joining in the play. Once she is comfortable I will leave the play.

__**TASK 5**__

media type="custom" key="9761440"


 * __TASK 6__ **

Technology Research Poddy Training- iPod Touches used in a Kindergarten Classroom I chose to research Poddy Training. Poddy Training is a website which shows the use of iPod touches in a kindergarten classroom. iPod touches may also be used in all other grades, however, Poddy Training just explored a kindergarten classroom. The link can be found under the Young Digital Pioneers Wikispaces Page at http://youngdigitalpioneers.wikispaces.com. iPod touches can be used in a kindergarten classroom to play songs, practice early literacy skills, early math operations, beginning sounds, first words, one to one coorespondance and much more. Children can use the iPod touches during free play or during a structured or organized lesson. Apps can be downloaded on the iPod touch to create these fun activities for the children. I feel that students who do not have the proper fine motor skills to operate the iPod touch may be at risk. These children may require assistance during independent play. Children may also explore the iPod touch instead of completing the lesson. This would cause a problem with the teacher and the task that needs to be completed. Technical errors may also be a risk. I would rate this tool a 4. After researching this tool I plan on using it in my classroom. The apps suggested are great!! **__TASK 8__**

"Play gives children a chance to practice what they are learning" Fred Rogers

I love this quote!! I think that is it so important that children play at all ages. Play is not just for babies, toddlers, and young children. Play should be incorporated into a child's life no matter what age they are. Play is fun but children are actually learning during play and also showing what they have learned as well. This may include taking turns, sharing, or mastering a skill. As educators we need give students time to play so that they can show us what they have learned.

**__TASK 9__**

<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">I chose this video because it showed many types of play. If you look at the children in the video they are so happy to be playing. I think that their faces show the importance of play. I really enjoyed that this video showed children of different ages and races playing in a variety of settings.

media type="youtube" key="QzuDBB1yNVM?version=3" height="390" width="640"

__<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">**TASK 10** __

__<span style="font-family: 'Comic Sans MS',cursive;">Final Thoughts About Play __ <span style="font-family: 'Comic Sans MS',cursive;">I feel that play is very important. Children should have the opportunity to play at any age and in a variety of settings. Play is so important to a child's growth and development. I have witnessed in my classroom that play can help reinforce math and literacy skills. When my students play a math or literacy game on a particular skill we are working on, I see an improvement and a deeper understanding of that skill. Children love to play and I feel that it is important that they get play!