The Play's the Thing: PDF

### The Play's the Thing: Teachers' Roles in Children's Play about getting along with each other, but they were doing so as co-players rather than in a teacher-like fashion. When adults intervene within the script, children are helped to sustain it. These were young 3-year-olds at the beginning of...

### The Play's the Thing: Teachers' Roles in Children's Play about getting along with each other, but they were doing so as co-players rather than in a teacher-like fashion. When adults intervene within the script, children are helped to sustain it. These were young 3-year-olds at the beginning of the day care year. They were exploring the physical environment, first and foremost, with some successful forays into sustained dramatic play. Here they needed, and got, lots of help from the adults, who were working hard. Continual involvement is necessary at the beginning of the year, when it's up to adults to help children learn how to play with the materials and with each other—to socialize them into the culture of child care. And to reassure them that this is a safe place to be, with caring adults. When should adults intervene? - When an older child demonstrates a need to mediate. - When the child is struggling with the idea of playing with a new material or set of materials. At Live Oak, teachers use multiple strategies & solutions to help children become more comfortable. - When the teacher sees a situation that looks like it's getting close to breaking down the teacher will say, "Can I borrow you for a second, Paula?" - When taking the child aside the teacher will get down on the child's level and say, "What were you doing when you started getting upset?" - The teacher will then try to get the child to explain what happened in a way that is easy to understand. - "Okay. What is happening right?" - The teacher will conclude the conversation by making sure the child knows that it is safe to return to what they were doing and how to do it in a way that will help them enjoy the experience.