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  • 1.  play

    This message was posted by a user wishing to remain anonymous
    Posted 11-01-2018 15:42
    This message was posted by a user wishing to remain anonymous

    I'm coaching a new teacher and she struggles with centers and play. She wants to let them "just play" but <g class="gr_ gr_269 gr-alert gr_spell gr_inline_cards gr_run_anim ContextualSpelling ins-del multiReplace" id="269" data-gr-id="269">theres</g> a lot of wandering and behavior issues happen. Productivity and behavior management drop a lot. What are some simple strategies I can give her? Or are we helping kids too much and should just let them play? The students are 4-5 years old. 


  • 2.  RE: play

    Posted 11-02-2018 11:11
    Hello there! I am an Education Manager. We too have this issue at times in our classrooms. Play is very important as we all know. But if there are many behavioral issues; the children might be bored with the materials supplied in the classroom to play with. Maybe have your teacher supply different materials for play and make them excited about the new materials by playing it up at carpet time. Sometimes you will have behavioral issues simply due to the set up of the classroom; this is also well worth looking into. Good Luck!

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    Chelsea Johnson

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    Original Message


  • 3.  RE: play

    Posted 11-02-2018 11:44
    Great thread.  I think one thing that the CLASS has taught us is that play is very very important, but for play to really be high level and developmentally appropriate, the teacher has a larger role than just providing materials.  We can use what we know about Regard for Student Perspectives to find out what the children are interested in and use that as  a springboard for planning.  Intentional addition of materials based on an overall concept--ALONG with effective facilitation(ILF)  and rich discussions ( think QF and CD) 
    Behavioral issues may stem from boredom, as mentioned, lack of self regulatory skills, lack of focus (think clarity of learning objectives) or unclear expectations. 
    I'd ask the teacher what part of the day goes well and build from that.  Using your 4 Observation cycles to look for variation in scores is extremely helpful when coaching.  The ratio, time of day, activity all tell us a great deal about the child's experience.  Look for patterns, look for challenging dimensions, look for more effective interactions. What can you ask the teacher to tell you about these important clues?

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    Mary-Margaret Gardiner
    Teachstone Training LLC
    Affiliate Partners CLASS Specialist
    Crozet Virginia
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    Original Message


  • 4.  RE: play

    Posted 11-05-2018 11:23

    I work with a Head Start program and one of the challenges we see is children not knowing how to play. It's strange to think you actually have to teach these skills because years ago children did this naturally. Now with children being so busy, sports practices/games, dance classes, music classes etc they don't have the time for free play at home. Then there is the addition of screen time which limits free play. 

    I think Effective Facilitation is a key ingredient to helping children expand their play skills as well as Quality Feedback.

    I wonder if from a coaching perspective asking the teacher to ponder what he/she could do to enrich the students' ability to "just play". I agree, children need to play, but there is so much a teacher can add to this time of day.




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    Tamara De Los Santos
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    Original Message


  • 5.  RE: play

    Posted 11-06-2018 12:00
    I wonder what you mean when you say the children don't know how to play? I would look at the environment and materials offered. The classroom materials, toys, games, etc. might not be engaging for the children or not developmentally appropriate for the group. 


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  • 6.  RE: play

    Posted 11-07-2018 11:13
    @Ethel Wilkinson

    Children who have not had material​s to explore may be hesitant to touch what they do not recognize as theirs.

    Children who have had toys that can only be used one way may not know how to be inspired by wonder and imagination.

    Children who have been alone/not with a peer group may be intimidated by a large group or the noise, etc. of a busy classroom.

    Children who have been in a very teacher directed setting may be waiting for direction.

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    Susan Hinman Waldman
    Practice Based Coach
    Communities United Inc.
    Watertown, MA
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    Original Message


  • 7.  RE: play

    Posted 11-07-2018 12:14
    I believe that teachers need to model the "play" for the children.  Play along with them .....teach them to play!

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    [Linda]
    [Instructional Coach]
    [Head Start]
    [Kalispell] [Mt]
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    Original Message


  • 8.  RE: play

    Posted 11-09-2018 11:30
    ^^ I agree with this statement. Whenever I am in the classroom, I "play" alongside the kids. Whatever materials they have I find a way to engage and join in. Some teachers may not feel the need to play along with the kids, but how can we expect them to learn how to play if we don't model for them?

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    Laura Hinton
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    Original Message


  • 9.  RE: play

    Posted 11-09-2018 11:38
    @Anne Tapaszi wrote a great blog post on this called Should Pre-K Teachers be Play-Facilitators or Play-Observers?

    Teachstone remove preview
    Should Pre-K Teachers be Play-Facilitators or Play-Observers?
    I could sit for hours watching a group of young children <g class="gr_ gr_119 gr-alert gr_gramm gr_inline_cards gr_run_anim Grammar multiReplace" id="119" data-gr-id="119">play</g>. And I am lucky enough to have the opportunity to do so as an observer in toddler and pre-K classrooms around the country. The freedom with which children explore and use materials, test <g class="gr_ gr_120 gr-alert gr_gramm gr_inline_cards gr_run_anim Punctuation only-ins replaceWithoutSep" id="120" data-gr-id="120">and</g> experiment, and practice new strategies is fascinating and educational to watch.
    View this on Teachstone >

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    Original Message


  • 10.  RE: play

    Posted 11-09-2018 12:37
    ​I currently teach two Pre K classes this one.  One of my classes does a great job and is able to handle less structured play.  They have a lot of self-regulation and are very mature for their age.  My  other class is a different story.  Many of my students are struggling with self- regulation and are very dependent on teach support.  I have had to set "play" is a different many.  The students have options to choice from the activities are more guided.  I also have less kids in an area at a time.  This had allowed my to teach skills ( trading toys when you want something your friend had).

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    Tammy Stark
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    Original Message


  • 11.  RE: play

    Posted 11-12-2018 16:20
    As a coach I often ask teachers to consider the following question:  What are the children telling you they need?  In cases when play is fragmented or punctuated by behavior challenges the answer becomes clear.  They need to learn how to play.  Typically we unpack the social skills required for successful (non-stressful) play and determine activities or develop plans which will scaffold children as they learn these skills.  Another question we often consider is:  What does good play look like, sound like, feel like?  Sometimes this also can reveal which pieces children are missing and also help teachers understand how to model good play. 

    When I'm teaching I often state my observations aloud to the children during play or when I anticipate a challenging moment.  "I'm noticing seven children want to play in this area...how can we do this so everyone is safe and has fun?"   "I'm wondering what might happen if someone knocks down your castle by accident?"  "I see how excited you are to use this new toy, how can we ask your friend for a turn when they're done?"  Modeling proper responses also helps build positive play skills over time.

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    Heather Jones
    Program Resource Director
    Toddle Inn Child Care
    Maine
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    Original Message


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