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Park University School for Education Conceptual Framework
ED 595 Play in Early Child Curriculum
F2P 2011 DL
Choi, Dong Hwa
Ph.D. Early Childhood Education and Urban Leadership & Policy Studies in EducationM.A. Educational PsychologyB.S. Elementary School Education
911 Main, Suite 819 Kansas City, MO 64105
Monday 12-5 pm: Additional office hours are available by appointment. available 8:00 a.m.-10:00 p.m. M-Sat by cell phone
Rogers, S. (2011). Rethinking play and pedagogy in early childhood education: Concepts, contexts, and cultures. Routledge. ISBN: 978-0-415-48076-5
D. P. Fromberg & D. Bergen (2006). Play from birth to twelve and beyond: Contexts, perspectives, and meanings. 2nd Ed. Routledge ISBN: 0-415-95112-7
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Educational Philosophy: Developing as a teacher is a complex process that occurs most effectively in learning communities that provide rich opportunities for inquiry and reflection, and that cultivate a sense of curiosity, integrity, social justice, and professionalism.
Learning Outcomes: Core Learning Outcomes
I. Class Discussion (20pts x 8wks=160pts) :
The purpose of the Class Discussion is to develop critical thinking abilities to promote students’ teaching practices. (NAEYC Standards 1, 3, 4, 5; Professional Tools 1, 2, 3, 4, 5, 6, 7, 8).
II. Weekly Reflection ( 20pts x 8 wks=160 pts)
The purpose of the weekly reflection is to encourage a synthesis of the thinking of various authors and to promote a reflective stance on the part of the reader. Readings should be specifically referenced with a well-developed discussion of the provocations the authors are providing to your own thinking. Journals should be submitted weekly for a total of five entries for the session. (NAEYC Standards 1, 3, 4, 5; Professional Tools 1, 2, 3, 4, 5, 6, 7, 8).
III. Core Assignment Part A—Case Study(35pts x 3 times =105 pts)
If you are a PreK and Kindergarten Classroom Teacher, complete the following assignment.
Case Study: Conduct case studies of a child(ren)’s play. Your study should include videotapes or anecdotal records of the play with an analysis of each session, including a discussion of the contributions of the play situation to the child’s development and learning. The purpose of the case study is to understand how children’s play contributes to their developments. Analyzing children’s play behaviors by videotaping will lead teachers to investigate how children set up their theories and strategies, and solve problems in a play situation. By analyzing children’s play behaviors, and their interaction with peers and teachers in a play situation, you will learn roles and dynamics of children’s play which contributes to their development. Also, the microanalysis will provide an opportunity for teachers to examine their scaffolding strategies and to investigate ways of providing effective scaffolding for maximizing children’s learning through play.
a. Analyze the child(ren)’s behaviors in terms of their own theories, reasoning, problem-solving strategies, social skills, peer relationships, feelings, fine or gross motor skills, or play types. Do not miss any subtle verbal or non-verbal behaviors videotaped. In order to analyze the children’s behaviors, watch the video clip repeatedly. Discuss the following questions: Why do(es) the child(ren) demonstrate(s) the behaviors in the play situation? What makes the child(ren) behave that way? Do(es) the child(ren) fully understand an operating logic of a certain toy or play material? Do(es) the child(ren) fully understand what the teacher asks to do? Do(es) the child(ren) consider others’ point of views? Of course, you can analyze your child(ren)’s behavior(s) from your own perspectives by asking other questions that are not listed above.
b. Analyze the teachers’ scaffolding strategies in the play situation. Watch the video clip repeatedly. Find out the teacher(s)’ scaffolding strategies, the teachers’ assumptions of the children’s logics, social skills, reasoning, feelings, or physical abilities. Also, analyze teacher(s)’verbal or non-verbal interaction with the child(ren). Discuss the following questions: Why does the teacher use a particular scaffolding strategy? What does the teacher encourage the child to achieve in that play situation? What is the teacher’s reasoning in the play situation?
c. Evaluate the child(ren)’s learning in the play situation. After you analyze the play scene, evaluate what the child(ren) learn(s). How does the play episode contribute to the child(ren)’s development in what aspects? How does this play episode facilitate children’s problem-solving abilities? How does this play episode facilitate the child(ren)’s learning according to Piaget’s classification of knowledge (i.e., physical knowledge, logical-mathematical knowledge, and social knowledge)? Can you observe the child(ren)’s learning processes in terms of Piaget’s theory (i.e., assimilation, accommodation, cognitive conflicts, and equilibrium)?
d. Evaluate the teachers’ scaffolding strategies in terms of effectiveness. Does the teacher use appropriate scaffolding strategies in the play situation and why? Does the teacher over-direct or misdirect the child(ren)’s play episode and why? How could you use different strategies in the play situation and why? How does the teacher’s scaffolding contribute to children’s development in what aspects? Does the teacher understand the child(ren)’s previous learning experience and understanding level? Does this teacher collaboratively construct ZPD with the child(ren)?
*** Discuss the four parts of the assignment in details. Microanalysis of children’s behavior and teachers’ scaffolding strategies in details will give you ideas how children’s play can contribute to their learning. Do NOT discuss children’s learning without pointing out the actual contents of your video clip. That means that your discussion of children’s behaviors and teachers’ scaffolding should be discussed based upon your observation. General assumptions of how children’s play contributes to their development without discussing the detailed information of analysis of children’s behaviors does not provide any insight to us.
(NAEYC Standards 1, 3, 4, 5; Professional Tools 1, 2, 3, 4, 5, 6, 7, 8, 9)
If you are a Primary Classroom Teacher, complete the same assignment that is described for preK and Kindergarten teachers with an emphasis of creating play situation for children. Thus, complete the four part of the assignment and explain how the play time which is the “unofficial” world in primary grades was created or initiated by you or your children. (NAEYC Standards 1, 3, 4, 5; Professional Tools 1, 2, 3, 4, 5, 6, 7, 8, 9)
IV. Core Assessment Part B--Advocacy Plan (30 pts)
1. After you analyze children’s play behaviors and teachers’ scaffolding strategies, what do you learn about children’s play? Do you believe that children’s play contributes to their development, and in what aspects, and why?
2. Describe how your school, school principal, school district, and parents view children’s play as a curriculum or children’s learning processes. While professional policy statements promote play as the centerpiece of the early childhood curriculum, opportunities for child-initiated play are being compromised by an increasingly academic focus for many children in publicly funded PreK programs, and relegated to the peripheries of the daily life of the kindergarten classroom. For example, NCLB or standard-based learning curriculum may affect your classroom to integrate children’s play into children’s learning processes. Based upon your learnings and the needs of your teaching community, develop a strategy for taking a leadership role in advocating for play and/or teacher research about play in children’s learning. This project may include but not be limited to
· A plan for a presentation/workshop for families, coworkers
· A plan for a well-developed strategy for working with administrators.
Discuss what contents, message, and plan you would deliver to children’s families, coworkers, or school administrators. Your plan should be presented in the form of a detailed plan including rationale and strategies. (2-3 pages, double space, 12 font letter)
** APA style, 2-3 references
V. Final Test : 45 pts
Total point :500 pts
Late Submission of Course Materials:
· All assignments should be typed. No handwritten assignment will be accepted.
· All assignments must be turned in on the dates indicated, unless date is changed by instructor.
· Each assignment has point deductions. See the rubric for each assignment.
· Any absence does not excuse students’ responsibility to get assignments turned in on or before due day.
· Extreme emergency absences and/or due date situation will be handled case by case at the instructor’s discretion. Instructor’s decision is final. Keep instructor informed of any potential personal situations that might necessitate an absence.
· I reserve the right and responsibility to evaluate the quality of your work. Completion of an assignment does not guarantee the awarding of all possible points.
· For your own protection, always save a copy of any assignment you complete.
Week1: Teacher Researchers I
Read the chapter assigned for this week and answer two questions which are raised by the instructor.
Chapter 1: Play and pedagogy: A conflict of interests? by Sue Rogers
Original post: Wednesday, Midnight CST
Responses to classmates: Sunday, Midnight CST
Select two chapters from the chapters listed and complete the form given for the weekly reflection.
Due: Sunday, Midnight CST
Chapter 1: Play development from birth to age four
Chapter 2: Play development from ages four to eight
Week 2 : Teacher Researchers II
Read the chapter assigned for this week and answer two questions which are raised by the instructor.
Chapter 3: The challenge of play for early childhood educators by Sue Dockett
Chapter 9: Social and nonsocial play
Chapter 10: Sociodramatic play pretending together
Week 3 Historical and cultural contexts of play
Chapter 6: Exploring culture, play, and early childhood education practice in African contexts by Kofi Marfo and Linda Biersteker
Chapter 26: Play in historical and cross-cultural contexts
Chapter 27: Influences of race, cultures, social class, and gender: Diversity and play
Chapter 28: Parent-child and child-child play in diverse cultural contexts
Chapter 29: Can I play too? Reflections on the issues for children with disabilities
Core assignment #1
Upload your video clip with a brief explanation in this section.
Drop off your core assignment paper #1 in the drop box of week 3.
Video Clip: Thursday, Midnight CST
Week 4: Social contexts of play in US settings
Chapter 5: Revisiting Vygotskian perspectives on play and pedagogy by Elena Bodrova and Deborah J. Leong
Chapter 32: City play
Chapter 33: Children’s outdoor play: An endangered activity
Chapter 34: Perspectives on play and playgrounds
Week 5: Theories and categories of play
Chapter 4: We are hunters and gathers of values: Dramatic play, early childhood pedagogy, and the formation of ethical identities by Brian Edmiston
Chapter 12: Rough-and-tumble play from childhood through adolescence: Differing perspectives
Chapter 13: Games with rules
Chapter 3: Play as children see it
Core assignment #2
Drop off your core assignment paper #2 in the drop box of week 5.
Week 6: Play and the ECE curriculum
Chapter 10: Deconstructing the metaphysics of play theories : Toward a pedagogy of play aesthetics by Hae-Ryung Yeu
Chapter 17: Adults influences on play: The Vygotskian approach
Chapter 18: Social play in school
Week 7: Play and Literacy Development
Chapter 11: Digital play in the classroom: A twenty-first century pedagogy? by Tim Waller
Chapter 4: Language and play: Natural partners
Chapter 19: Play as a medium for literacy development
Chapter 21: Scientific inquiry and exploratory representational play
Core assignment # 3
Drop off your core assignment paper #3 in the drop box of week 7.
Week 8: Issues in Contemporary US society
Chapter 8: Learning through play in Hong Kong by Doris Cheung Pui-Wah
Chapter 38: Sociocultural influences on gender-role behaviors in children’s play
Chapter 39: Play and violence: Understanding and responding effectively
Chapter 40: Attaining the protean self in a rapidly changing world: Understanding chaos through play
Drop the paper in the drop box in week 8.
Due: Sunday, Midnight CST
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Plagiarism is the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct. Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.
Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.
Park University 2011-2012 Graduate Catalog Page 21
Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a courserelated question, or using any of the learning management system tools.Park University 2011-2012 Graduate Catalog Page 25
Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
Last Updated:10/10/2011 11:41:21 PM