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the amazing brain

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Title: the amazing brain learning through play Author: Patricia Pinciotti Last modified by: Patricia Pinciotti Created Date: 9/27/2011 10:14:37 AM – PowerPoint PPT presentation

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Title: the amazing brain


1
the amazing brain learning through play
  • Part 2

2
Children at play
  • Let the wild rumpus begin

3
DaP always takes into account
  1. Strengths, interests, needs of the individual
    child
  2. Knowledge of child development for the age range
  3. Knowledge of social and cultural context of a
    childs life

4
Characteristics of Play
  • Voluntary and intrinsically motivated
  • Symbolic, meaningful, and transformational
  • Actively involves players
  • Pleasurable
  • Rule bound implicit or explicit

5
Play to NON-Play Continuum
6
Types of play
  • Different types of play have different benefits
  • Functional play
  • Constructive play
  • Symbolic play
  • Games with rules
  • Extending play
  • If you pretend, children will begin to pretend
    too
  • Begins as functional becomes more symbolic
  • Unimaginative play immature play
  • Games with rules can be symbolic

7
Characteristics of Sociodramatic play
  • Sara Smilansky
  • Imitative role playing takes place
  • Make believe with objects
  • Make believe in regard to actions and situations
  • At least two players are involved in interactions
  • Verbal communication takes place two levels
  • Meta about the play Pretend takes place within
    the role
  • Persistence of at least 10 minutes

8
Use of Observation for Play Training
  • Outside Intervention
  • Remains outside of play
  • Makes comments that encourage the child to use
    certain dramatic behaviors, makes suggestions,
    gives directions or clarification, offer a prop
  • Inside Intervention
  • Enters as a player in role
  • Make believe with objects imagining actions and
    situations extend play scenario through role,
    words, or actions.

9
Mirror neurons and play
  • What is the connection between mirror neurons and
    play?
  • What do children pay attention to?
  • Role of emotions
  • Development of feeling/thoughts

10
Self-regulation in play
  • IMMATURE PLAY
  • MATURE PLAY
  • Children follow a strict script, doing the same
    things the same way
  • The props drive the play
  • No substitute props are used
  • The repertoire of roles is limited
  • Children discuss what people will do and say
  • Different roles and themes are integrated into
    play
  • Language is used more extensively
  • The play scenario is likely to extend over
    several days

11
Play and Self-Regulation
  • Rapid growth in pre-frontal cortex where
    self-regulation occurs
  • Self-regulation predicts academic performance in
    1st grade more than cognitive performance
  • A child from at risk family who has
    self-regulation does better than even middle
    class child who doesnt possess these skills
  • No self-regulationyou dont know if you know
    something unless the teacher says you do

12
Self-Regulation
  • Marshmallow Experiment http//www.youtube.com/wat
    ch?v6EjjsPyIEOY
  • Self-regulation involves
  • Inhibitory and effortful self-control
  • Working memory
  • Cognitive flexibility

13
self-regulation Changes the brain
  • Being regulated by another person (to internalize
    standards). Teacher regulation is not the same as
    self-regulation and this is apparent when
    children misbehave out of the view of the
    teacher.
  • Regulated other people (shows the child is
    thinking about the rules/standards and applying
    them). This is often seen in tattling.
  • Self-regulating. This occurs when children
    voluntarily apply rules to self-not mere
    obedience.

14
INQUIRY INTO ACTION
15
INQUIRY LISTENING SEEING
  • Childrens Interests, Questions, Problems and
    Theories
  • PLAY BAGS
  • Discover six very different aspects of nature.
    Take a reasonable sample using the tools given
    you. LOOK CAREFULLY for interesting textures,
    colors, shapes in the natural world. Place them
    in the zip lock bags and bring to class next
    Tuesday.

16
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17
BODY MAPS
  • Everything is learned through your body!
  • What does this mean?

18
Reggio Emilia Approach
  • Theory into Practice and Practice Driving Theory

19
Historical background
  • Following WWII
  • Founder Loris Malaguzzi
  • Child rich in potential Citizen with rights
  • Hundred Languages of Children
  • Inherent genius of each child
  • Process of learning demonstration of learning
  • Languages symbols systems to promote
    understanding
  • Make learning visible
  • Not a curriculum
  • Not a model
  • The place theory and practice touch like the
    magic moment when night becomes day

20
Principles Values of Reggio Emilia
Approach
  • The image of the child
  • Childrens relationships and interactions
  • The role of the parent
  • The role of space

21
Atilier - Art Studio
22
Exciting Environments
  • Interactive Areas
  • Construction - big and small
  • Dramatic play and movement
  • Music exploration
  • Nature explorations
  • Book area
  • Mini-atelier painting, drawing, sculpture,
    weaving, composition
  • Message
  • Center
  • Design Elements
  • Color/ Light/ Transperancy/ Reflection/ Mirrors
  • Texture/ Nature/ Shapes/ Lines
  • Continuity between inside and out
  • Complexity of ideas - Layers/ Different
    Perspectives
  • Organization and freedom
  • Variety of work spaces-heights, levels
  • Focusd - Nothing by chance
  • Use of cloth/mobiles to soften

23
Color Light
24
Construction Areas
25
Principles Values
  • Teachers and children as partners in learning
  • Curriculum as a process of inviting and
    sustaining learning
  • The many languages of children

26
City Project
Game Board of the City
Drawing Explorations
Constructing The City of Reggio Emilia
Projecting a transperancy of the city on the
construction site
27
ExploringComposition
Composing Nature Collages on Nature Pictures
Steps in a composition
Collage with White Things
Color compositions with watercolors with
inspiration from Kandinsky
28
Art Explorations
Paper making center
Moving from 2D to 3D
29
Color Explorations
30
Principles and Values
  • The power of documentation
  • Documentation is listening - listening changes
    you - courage of doubt
  • Narrates a learning story
  • Gives life and value to the learning experience
  • Reinterpret and re-elaborate on the process
  • Occurs on many levels
  • Day-to-day traces diaries, work, dialogue
  • Display panels as a memory and history of
    learning
  • Valuing process
  • Uncovers personal meaning, understanding, and
    learning
  • Emerge from invisibility
  • Creates culture

31
The Brain
32
Documentation
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