EdNova: Topics in Early Childhood Education
Functions and Guidance of Play
Read appropriate material from this and the additional web sites in each topic area to complete your papers. The first web site is the Wisconsin Model Early Learning Standards. Other sources used must also be cited.
- http://www.collaboratingpartners.com/documents/EarlyLearningStandards3rdedition-web.pdf
- http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=743 (In this article, focus on the section “Methods/Ideas on How to Promote Unstructured Play in Classroom”)
- http://www.collaboratingpartners.com/.../Who-said-But-All-They-Do-Is-Play.doc
- http://www.collaboratingpartners.com/curriculum-assessment-play-and-learning.php
(Be sure to cite which articles you use)
Write a 4- to 6-page paper showing your knowledge, understanding and skills in the following areas:
- WMELS- One of the guiding principles is that children learn through play and the active exploration of the environment.
- Use information from WMELS and the other sites to describe what play is, what children learn, and how you as a teacher create purposeful learning using activities, materials, and the environment through play.
- Give at least 3 examples to illustrate.
Once you have completed the paper for this workshop send it as an email attachment to Mark Stensvold.
Contact Mark for more information on this workshop.
Use this form to pay for your stipulation workshop.
Use this DPI application form when you renew your license (fill out page 3 and include the completion letter we will email to you).
Here is the rubric for this Functions and Guidance of Play in Early Childhood Workshop
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10 |
9 |
8 |
7 |
Requirements |
All components of play, how children learn through play, and how teachers create purposeful learning are clearly described with examples. |
Topics are addressed, but one or more areas are not fully developed. |
One or more topics is addressed in too cursory a fashion or omitted entirely. |
A clear understanding of the required topic is not obvious in the writing. |
Function and Guidance of Play |
A clear and complete understanding of functions and guiding play is evident in the writing. |
Understanding of the function and guidance of play shows in the writing. |
Some minor yet essential piece of understanding of the function and guidance of play is missing. |
Knowledge of the functions and guidance of play is perfunctory. |
Analysis |
Discussion of how children learn through play, how teachers purposefully guide play is written clearly and with depth of knowledge. |
Writing is thorough, but is missing a clear example or explanation of required components. |
Some minor aspect of the discussion is flawed or confusing. |
Discussion is cursory and does not show the depth of understanding of the function and the guidance of play |
Form |
Writing is as succinct as possible and grammatical/spelling errors are minimal (<5). Ideas are organized in a logical way that is easy to follow. |
Minor errors occur- grammar/spelling mistakes that don’t affect the meaning of the writing. |
Organizational errors occur- mistakes that make the writing a bit confusing. |
Major errors occur which make the meaning difficult to understand |