I Want to Play

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A teacher provides guidance in expressing desires through words.

NAEYC

NAEYC: 

Areas of Development: Social-Emotional

 

2.B.01— Children in Ms. Schaffer’s class have varied opportunities to engage throughout the day with teaching staff who are attentive and responsive to them, and facilitate their social competence and their ability to learn through interacting with others.

 

Kaylee is ready to play a game with a friend. Tjaden begins to pick up one of the pieces and Kaylee moves away from him. Tjaden follows her around a table and Ms. Schaffer notices the unhappy look on Kaylee’s face. She asks Kaylee if she likes it when Tjaden does that and Kaylee shakes her head “no.” Ms. Schaffer encourages Kaylee to tell Tjaden that she does not like it and offers to help Kaylee express her feelings.

 

Curriculum Content Areas for Cognitive Development: Social Studies

2.L.02— Children are offered opportunities to become part of the classroom community so that each child feels accepted and gains a sense of belonging.

Tjaden wants to play a game that Kaylee has, but has a hard time expressing his feelings. Ms. Schaffer tells Tjaden that he can either wait until Kaylee is finished playing the game, or he can get the materials needed to start his own game. He chooses to start his own game. Ms. Schaffer helps him gather the materials and then plays the game with him.

 

Creating Caring Communities for Learning

 

3.B.05— Ms. Schaffer helps Tjaden learn socially appropriate behavior by providing guidance that is consistent with his level of development.

 

 

Ms. Schaffer helps Tjaden learn that instead of disturbing Kaylee’s game play, he can either wait for a turn with the game, or begin his own game. 

IELS

IELS: 

9.1—Self

 

Children express a positive awareness of self in terms of specific abilities, characteristics, and preferences.

 

Tjaden expresses needs, wants, and feelings in socially appropriate ways…and…shows increasing confidence and independence in a variety of tasks and routines...

 

Tjaden wants to play a game that Kaylee has. He expresses this by following Kaylee and trying to take pieces used to play the game. Ms. Schaffer observes that Kaylee appears uncomfortable with Tjaden’s behavior and helps Kaylee tell Tjaden that she does not like what he is doing. Ms. Schaffer then asks if Tjaden would like to wait for a turn or get another set of materials to play the game. Ms. Schaffer gets a tray used in the game while Tjaden finds small animals to put in the tray.

 

9.2—Self-Regulation

 

Children show increasing ability to regulate their behavior and express their emotions in appropriate ways.

 

Tjaden states…needs…in difficult situations without harming self, others, or property.

 

Ms. Shaffer helps Tjaden clarify his intentions when he tries to play with game pieces that his friend Kaylee has. Tjaden decides that instead of waiting for a turn with the game Kaylee has, he would like to start one of his own. Ms. Shaffer gets a tray for him to use and encourages him to find small animal figures for the game. Tjaden then tells Ms. Schaffer he would like to play the game with her.

 

9.3—Relationships with Caregivers

 

Children relate positively to caregivers who work with them.

 

Tjaden accepts guidance…and directions from…familiar caregivers.

 

Tjaden gives Ms. Schaffer his attention when she tells him that Kaylee does not like to be followed around. When Tjaden expresses that he would like another set of materials to play a game that Kaylee has, Ms. Schaffer encourages Tjaden to find animals to play the game and she finds a tray for them to use.

IQPPS

IQPPS: 

Areas of Development: Social-Emotional

 

2.12— Children in Ms. Schaffer’s class have varied opportunities to engage throughout the day with teaching staff who are attentive and responsive to them, and facilitate their social competence and their ability to learn through interacting with others.

 

Kaylee is ready to play a game with a friend. Tjaden begins to pick up one of the pieces and Kaylee moves away from him. Tjaden follows her around a table and Ms. Schaffer notices the unhappy look on Kaylee’s face. She asks Kaylee if she likes it when Tjaden does that and Kaylee shakes her head “no.” Ms. Schaffer encourages Kaylee to tell Tjaden that she does not like it and offers to help Kaylee express her feelings.

 

Curriculum Content Areas for Cognitive Development: Social Studies

 

2.37— Children are offered opportunities to become part of the classroom community so that each child feels accepted and gains a sense of belonging.

 

Tjaden wants to play a game that Kaylee has, but has a hard time expressing his feelings. Ms. Schaffer tells Tjaden that he can either wait until Kaylee is finished playing the game, or he can get the materials needed to start his own game. He chooses to start his own game. Ms. Schaffer helps him gather the materials and then plays the game with him.

 

Creating Caring Communities for Learning

 

3.5— Ms. Schaffer helps Tjaden learn socially appropriate behavior by providing guidance that is consistent with his level of development.

 

Ms. Schaffer helps Tjaden learn that instead of disturbing Kaylee’s game play, he can either wait for a turn with the game, or begin his own game.

HSPS

HSPS: 

 

1304.21(a)(3)(i)(D) – Ms. Schaefer encourages respect for the feelings and rights of others.

Tjaden wants to play a game that Kaylee has. He expresses this by following Kaylee and trying to take pieces used to play the game. Ms. Schaefer observes that Kaylee appears uncomfortable with Tjaden’s behavior and helps Kaylee tell Tjaden that she does not like what he is doing. Ms. Schaefer then asks if Tjaden would like to wait for a turn or get another set of materials to play the game. 

1304.21(a)(5)(iii) - Ms. Schaefer provides an appropriate environment and adult guidance for the participation of children with special needs by helping a child who needs support with how to enter into play with other children.

Tjaden is showing interest in playing a game with two girls, but does not know how to express what he wants. Kaylee does not like the manner in which he is trying to engage her in play.  Ms. Schaefer is able to facilitate communication through modeling and guidance. When Tjaden expresses that he would like another set of materials to play a game that Kaylee has, Ms. Schaefer encourages Tjaden to find animals to play the game and she finds a tray for them to use.

HSCOF

HSCOF: 

Language Development

Listening and Understanding

  • Demonstrates increasing ability to attend to and understand conversations, stories, songs, and poems.

Speaking and Communicating

  • Develops increasing abilities to understand and use language to communicate information, experiences, ideas, feelings, opinions, needs, questions, and for other varied purposes.
  • Progresses in abilities to initiate and respond appropriately in conversation and discussions with peers and adults.
  • Progresses in clarity of pronunciation and towards speaking in sentences of increasing length and grammatical complexity.

 

Social and Emotional Development

Self Concept

  • Develops growing capacity for independence in a range of activities, routines, and tasks.

 

  Self Control

  • Shows progress in expressing feelings, needs and opinions in difficult situations and conflicts without harming themselves, others, or property.
  • Develops growing understanding of how their actions affect others and begins to accept the consequences of their actions.
  • Demonstrates increasing capacity to follow rules and routines and use materials purposefully, safely, and respectfully.

Cooperation

  • Shows increasing abilities to use compromise and discussion in working, playing and resolving conflicts with peers.
  • Develops increasing abilities to give and take in interactions; to take turns in games or using materials; and to interact without being overly submissive or directive.

Social Relationships

  • Demonstrates increasing comfort in talking with and accepting guidance and directions from a range of familiar adults
  • Shows progress in developing friendships with peers
  • Progresses in responding sympathetically to peers who are in need, upset, hurt, or angry; and in expressing empathy or caring for others.

 

Approaches to Learning

Engagement and Persistence

  • Grows in abilities to persist in and complete a variety of tasks, activities, projects and experiences

 

Physical Health and Development

Health Status and Practices

  • Participates actively in games, outdoor play and other forms of exercise that enhance physical fitness.