Pretend Play With Blocks

Video: 

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Dramatic play with blocks provides opportunities for conflict resolution.

NAEYC

NAEYC: 

Areas of Development: Language Development

2.D.03- The children in Ms. Romig's class have varied opportunities to develop competence in verbal...communication by...communicating needs, thoughts and experiences....

During center time, Ms. Romig allows the children to select the materials they want to use as well as whether they want to play alone or with a friend. This creates the conditions for these children to have opportunities to express their needs and ideas to one another. Two instances of this occur between the girl and two boys where they are able to communicate verbally to negotiate the use of materials and space.

2.D.06- The children have varied opportunities and materials that encourage them to have discussions to solve problems that are interpersonal....

The first boy in this excerpt explains that he "had that cat". The girl follows this statement with a request for him to find her another one. They are able to resolve this potential conflict by talking to each other rather than becoming angry or resorting to physical aggression. Additional negotiation occurs later when she and another boy agree not to break each other's structures.

Curriculum Content Area for Cognitive Development: Creative Expression and Appreciation for the Arts

2.J.06-The children are provided many and varied open-ended opportunities and materials to express themselves creatively through...drama....

The children in Ms. Romig's class have access to a variety of blocks and accessories that they can use to engage in dramatic play. The girl uses wooden unit blocks to build a setting for the figures she has selected and then begins to act out a scenario about a cat who is "king of the cats".

IELS

IELS: 

8.3-Problem Solving

Children demonstrate strategies for reasoning and problem solving.

This child in Ms. Romig's class recognizes and solves problems through... interactions and discussions with peers....

A girl sets the stage for dramatic play when another child enters and states, "I had that cat." Rather than erupting into a confrontation, she proceeds to ask him if he could find her another one. He decides to put the cat back and also gives her a dog to add to her collection of figures for her block structure. Toward the end of this clip, another child explains how hard they worked to build their block structure and tells her she can't break it. She agrees by telling him, "You can't break mine either and I won't break yours then." The children are able to interact with each other in peaceful ways and solve problems through communication.

9.2-Self-Regulation

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

The children in this excerpt show increasing capacity to monitor own behavior...; use materials purposefully, safely, and respectfully; and state feelings, needs, and opinions in difficult situations without harming self, others, or property.

Even though some materials are limited, such as having only one cat of the particular type seen in this scenario, the children reach a peaceful agreement through communication. The children also work in close proximity to one another without interfering with each other's play, demonstrating that they choose to work safely and respectfully with the materials in the classroom and each other.

12.3-Dramatic Play

Children engage in dramatic play experiences.

The girl in this excerpt shows creativity and imagination to use materials and assume different roles in dramatic play situations.

After building a setting with blocks, the girl creates a dramatic play scenario about a cat who is "king of the cats". She uses the dog that was given to her to go and talk to the cat as if the dog is a servant of the king. The king cat gives orders to the dog to "go downstairs and get me a drink".

IQPPS

IQPPS: 

Areas of Development: Language Development

2.15- The children in Ms. Romig's class have varied opportunities to develop competence in verbal...communication by...communicating needs, thoughts and experiences....

During center time, Ms. Romig allows the children to select the materials they want to use as well as whether they want to play alone or with a friend. This creates the conditions for these children to have opportunities to express their needs and ideas to one another. Two instances of this occur between the girl and two boys where they are able to communicate verbally to negotiate the use of materials and space.

2.17- The children have varied opportunities and materials that encourage them to have discussions to solve problems that are interpersonal....

The first boy in this excerpt explains that he "had that cat". The girl follows this statement with a request for him to find her another one. They are able to resolve this potential conflict by talking to each other rather than becoming angry or resorting to physical aggression. Additional negotiation occurs later when she and another boy agree not to break each other's structures.

Curriculum Content Area for Cognitive Development: Creative Expression and Appreciation for the Arts

2.32-The children are provided many and varied open-ended opportunities and materials to express themselves creatively through...drama....

The children in Ms. Romig's class have access to a variety of blocks and accessories that they can use to engage in dramatic play. The girl uses wooden unit blocks to build a setting for the figures she has selected and then begins to act out a scenario about a cat who is "king of the cats".

HSPS

HSPS: 

1304.21(a)(4)(ii) - During this center time play, Ms. Romig has provided opportunities for creative self expression through activities such as art…and dialogue.

The children in Ms. Romig's class have access to a variety of blocks and accessories that they can use to engage in dramatic play. The girl uses wooden unit blocks to build a setting for the figures she has selected and then begins to act out a scenario about a cat who is "king of the cats".

1304.21(a)(4)(iii) - Pretend play as seen in this clip promotes interaction and language use among children….

During center time, Ms. Romig allows the children to select the materials they want to use as well as whether they want to play alone or with a friend. This creates the conditions for these children to have opportunities to express their needs and ideas to one another. Two instances of this occur between the girl and two boys where they are able to communicate verbally to negotiate the use of materials and space.

HSCOF

HSCOF: 

Creative Arts

Dramatic Play

  • Participates in a variety of dramatic play activities that become more extended and complex.
  • Shows growing creativity and imagination in using materials and in assuming different roles in dramatic play situations.

 

Social and Emotional Development

Cooperation

  • Increases abilities to sustain interactions with peers by helping, sharing and discussion.
  • Shows increasing abilities to use compromise and discussion in working, playing and resolving conflicts with peers.

Social Relationships

  • Shows progress in developing friendships with peers

 

Approaches to Learning

Initiative and Curiosity

  • Approaches tasks and activities with increased flexibility, imagination and inventiveness.

 

Physical Health and Development

Fine Motor Skills

  • Grows in hand eye coordination in building with blocks, putting together puzzles, reproducing shapes and patterns, stringing beads and using scissors.