Pretend Play Firefighter

Video: 

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Boys engaged in dramatic play create and change the story as they play.

NAEYC

NAEYC: 

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

2.J.06-Three boys are provided...open-ended opportunities and materials to express themselves creatively through...drama...

These children were provided with materials to stimulate and enhance dramatic play, such as the helmets worn by two of the boys. The boy wearing the firefighter's helmet talks about the fire being out and suggests that it is time to clean the kitchen. A tornado warning becomes the central theme of their play. The boys are allowed to explore their play-theme creatively as they come up with imaginative solutions for dealing with the tornado, including punching it and whacking it with pans.

IELS

IELS: 

12.3-Dramatic play

Children engage in dramatic play experiences.

Three boys show creativity and imagination...and assume different roles in dramatic play... They also interact with each other in dramatic play activities that become more extended and complex.

This clip opens with two boys debating about what to do with a table. One wants to take it downstairs and the other questions how that is possible because the table is too heavy and is built into the ground.

The play expands when a third boy is drawn into the group by the warning "We can't go downstairs now, because there's another tornado warning and it's another bad one, so we can't go downstairs." The third boy offers to call on his walkie talkie and after a moment informs the other boys that "They got the bad guy. The bad guy made this tornado."

The play evolves further when the boys discuss what they can do about the tornado. One boy suggests that they punch the tornado. Another suggests that they "Get some pans. Let's whack some bad guys. Let's whack some tornados with some pans."

The firefighter determines that the fire is out and that it is time to clean. The dialogue continues and finally one boy states "Then we can use some knifes to cut the tornado!"

10.1-Language Understanding and Use

Children understand and use communication and language for a variety of purposes.

Three boys show a steady increase in listening and speaking vocabulary...initiate, listen and respond appropriately in conversations with peers... and ask and answer a variety of questions...

The boys interact by responding to the direction each one of them takes the dramatic play. Their play centers around tornados and tornado warnings. When one boy chooses to shift the focus of the play to a fire that has been put out, the other two build upon that. Appropriate questions and answers are evident as well as examples of listening to one another before responding to questions.

IQPPS

IQPPS: 

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

2.32-Three boys are provided...open-ended opportunities and materials to express themselves creatively through...drama...

These children were provided with materials to stimulate and enhance dramatic play, such as the helmets worn by two of the boys. The boy wearing the firefighter's helmet talks about the fire being out and suggests that it is time to clean the kitchen. A tornado warning becomes the central theme of their play. The boys are allowed to explore their play-theme creatively as they come up with imaginative solutions for dealing with the tornado, including punching it and whacking it with pans.

HSPS

HSPS: 

1304.21(a)(1)(iv) – Ms. Ladehoff provides a balanced daily program of child initiated…activities, including individual and small group activities.

Ms. Ladehoff has given the children in her classroom opportunities to choose from a variety of activities that they can engage in individually or with peers.

1304.21(a)(3)(i)(D) – The classroom atmosphere created by Ms. Ladehoff encourages respect for the feelings and rights of others.

The boys engaging in this pretend play scenario work together as they weave their story ideas and act them out. They must cooperate with each other and show respect for one another’s ideas in order for the play to be sustained.

1304.21(a)(4)(ii) – Ms. Ladehoff encourages opportunities for creative self expression through activities such as…dialogue.

These children were provided with materials to stimulate and enhance dramatic play, such as the helmets worn by two of the boys. The boy wearing the firefighter's helmet talks about the fire being out and suggests that it is time to clean the kitchen. A tornado warning becomes the central theme of their play. The boys are allowed to explore their play-theme creatively as they come up with imaginative solutions for dealing with the tornado, including punching it and whacking it with pans.

HSCOF

HSCOF: 

Language Development

Listening and Understanding

  • Demonstrates increasing ability to attend to and understand conversations, stories, songs, and poems.
  • Understands an increasingly complex and varied vocabulary.

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.

 

Literacy

Book Knowledge and Appreciation

  • Shows growing interest in reading-related activities, such as asking to have a favorite book read; choosing to look at books; drawing pictures based on stories; asking to take books home; going to the library; and engaging in pretend-reading with other children.

Print Awareness and Concepts

  • Shows increasing awareness of print in classroom, home and community settings.
  • Develops growing understanding of the different functions of forms of print such as signs, letters, newspapers, lists, messages, and memos

Early Writing

  • Develops understanding that writing is a way of communicating for a variety of purposes.
  • Experiments with a growing variety of writing tools and materials, such as pencils, crayons, and computers.

 

Mathematics

Number and Operations

  • Begins to associate number concepts, vocabulary, quantities and written numerals in meaningful ways.

Geometry and Spatial Sense

  • Builds in increasing understanding of directionality, order and positions of objects, and words such as up, down, over, under, top, bottom, inside, outside, in front and behind.

 

Creative Arts

Art

  • Gains ability in using different art media and materials in a variety of ways for creative expression and representation.

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.
  • 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

Knowledge of Families and Communities

  • Begins to express and understand concepts and language of geography in the context of their classroom, home, and community.

 

Approaches to Learning

Initiative and Curiosity

  • Chooses to participate in an increasing variety of tasks and activities
  • Approaches tasks and activities with increased flexibility, imagination and inventiveness.
  • Grows in eagerness to learn about and discuss a growing range of topics, ideas and tasks.