Jason Driskill. “Learning Through Play” Jason Driskill Who am I?

Jason Driskill

Jason Driskill

“Learning Through Play”

Jason Driskill

Who am I?

Jason Driskill

Most of my teaching experience has centered around teaching art.

Jason Driskill

I have had the pleasure of working with students of all ages.

Jason Driskill

Children never fail to surprise me.

“We make learning fun!”


(of course we say this)


(of course we say this)

But is learning fun, really?

Play

Play

Play is an integral part of a child’s learning process.

Play

Play affects all areas of growth including, but not limited to, social

skills, communication development, cognition, problem solving and

reasoning skills, and imaginative thinking.

My objective today:

Talk about the importance of play.

Consider some different methods of using play in the classroom.

Introduce you to games, songs, and nursery rhymes that can help you in the classroom

Characteristics of PlayThere is no universal definition of play.

There are certain agreed-on characteristics of play:

Positive affect

Active engagement

Intrinsic motivation

Freedom from external rules

Attention to process rather than product

Nonliterality

Characteristics of Play

Positive affect:

it must be enjoyable experience


Active engagement:

A child is fully involved without distraction


Intrinsic motivation:

Children love to play - it is something they do even without encouragement


Freedom from external rules

The children determine their own structure of rules to follow as they play, rather than being told what or

how to do something.


Freedom from external rules:

Please note this does not mean the absence of all rules. The children

develop and agree on the rules that guide them through their play.


Process over Product

The activity is more important than the goal. The goals can change, or

be repeated, or disregarded.


Non-literality

The activities are not literal versions of themselves.

(pretending to hunt a bear is not actually hunting a real bear)

Relationships between children and with adults are central to learning and teaching through play.

Two-way interactions and the exchange of ideas and thinking between children and adults in play contexts influence children’s continued motivation, sustained interest in the experience and what they learn.

A child’s intense interest in watching some snails when he is playing in the garden can be sustained by an adult sharing his interest and asking questions or making comments as they observe the snails together.

Using questions such as, ‘Where do you think the snails are going?’; ‘How do the snails move?’; ‘Look Oliver, can you see a trail where the snail has been?’ will help to keep Oliver interested and extend his understandings about snails.

The Benefits of Play: Cognitive and Creative Outcomes

Play is associated with the development of intellectual skills and understandings. In play experiences children integrate emotions, thinking and motivation that establish neural connections critical to effective brain functioning.


When children play they use imagination and imitation which requires complex cognitive or intellectual processes. The development of cognitive skills, including dispositions for learning (such as curiosity and persistence), memory and thinking skills, and language and literacy skills, have strong links to play.


Play is associated with the development of creative skills. Play fosters creativity of thought, imagination, strategies for problem solving and the development of divergent thinking ability.


‘Creativity seems to express itself through cognitive, affective, and imaginative processes. These come together and support the skills for predicting and arriving at unexpected solutions’

(Malaguzzi, 1998, p. 76)


Play is associated with the development of social and emotional skills and understandings. Research shows that play assists children in building social skills that support positive relationships.


Playing also helps to teach children how to regulate their behaviour, and understand others’ feelings, as well as promoting a sense of independence.

Roberta Michnick Golinkoff, Ph.D., is a professor of education at the University of Delaware and the author of numerous books, including Play = Learning and Einstein Never Used Flash Cards. She argues that play is the primary vehicle that children use to explore their world, learn critical social skills, and grow emotionally.

What Can Teachers Do?

So how can teachers successfully integrate play into his or her classroom? “By embedding math, science, and language skills in a fun, meaningful context,” says Golinkoff. “Learning has to be enjoyable,” she says. “If a child grows to dislike school, there will be repercussions for years to come.”

What Can Teachers Do?

Teachers can facilitate play in all children by asking questions, using new vocabulary, and encouraging social cooperation with peers.

Drawbacks of Play

Drawbacks of Play

(and my arguments against them)

Play can provide opportunities to ignore or transgress the normal rules of behavior. At times, some children will play by spinning around and making themselves dizzy. In play, one can disorient, or other-orient, oneself. Obviously play can become disorderly and chaotic.

Drawbacks of Play


The teacher must always be asking, “How can I use this situation as a tool for learning?” Life and language is chaotic and our goal is to make sense of it. Chaos in the classroom can be used as a learning tool, as students learn how to effectively bring order to disorderly behavior.

Drawbacks of Play


When chaos erupts, students are communicating a desired shift in the lesson. Perhaps they do not understand, perhaps they need a break, perhaps they have more energy to burn than is being used in the current lesson.

Drawbacks of Play


Is there a more interactive way to impart this lesson? Is there a game to play that will burn some energy? Do one or more particularly disruptive students need some special attention, and is there an activity that will harness their energy into something productive?

Drawbacks of Play


In verbal play the rules of phonetics (sounds), semantics (words), and syntax (sentence formation) are sometimes reversed, ignored, modified (to form a play language), or overgeneralized or otherwise applied purposefully incorrectly.

Drawbacks of Play


Many songs and poems are old and feature nonsense words. How does this help children who are learning English as a second language? Even nonsense words can be helpful at building pronunciation skills. “Hickory Dickory Dock. The mouse ran up the clock. The clock struck nine, oh what a time! Hickory Dickory Dock”

Drawbacks of Play


The phrase “Hickory Dickory Dock” serves no practical expressive purpose. It is important for Chinese students to understand that it is nonsense. However, it still serves a practical purpose for establishing better pronunciation skills – specifically for “H” sound and “ERR” sounds, and the rhyming aspect that plays out through the rest of the poem is helpful with pronunciation as well.

Drawbacks of Play


In “The Hokey Pokey” the title of the song is complete nonsense but provides the structured framework for students to learn body parts, left and right, front and back, and practice the phonetic sounds of all the lyrics. These terms are easier to commit to memory because they are accompanied by a song as well as motions.

Types of Play

Types of Play

Sensory Play

Types of Play

Sensory PlayCreative

Types of Play


Songs & Poems

Types of Play


Songs & PoemsPerformance

Types of Play


Songs & PoemsPerformance

Games

How Does Sensory Play Affect Language Learning?


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We know that young children are oriented toward sensory experiences. From birth, children have learned about the world by touching, tasting, smelling, seeing, and hearing. Sensory play also contributes in crucial ways to brain development. Think of it as “food for the brain.” Stimulating the senses sends signals to children’s brains that help to strengthen neural pathways important for all types of learning. For example, as children explore sensory materials, they develop their sense of touch, which lays the foundation for learning other skills, such as identifying objects by touch, and using fine-motor muscles. The materials children work with at the sand and water table have many sensory attributes — they may be warm or cool, wet or dry, rough or smooth, hard or soft, textured or slimy. Discovering and differentiating these characteristics is a first step in classification, or sorting — an important part of preschoolers’ science learning and discovery.

As children play together at the sand and water table, they converse with one another about what they’re doing, talk about topics that interest them, and engage in pretend talk. They describe materials and processes (e.g., “The shaving cream is fluffy”; “I’m mixing mud”), and learn new words from others (“I’m going to mold my sand castle”)23. Vocabulary). Support children by conversing with them about what they are doing. Describe what you are doing, and look for opportunities to introduce new vocabulary about how things feel (slippery, crumbly, pebbly) and move (ooze, zigzag, trickle). Add materials to the table such as small alphabet beads or letter tiles from old Scrabble games to hide under the sand, which may spur additional language and literacy experiences (D. Language, Literacy, and Communication: 25. Alphabetic knowledge). Communication skills. Through their choice of materials and actions during sensory play, children have opportunities to communicate both verbally and nonverbally.

Choose materials that appeal to all senses: Thinking about children’s tactile experiences are perhaps the most important, but it is also useful to consider the way sensory materials look and smell, and the noises materials make when used together. Provide different types of sensory materials in bins or trays in addition to the material in your sand and water table. Children have different sensory preferences, and providing choices allows them more options and variety in sensory and tactile experiences.


We know that young children are oriented toward sensory experiences. From birth, children have learned about the world by touching, tasting, smelling, seeing, and hearing.


Sensory play also contributes in crucial ways to brain development. Think of it as “food for the brain.” Stimulating the senses sends signals to children’s brains that help to strengthen neural pathways important for all types of learning.


For example, as children explore sensory materials, they develop their sense of touch. The materials children work with at the sand and water table have many sensory attributes — they may be warm or cool, wet or dry, rough or smooth, hard or soft, textured or slimy. Discovering and differentiating these characteristics is a first step in classification, or sorting — an important part of preschoolers’ science learning and discovery.


As children play together at the sand and water table, they converse with one another about what they’re doing, talk about topics that interest them, and engage in pretend talk. They describe materials and processes (e.g., “The shaving cream is fluffy”; “I’m mixing mud”), and learn new words from others (“I’m going to mold my sand castle”)


Support children by conversing with them about what they are doing. Describe what you are doing, and look for opportunities to introduce new vocabulary about how things feel (slippery, crumbly, pebbly) and move (ooze, zigzag, trickle). Add materials to the table such as small alphabet beads or letter tiles from old Scrabble games to hide under the sand, which may spur additional language and literacy experiences


Through their choice of materials and actions during sensory play, children have opportunities to communicate both verbally and nonverbally.


Choose materials that appeal to all senses: Thinking about children’s tactile experiences are perhaps the most important, but it is also useful to consider the way sensory materials look and smell, and the noises materials make when used together.


Provide different types of sensory materials in bins or trays in addition to the material in your sand and water table. Children have different sensory preferences, and providing choices allows them more options and variety in sensory and tactile experiences.

How Does Creativity Affect Language Learning?

(Painting, drawing, sculpting, story-telling, dancing, etc.. Activities in which a student creates something using a craft)


Creative tasks allow students to interpret ideas in a way that gives them ownership over concepts they have learned.


For instance, drawing a picture from “Goldilocks and the Three Bears” allows them to pick an aspect of the story that they understood well (confidence) and focuses on terms they choose.

How Do Songs & Poems Affect Language Learning?

Repeating a simple phrase or sentence, and changing only aspects of it, can give a sense of confidence, security, and control to the language-learning speaker.


Because songs are structured around rhythmic patterns they can embed themselves into memory easier than individual words or sentences. Children are more likely to repeat songs by themselves outside of class, which is practice.


In children’s songs and dances, there is often a statement and response, or a question and response. These interactive routines present possible options for thought, expression, behavior, work-roles, and relationships in the community

How Does Performance Affect Language Learning?

Performance is a very strong and valuable stimulant for learning. When one knows one is going to be involved in a public presentation, one often practices and memorizes with special effort, and the results can last long after the public performance itself.


Language itself is performance.


Performance helps define our understanding of ourselves. Being able to perform language expands a students understanding not only of language, but also how he/she can use the language as an extension of his/her own self.


Performance often relies on audience, because our understanding of self comes is more clearly defined on how we think we are perceived (by audience). Even speaking with just one person that person becomes an audience.


Putting students at the front of the classroom can help reinforce their ability to use language skills with more confidence when they are aware that they have an audience. Of course some children are much more shy about standing in front of their peers – for these students perhaps speaking in smaller groups might be necessary.


Performance pairs language skills with physical actions, which reinforces the understanding of what is being communicated. For instance, having the children perform the shape of a circle, they are working together as a group to establish what a circle is, and they can repeat the phrase with their peers so they can be more aware of the proper pronunciation.

How Do Games Affect Language Learning?


•Games have rules. Language has rules.


•Games have rules. Language has rules.•Games have strategy. Language has strategy.


•Games have rules. Language has rules.•Games have strategy. Language has strategy.•Games are creative. Language is creative.

'Games encourage, entertain, teach, and promote fluency. If not for any of these reasons, they should be used just because they help students see beauty in a foreign language and not just problems that at times seem overwhelming.'The beauty of language is that it offers multiple options for communicating the same idea. Treating language like building blocks allows students to explore the variation that the English language uses. In one type of accumulation game, one player says word A, the next says words A and B, the next says words A, B, and C, etc. Such a game could begin with the speaking of a noun (tree). An article could be added (a tree). Then an adjective (a tall tree). Then a subject and a verb (he climbed up a tall tree). Then an adverb (he slowly climbed up a tall tree), etc. In substitution games, elements that may be changed include the subject pronoun (he, she, they, you, etc.), and the tense of the verb. In transformation games, a statement may be turned into a question, a negative request may be turned into a positive one, etc.


•Games have rules. Language has rules.•Games have strategy. Language has strategy.•Games are creative. Language is creative.

'Games encourage, entertain, teach, and promote fluency. If not for any of these reasons, they should be used just because they help students see beauty in a foreign language and not just problems that at times seem overwhelming.'The beauty of language is that it offers multiple options for communicating the same idea. Treating language like building blocks allows students to explore the variation that the English language uses. In one type of accumulation game, one player says word A, the next says words A and B, the next says words A, B, and C, etc. Such a game could begin with the speaking of a noun (tree). An article could be added (a tree). Then an adjective (a tall tree). Then a subject and a verb (he climbed up a tall tree). Then an adverb (he slowly climbed up a tall tree), etc. In substitution games, elements that may be changed include the subject pronoun (he, she, they, you, etc.), and the tense of the verb. In transformation games, a statement may be turned into a question, a negative request may be turned into a positive one, etc.

(Break)

Now that we have discussed the theory and methods of play, we can take a short break. Afterwards, I will introduce you to some games, songs, and nursery rhymes that are very popular among American schools.

Games

Games

Games

Games

One Fish, Two Fish, Red Fish, Blue Fish


One fish Two fish Red fish Blue fish.


Black fish Blue fish Old fish New fish.


This one has a little star. This one has a little car. Say! What a lot Of fish there are.


Yes. Some are red. And some are blue. Some are old. And some are new. Some are sad. And some are glad. And some are very, very bad.


Why are they Sad and glad and bad? I do not know. Go ask your dad.


Some are thin. And some are fat. The fat one has A yellow hat. From there to here, from here to there, Funny things Are everywhere.


Here are some Who like to run. They run for fun In the hot, hot sun.


Oh me! Oh my! Oh me! Oh my! What a lot Of funny things go by.


Some have two feet And some have four. Some have six feet And some have more.


Where do they come from? I can’t say. But I bet they have come a long, long way. We see them come. We see them go. Some are fast. And some are slow.


Some are high And some are low. Not one of them Is like another. Don’t ask us why. Go ask your mother.

Three Little Kittens

Three little kittens they lost their mittens,And they began to cry,

Oh, mother dear, we sadly fear

Our mittens we have lost.

What! lost your mittens, you naughty kittens!

Then you shall have no pie.

Mee-ow, mee-ow, mee-ow.

No, you shall have no pie.


The three little kittens they found their mittens,

And they began to cry,

Oh, mother dear, see here, see here,

Our mittens we have found!

Put on your mittens, you silly kittens,

And you shall have some pie.

Purr-r, purr-r, purr-r,

Oh, let us have some pie.


The three little kittens put on their mittens,

And soon ate up the pie;

Oh, mother dear, we greatly fear

Our mittens we have soiled.

What! soiled your mittens, you naughty kittens!

Then they began to sigh,


Then they began to sigh.


The three little kittens they washed their mittens,And hung them out to dry;

Oh! mother dear, do you not hear,

Our mittens we have washed!

What! washed your mittens, then you’re good kittens,

But I smell a rat close by.


We smell a rat close by.

Jack Be Nimble

Jack be nimbleJack be quick

Jack jumped over the candle stick.

Jack be nimbleJack be spry

Jack jumped over the apple pie.

Jack be nimble Jack jumped high,

Jack jumped up into the sky!

I’m A Little Teapot

I’m a little teapot, Short and stout

This is my handle This is my spout

When I get all steamed upI will shout!

“Tip me over and pour me out!”

Three Blind Mice

Three Blind MiceThree Blind Mice

See how they run!See how they run!

They all ran after the farmer’s wifeShe cut off their tails with a carving knife!Did you ever see such a thing in your life?

as Three Blind Mice!

Mary Had a Little Lamb

Mary Had A Little LambLittle Lamb, Little LambMary had a little lambIt’s fleece was white as snow!


Everywhere that Mary wentMary wentMary wentEverywhere that Mary wentThe lamb was sure to go!


It followed her to school one day!School one day,School one day!It followed her to school one day,Which was against the rule!


It made the children laugh and play!Laugh and play,Laugh and play!It made the children laugh and play To see a lamb at school!


And so the teacher turned him out,Turned him outTurned him out!And so the teacher turned him outAnd sent him straight away!

Here’s the Church

Here’s the church, Here’s the steeple

Open the doorsand see all the people!

The Itsy-Bitsy* Spider

The itsy-bitsy spiderCrawled up the water spout

Down came the rainAnd washed the spider out

Out came the sun and dried up all the rainAnd the itsy-bitsy spider

Crawled up the spout again.

*itsy-bitsy is an informal way to say “very very small”

If You’re Happy and You Know It

If you're happy and you know it, clap your hands If you're happy and you know it, clap your hands If you're happy and you know it, then your face will surely show itIf you're happy and you know it, clap your hands.


If you're happy and you know it, stomp your feet If you're happy and you know it, stomp your feet If you're happy and you know it, then your face will surely show itIf you're happy and you know it, stomp your feet.


If you're happy and you know it, shout "Hurray!" If you're happy and you know it, shout "Hurray!"If you're happy and you know it, then your face will surely show itIf you're happy and you know it, shout "Hurray!"


If you're happy and you know it, do all threeIf you're happy and you know it, do all threeIf you're happy and you know it, then your face will surely show itIf you're happy and you know it, do all three.

Head Shoulders Knees and Toes

Head, shoulders, knees and toes,Knees and toes.


Eyes and ears and mouth and nose.


The Hokey-Pokey

You put your right foot in,You put your right foot out;You put your right foot in,And you shake it all about.You do the Hokey-Pokey,And you turn yourself around.That's what it's all about!

The Hokey-Pokey

You put your left foot in,You put your left foot out;You put your left foot in,And you shake it all about.You do the Hokey-Pokey,And you turn yourself around.That's what it's all about!

The Hokey-Pokey

You put your right hand in,You put your right hand out;You put your right hand in,And you shake it all about.You do the Hokey-Pokey,And you turn yourself around.That's what it's all about!

The Hokey-Pokey

You put your left hand in,You put your left hand out;You put your left hand in,And you shake it all about.You do the Hokey-Pokey,And you turn yourself around.That's what it's all about!

The Hokey-Pokey

You put your nose in,You put your nose out;You put your nose in,And you shake it all about.You do the Hokey-Pokey,And you turn yourself around.That's what it's all about!

The Hokey-Pokey

You put your backside in,You put your backside out;You put your backside in,And you shake it all about.You do the Hokey-Pokey,And you turn yourself around.That's what it's all about!

The Hokey-Pokey

You put your whole self in,You put your whole self out;You put your whole self in,And you shake it all about.You do the Hokey-Pokey,And you turn yourself around.That's what it's all about.

“If You’re Wearing…”

If you are wearing red, shake your headIf you are wearing red, shake your headIf you are wearing red, then you gotta shake your headIf you are wearing red, shake your head

If you are wearing blue, touch your shoeIf you are wearing blue, touch your shoeIf you are wearing blue, then please touch your shoeIf you are wearing blue, touch your shoe


If you are wearing yellow, shake like JellOIf you are wearing yellow, shake like JellOIf you are wearing yellow, shake your body like it’s JellOIf you are wearing yellow, shake like JellO

If you are wearing green, start to leanIf you are wearing green, start to leanIf you are wearing green, then you’re going to have to leanIf you are wearing green, start to lean


If you are wearing pink, give me a winkIf you are wearing pink, give me a winkIf you are wearing pink, then please give me a winkIf you are wearing pink, give me a wink

If you are wearing white, look to the rightIf you are wearing white, look to the rightIf you are wearing white, look to your left and to your rightIf you are wearing white, look to your right


If you are wearing black, pat your backIf you are wearing black, pat your backIf you are wearing black, you may gently pat your backIf you are wearing black, pat your back

If you are wearing brown, turn aroundIf you are wearing brown, turn aroundIf you are wearing brown, then spin all the way aroundIf you are wearing brown, turn around


(Nothing rhymes with orange)

If there’s orange on your clothes, wiggle your noseIf there’s orange on your clothes, wiggle your noseIf there’s orange on your clothes, you can wiggle and jiggle your noseIf there’s orange on your clothes, wiggle your nose

Simon Says

“Simon” gives orders that are only to be followed when he or she first says “Simon says…” Students who follow the commands that do not begin with “Simon says…” must sit down. The last person standing becomes the next round’s “Simon.” This is helpful to identify body parts, actions and practice listening skills.

Duck Duck Goose

Duck Duck Goose (you can substitute other words for duck and goose) This places each child in the coveted position of being “it” making them look forward to speaking a word. Learning the proper pronunciation before each round is reinforced by the repetition “duck duck duck” and the anticipation of being able to wield “goose” as a dramatic surprise. Students who are not speaking the word hear the word over and over again

Find the Object

“Find the object” can also be used for teaching anything that needs chanting (e.g. counting numbers in different languages). One person leaves the room and the other pupils hide an object. As the person comes back in the pupils start chanting louder as the person gets nearer and quieter as the person is further away until the object is found. When the object is found, another pupil gets to go out.

Point to the Parts

All the children should be facing you and "copying" what you are doing. Using your pointing finger, you tap or point to the nose and say it in the target language three times, then you tap or point to another part of the face. (the nose, nose, nose, the mouth).

Point to the Parts

You repeat this and point to another part of the face. But sometime later, you say the word for a part of the face while pointing to another part. (the nose, nose, nose, the eyes)

…but instead of pointing to eyes, you are pointing to your ears!

Spinning Numbers

Spinning Numbers(for learning numbers)Have the children sit in a circle and place a spinner with numbers on it in the center.Start the game by spinning and naming the number the spinner points to. Students pass a ball around the circle counting up to that number. The person who ends up with the ball initiates the next spin.

Documents

Jason Driskill. “Learning Through Play” Jason Driskill Who am I?