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Outdoor Play: Teaching Strategies With Young Children (Early by Jane P. Perry

By Jane P. Perry

How do young children make feel in their global? This paintings provides willing perception into why open air play is an important but missed point of younger kid's improvement. the writer exhibits how lecturers can help self-directed fake play, and connects theories of play and kid's tradition.

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Additional info for Outdoor Play: Teaching Strategies With Young Children (Early Childhood Education, 80)

Sample text

In an early screening interview, Ken characterized his creation of “place” in terms of both visual and geographic cues. These cues define actual physical, spatial boundaries in the sand and suggest an area “where you can do things,” as, for example, by raising or lowering heights in the sand pit by digging out trenches, tunnels, and hills. For Ken, depending on the quality of such setup arrangements, his created “places” can suggest the allusion to specific themes: “safe/unsafe, civilized/uncivilized.

Children have a strong desire to be affiliated, and will work hard to keep the game going. When children are involved in making sense of play-area cues, their social skills are more integrated. Self-directed play offers an integrative glue precisely because children are actively interpreting rules and expectations for each other. Here the primacy of the peer culture is revealed. When children are encouraged to autonomously make sense of their world, as they do when they play with each other using rituals and routines established as a cultural group, their social skills are more cohesive.

Her style results in less direct interaction with the children than Ken’s more active interventions as the teacher as organizer and promoter. Karen facilitates children’s peer play based on their own devices for initiation. Ken acts as a model for interactive play, initiating actively with the children. Karen’s 24 Outdoor Play: Teaching Strategies with Young Children observational stance provides her with a rich appreciation of each child’s level of development in play with peers. Ken’s interactive stance results in his role as a player.

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