Developed by Pamela Phelps, PhD and the Center for Childhood Research and Training in Tallahassee, FL, this handbook provides teachers with an understanding of children's play, well-planned and organized play opportunities, and concrete information for creating and scaffolding engaging play environments. ISBN 978-0-88076-793-4. © 2019
Beyond Centers and Circle Time: Scaffolding & Assessing the Play of Young Children
Description:Beyond Centers and Circle Time: Scaffolding and Assessing the Play of Young Children will emphasize the following:
- How to scaffold the environment, which will include the use and purchase of play materials as well as the organization of play spaces
- How to scaffold the pre-play experiences
- How to scaffold the development of the individual child through an understanding of the stages of sensorimotor, construction, and dramatic play
- How to scaffold the post-play experiences
- Participants will be able to use knowledge of both typical and atypical child development when observing young children and planning classroom experiences.
- Participants will be able to understand research and theories focusing on play and use this knowledge to plan and scaffold classroom experiences.
- Participants will understand how young children acquire knowledge and skills that will support their success in later school.
- Participants will be able to plan and organize a quality play environment that will support each child’s individual developmental level.
- Participants will be able to use knowledge of children’s development to plan and implement a quality program that will support the acquisition of school readiness skills.
- Participants will become familiar with research-supported stages of development in writing, easel painting, marker/crayon drawing, block building, bead stringing, and cutting with scissors and be able to use these stages to assess the play behaviors of young children.
- Participants will understand the importance of language, books, and other literacy experiences in children’s development of school readiness skills and be able to use this knowledge to plan literacy-rich experiences for young children.
- Children learn best when they are happy and interacting with adults, each other, materials, and engaged in activities that are exciting and developmentally appropriate.
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