The significance of this learning story was social. K showed improvement when she allowed L to play. K usually doesn’t allow other children to join her when she is playing with another child. This is true especially when she is playing with J.
This play event tells teachers that this group of children are interested in Power Rangers and Ninja Turtles. The teachers could use this interest to teach other concepts. The Power Rangers and Ninja Turtles can be used to teach about science, math, or even literature. There are books about both interests. The teachers could read these children the stories to promote literacy development.
J is a master player. He initiates play, generates themes, demonstrates leadership skills, is cooperative in regards …show more content…
If she does not like it, she will either say she is playing a different role or will get up and leave. K is also still developing these skills because she does not initiate play or encourage others to join in usually.
These were explicitly stated by the children because J told L her role, and J made the characters out of the blocks.
The children are developing as thinkers through language. They used Expressive Language to talking through the conflict that occurred during the play event. They used Social Communication because they were all able to contribute in the dialogue to the play event.
The children are developing as inquirer through Persistence. J was able to persist through the play event even though he was upset with K. The other two children also persisted and were able to work through the conflict.
This play event tells teachers that the social-emotional development of the children involved is fairly developed. K was able to allow L to play, L didn’t have an issue with her role since she was able to join in, and J was able to talk through his frustration when K tried to rebuild the Power Rangers.
This play event tells the teachers that the relationships of the children are also strong. After talking through his frustration, J was able to move on from the conflict and still play with …show more content…
The three children actually asked me to write another one about them after I read it to them.
Unfortunately, there was not enough time for me to honor this request. I would have loved to be able to write another learning story about them.
“Young children in a group can talk, briefly, a out what they’ve been playing, but their talk generally lacks the richness of detail that characterized the play itself” (Jones & Reynolds, 2011, p. 67).
After reading the learning story, we had a brief conversation about what had happened during the play event the day before. Two out of the three children talked about their interests. J mentioned he watches Power Rangers, and L mentioned she watched Ninja Turtles when she was small. K talked about how she just wanted the Power Rangers to have different arms.
The conversation the children and I had didn’t have include the major details that occurred during the play event since they focused mainly on their interests.
“Whenever children are invited to pretend, they seem to be able to access skills and concepts that more difficult for them to grasp when they are in the middle of a real situation” (Curtis & Carter, 2008, p.
This play event tells teachers that this group of children are interested in Power Rangers and Ninja Turtles. The teachers could use this interest to teach other concepts. The Power Rangers and Ninja Turtles can be used to teach about science, math, or even literature. There are books about both interests. The teachers could read these children the stories to promote literacy development.
J is a master player. He initiates play, generates themes, demonstrates leadership skills, is cooperative in regards …show more content…
If she does not like it, she will either say she is playing a different role or will get up and leave. K is also still developing these skills because she does not initiate play or encourage others to join in usually.
These were explicitly stated by the children because J told L her role, and J made the characters out of the blocks.
The children are developing as thinkers through language. They used Expressive Language to talking through the conflict that occurred during the play event. They used Social Communication because they were all able to contribute in the dialogue to the play event.
The children are developing as inquirer through Persistence. J was able to persist through the play event even though he was upset with K. The other two children also persisted and were able to work through the conflict.
This play event tells teachers that the social-emotional development of the children involved is fairly developed. K was able to allow L to play, L didn’t have an issue with her role since she was able to join in, and J was able to talk through his frustration when K tried to rebuild the Power Rangers.
This play event tells the teachers that the relationships of the children are also strong. After talking through his frustration, J was able to move on from the conflict and still play with …show more content…
The three children actually asked me to write another one about them after I read it to them.
Unfortunately, there was not enough time for me to honor this request. I would have loved to be able to write another learning story about them.
“Young children in a group can talk, briefly, a out what they’ve been playing, but their talk generally lacks the richness of detail that characterized the play itself” (Jones & Reynolds, 2011, p. 67).
After reading the learning story, we had a brief conversation about what had happened during the play event the day before. Two out of the three children talked about their interests. J mentioned he watches Power Rangers, and L mentioned she watched Ninja Turtles when she was small. K talked about how she just wanted the Power Rangers to have different arms.
The conversation the children and I had didn’t have include the major details that occurred during the play event since they focused mainly on their interests.
“Whenever children are invited to pretend, they seem to be able to access skills and concepts that more difficult for them to grasp when they are in the middle of a real situation” (Curtis & Carter, 2008, p.