Chabot College
Fall, 2010
Replaced Fall 2011
Course Outline for Early Childhood Development 64
PLAY: MATERIALS AND ENVIRONMENTS
Catalog Description:
64 - Play: Materials and Environments
3 units
Application of principles of human growth and development in the consideration of play materials
and environments for children birth through early elementary. The selection and development of
play materials and environments that are developmentally, culturally, and age appropriate.
Prerequisite: Early Childhood Development 51, (completed with a grade of “C” or higher).
3 hours.
[Typical contact hours: 52.5]
Prerequisite Skills:
1. identify techniques for studying children;
2. demonstrate knowledge of the basic developmental theories of prenatal, neonatal, infant,
toddler, preschool, and early primary child development within a social-cultural context;
3. articulate connections between child development knowledge and appropriate practices;
4. describe current trends in research about early childhood;
5. describe typical development milestones of children birth through eight years;
6. differentiate characteristics of typical and atypical development at various stages;
7. examine ways in which developmental domains are continuous, sequential and interrelated;
8. identify the strengths and exceptional needs of the child in the context of his/her family;
9. assess through observation and identify children’s unique qualities, behaviors, skills, traits,
and developmental levels;
10. examine and evaluate the role of play and its relationship to development at various stages;
11. identify ethical responsibilities to children.
Expected Outcomes for Students:
Upon completion of this course the student should be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
describe the prevalent theories of play;
specify stages and types of play and their importance from birth through early elementary;
defend the importance of play based curriculum using the brain research findings;
compare and contrast the play activities for different age groups;
select, construct, and use play materials that demonstrate an understanding of
developmentally appropriate practices;
educate others in the value of play;
guide others in the appropriate use of play materials;
describe the role of the teacher with regard to interactive strategies that foster play;
analyze environments, using assessment tools, in terms of providing developmentally
appropriate play materials and experiences.
Course Content:
1.
Theories and philosophies embracing play
a. Piaget
b. Vygotsky
2. Stages and types of play
a. Parten
b. Smilansky
3. Brain Research on child development
a. Research findings
Chabot College
Course Outline for Early Childhood Development 64, Page 2
Fall, 2010
4.
5.
6.
7.
8.
9.
b. Implications for play
c. Findings regarding language development and literacy
Social and content differences of play related to age and development
a. Infant/toddler play
b. Preschool age children’s play
c. School age children’s play
Criteria for making and selecting play materials
a. Age based choices
b. Teacher chosen to enhance children’s competencies
c. Focused on an individual’s identified needs
Articulation of play benefits to other adults
a. Families
b. Co-workers and directors
c. Community
d. Policy makers
The role of teachers in setting up the environment to foster appropriate play
a. Special arrangements that facilitates implementation of program and curricular goals
b. Aesthetic considerations that enable children to feel secure and accepted
c. Shows appreciation for diversity including cultural considerations
d. Adapt environment to meet needs of children with differing needs
e. Safety issues
Interactive strategies of the teacher to enhance children’s play
a. Observation
b. Planning
c. Implementation
1) Provide supportive materials
2) Enrich theme areas
3) Support child initiated play
d. Verbalize for the child what is observed
Authentic observation and assessment of children’s play
a. Reflection of child’s developmental level
b. Guide for decision making regarding the building of curriculum
Methods of Presentation:
1.
2.
3.
4.
Lecture and discussion
Media presentations
Child observations
Class and individual projects
Assignments and Methods of Evaluating Student Progress:
1. Typical Assignments
a. In your group you will construct play materials for children which are developmentally
appropriate (math games, matching game, puzzles, etc.). Your project will be presented
to the class along with your written report.
2. Using the criteria that the class developed on how to evaluate children’s toys, you will evaluate
5 commercial toys and write a written report on your findings
a. You are to conduct two observations of a child during different time periods. Your first
observation will be during free playtime and the second observation will be during a
teacher directed activity. In your paper compare what you observed during these two
different time periods and how the child responded. Reflect on the child’s creativity,
frustration level, verbal communication, body language, etc. How were they the same and
or different?
3. Methods of Evaluating Student Progress
Chabot College
Course Outline for Early Childhood Development 64, Page 3
Fall, 2010
a.
b.
c.
d.
Midterm
Child observations
Projects and other assignments
Final Examination
Textbook(s)(Typical):
Planning Play at the Center of the Curriculum, VanHoorn, J, Monighan ,Nourot,. Merrill Prentice
Hall, 2007.
Play and Child Development, Joe Frost, Sue Wortham, and Sturat Riefel. Merrill Prentice Hall
2008.
Special Student Materials:
None.
ECD 64, revised 9/09: cs