Monday & Wednesday 6:30-7:45
North Seattle Community College, IB 1409

Candice Hoyt, Faculty
(206) 715-1878 (until 9 pm)
Office hours by appointment choyt@sccd.ctc.edu
http://facweb.northseattle.edu/choyt
Syllabus:
• http://facweb.northseattle.edu/choyt/CCE125
Online—Angel:
• http://northseattle.angellearning.com/
• CCE 125 Program Planning (Hoyt - hybrid) W10

 Play.
 Reflect on your play.
 What is play?
 What is “good” play?
 How do we learn through play?
 What does play look like?
 Wrap Up

 Play with the materials at your table

 What happened?
 What did you do?

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What was it like when someone asked you…
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“What is that?” or
“Is that a cat?”
A little judgmental—I felt judged;
“why is it like that?” – I don’t know; it just is!”
Pressure to have a response
I may not want to be labeled
I thought you were genuinely interested
Might help me develop more ideas
(except I was already done)
I did have a new idea because of the question
No one felt interrupted—they felt that they were playing for a purpose. “I wonder if this is okay? How long do we have to do this?”
When children ask each other, I think their intention is to be friends.
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But we didn’t ask each other (mostly) except one of us
I felt confident even though you called it
“weird.”
Your comment on mine made me feel accepted, actually.
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When you said it was skyscrapers I thought you were interested
I was confident with my reply to say it’s trees with movie theaters
I felt good when you said “I thought you said you weren’t creative. That’s creative!”
Depends on the tone of what you say – if it’s a value judgment like “that’s weird” then that’s obviously uncomfortable
Can be a tone of interest that feels good

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Best aspects of play?
What about “mindless” play – play without
“work”?
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Having fun
Using your imagination
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Unrestricted
Being with friends
Being alone
Uninterrupted
Enjoying
Accomplishing
Learning
Improving
Problem-solving
Can direct or re-direct
Endless possibilities
Relaxing
Carefree
Youthful
Freedom – thought of that for me as adult but didn’t think of it when considering “play” for kids
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 A way to calm down – I do it when I’m moving around too much; I sit down and play with the sand or the playdough…
Not working (as adult)
Engrossing  escape from pressures or home
Relaxing & rejuvenating
Get out energy running around

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What does “good” play DO for children? …for you?
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The things on the last slide
Learning
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Builds confidence
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Builds independence
Builds skills
Creativity
Patience
Perseverance
Cooperation
Teamwork
Community building/working together
Builds relationships
Concentration
Communication
To play alone – independence
Allowed to use their imagination
 Work
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Everything that they play gets them a step closer in development.
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Parents need it to be defined as work.
I want to not have to prove to the parents that the children are okay just to experience….
No child walking sooner became an Olympic athlete
(see our 135 textbook)
Pay attention to whether the child is doing her Play with “play” intention or “learning” intention
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Freedom
 Alone time in the play house
Entertainment
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Reading
Dancing
Laughing
Singing
Walking
Clapping
Dress-up
Role-playing
Eating
Telling me what to do
Squeezing glue
Imitating
Running
Chasing
Jumping… in puddles
Spilling milk – so funny
Hiding from the teacher
Trying to get the broom
Art – painting, etc
Sensory – eating oatmeal,
Ignoring the rules
Saying bad words
Climbing on the furniture

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Educational?
Necessary to be educational?
Entertaining?
Biases against computers/TV
Quality of program/etc
 Quality of learning; can this learning be done better out of the computer? Are they missing out of real-world interaction?
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Quality of entertainment
Being “cool” or “grown-up” – impressing people
 Possibilities of computers/TV over real-life.
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Virtual field trips
Programming things/computers
Age?
Carefully considered
Recommendations for parents to use it at home
 Starfall.com
It’s okay for parents to use it as a tool to keep the kids busy

 Learning through play:
 NOT the “work” of the child, but facilitates
learning.
 Opportunities vs.
Lessons
 What happens in
“learning play”?

 Inside the Problem-
Solving part of play:
 Plan
 Do
 Review
 Outside: What does it look like? Can we see it?

 Due…
 Post DQ 2: Define Play
 In Class…
 Conditions for Play
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Due…
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DQ 1 replies (2)
Work on D3: Facilitating Play due Friday
In Class…
 Types of Reality
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Due…
 Post DQ 3: Facilitating Play