Monday & Wednesday 6:30-7:45
North Seattle Community College, IB 1409
CCE 125: Program Planning
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
Monday
1/11
Conditions for Play
 Types of Play
 Fun Play
 Learning Play
 Work
 Limits on Play
 External limits
 Internal limits
Types of Play
Fun Play (1/6 class)
 Alone time in the play house
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Reading
Dancing
Laughing
Singing
Walking
Clapping
Dress-up
Role-playing
Eating
Telling me what to do
Squeezing glue
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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
Types of Play
Learning Play (1/6 class)
 Builds confidence
 Community
 Builds independence
 Builds skills
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 Creativity
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 Patience
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 Perseverance
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 Cooperation
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 Teamwork
building/working together
Builds relationships
Concentration
Communication
To play alone – independence
Allowed to use their
imagination
Types of Play
Work (1/6 class)
 Everything that they play gets
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them a step closer in
development.
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
How is “work” different from
learning play?
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Outsiders define in it
Child may not have a choice to participate or not
Work: Product focus (sing “ABC”) / teacher goal
Group activity
Teacher-led
No choices
GOAL ORIENTED—could be the child or anyone who
initiates/sets goal
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Building/”working on”
Child can choose whether to participate
Opposite of “discovery”
Can begin as learning play or can become learning
play; either can become/come from “fun play”
Work-play is physical and learning-play is cognitive? - has to be “visible” (or end-result is visible?)
Work is to color in the lines – child-led, child-iniated
It’s a “job”
Preparation for something (have to be able to go on
monkey bars to get ready for kindergarten)
Types of Play
What value is put on each play type by…
 Teachers
 Fun play
 Learning play
 Work
 Administrators
 Fun play
 Learning play
 Work
 Parents
 Fun play
 Learning play
 Work
 The Children
 Fun play
 Learning play
 Work
External limits: Goals/Schedule
Goals
Schedule/Time limits
 Parents/teachers?
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 Learning/developmental
goals limit… (but also
benefit)
 opportunities to play.
 play options (materials).
Time limits:
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Pre-planned schedules
Pre-planned activities
How flexible are you?
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Order of events – for predictability
Can shave off outside time to extend cleanup,
etc.
Flexible to fit with interests
Depends on parents’ expectations
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Parents get curriculum; teacher feels pressure to
do it all
Center has rotating usage for spaces for
children to use – children were being
transitioned every 45 mins; it is plotted out –
12 classes using same spaces
Choice Time – lots of it freaks out parents
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Planned opportunities available
Not just “free play”
Teacher on the lookout for adding
activity/opportunity during choice time based
on emerging interest
External limits: Play vs Work
Learning Play vs Free Play
 Stop Free Play time to
 redirect to Learning Play?
… vs Work
 … to redirect to Work?
External limits: Clean Up
Clean Up
 Does it interfere with play?
 Can it be playful?
 Can be the best part
 Clean Up process:
 5 minute warning
 Use music – kids request
song
 Extra time left over they get
to dance
 “Saving” play-in-process?
 Can take picture
 They often forget
 No: because “other kids want
to play with these materials”
External limits: Rules
Rules
Thoughts (p. 1)…
 Noise
 Rough-housing is flexible
 Group size
 Guns
 Rough-housing
 Repurposing play materials
 Chairs upside-down as
“treadmills”
 Jumping off of chairs
 Throwing balls inside
 Painting/mess outside
 Don’t make other kids do it
 I stay close to make sure they stay
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playful
A place in the house for roughhousing
We say this is what’s happening
here, so leave if you don’t want to
play this way
Teachers may emphasize/ repeat
words kids are saying like “stop”
etc (to help)
Being aware of gender &
personality
Shoes off, ask first, Stop means
stop
External limits: Rules
Rules
Thoughts (p. 2)…
 Noise
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 Group size
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 Guns
 Rough-housing
 Repurposing play materials
 Chairs upside-down as
“treadmills”
 Jumping off of chairs
 Throwing balls inside
 Painting/mess outside
Keep repeating “stop”—that’s against the rules;
re-evaluated and realized it’s not hurting
anyone, they like doing it
Guns – why not?
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“guns hurt people”
Ask if they want to be shot
Heroes have guns!!!
“Bad guys” have guns
Police officers have guns but they can’t bring
them everywhere – we made a box for them
to store in the box on their way in – a gun
check
Tranquilizer guns?
Spiderman thing
Heroes instead of superheroes? – Coast
Guard
Our rules are about safety – we can turn the
table upside down…
Instead of just saying “you can’t…” say “but you
can…”
External limits: Rules
Rules
Thoughts (p. 3)…
 Noise
 Rules are different at school and at
 Group size
 Guns
 Rough-housing
 Repurposing play materials
 Chairs upside-down as
“treadmills”
 Jumping off of chairs
 Throwing balls inside
 Painting/mess outside
home – can you trust them to
know this?
 Why are the children
“disobeying”? How can we really
meet their needs? (Redirect
correctly – figure it out…)
 “Negotiable” rules:
 Kids help set consensus rules
 Re-negotiable
 Non-negotiable:
 List of rules from licensors
 Re-evaluate our own beliefs
 Kids must abide; clear
consequences
External limits: Rules
Rules
Thoughts (p. 4)…
 Noise
 Rough-housing:
 I don’t like it
 Be not responsible for the
results
 If it turns sour they learn
from it
 It’s not our job to avoid
children having problems
 … or to solve them
 Group size
 Guns
 Rough-housing
 Repurposing play materials
 Chairs upside-down as
“treadmills”
 Jumping off of chairs
 Throwing balls inside
 Painting/mess outside
Internal limits: Development
How we can help:
 Scaffolding (Vygostky)
 Teacher/parent
 Older children:
School/Family
 Peers: One-on-one/Group
 NOT doing for…
 Facilitate not teach
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Model for children how to do
this
Play responsively
 Mixed-level groups
Internal limits: Confidence/resilience
How we can help:
 Scaffolding not teaching—
ownership upon completion
 Get child to “teach” others
something they can do
 Parents Night
Other ways to help…
Internal limits: “Learning skills”
Learning skills:
 Initiative
 Reflection
 Perseverance
How we can help:
 Learning Story/Observation
 Record the child’s learning;
 Reflect on it together.
Other ways to help…
Internal limits: Others…
Wrap Up
Wednesday 1/13
Monday 1/18
 Due…
Holiday—No class
 Due…
 DQ 1 replies (2)
 Work on D3: Facilitating Play
 Post DQ 2 replies (2)
due Friday
 In Class…
 Types of Reality
Wednesday 1/20
Friday 1/15
 In Class discussion…
 Due…
 Post DQ 3: Facilitating Play
 Due…
 Post A 6.2: Professional Statement
on Play
 Post DQ 3 replies (2)
 Environments
 Environment Study (A 02)
 NAEYC / Licensing