©2012 Cengage Learning. All Rights Reserved. Chapter 15 Dramatic Play and Puppetry Importance of...

©2012 Cengage Learning.All Rights Reserved.

Chapter 15Dramatic Play and Puppetry• Importance of Dramatic Play• Dramatic Play Center• Creative Dramatics in Elementary Grades• Adaptations for Children with Special Needs• Puppets


Importance of Dramatic Play

• Develops creativity and imagination

• Expression of inner feelings

• Mastery over events

• Handling of fears, anxieties

• Making sense of the world of adults


Dramatic Play Center

• Child-sized version of the world

• Place to try on social roles

• Opportunities to broaden horizons

• Reflect the world around

• Reflect many cultures

• Open-ended materials

• Modeling behavior


Creative Dramatics in Elementary Grades

• No written dialogue• Actors create their own words to convey

meaning• Informal drama created by the participants• Goes beyond dramatic play in scope and intent• Improvised• Teacher is guide, not director• Ages six and older


Adaptation for Children with Special Needs

• Not too many rules• Encourage children to play together• Require at least five minutes in center• Label shelves to help child put props away• Encourage verbalization during play• Supportive seating where appropriate• Behavioral consequences for

inappropriate behavior


Puppets

• Creative experience making

• Creative experience using

• Use throughout the curriculum

• Suggestions– Introduce puppet slowly to the class– Keep puppet’s character– Give puppet a seat, place to stay– Use puppet to communicate with children


Kinds of Puppets

• Stick puppets• Bag puppets• Hand puppets• Finger puppets• Wooden spoon puppets• Play dough puppets• Sock puppets• More …


Chapter 16Creative Movement

• The Importance of Movement Activities for Young Children

• Benefits of Creative Movement• Planning Creative Movement Activities to Meet

Young Children’s Needs• Adapting Creative Movement Activities for Children

with Special Needs


The Importance of Movement Activities for Young Children

• Use of large and small muscles

• Motor coordination

• Movement as main means of learning

• Rich opportunities for development of total self

• Kinesthetic ways of knowing

• Understanding/negotiating the world


Benefits of Creative Movement

• Sensory awareness—visual, auditory, tactile

• Social development

• Body awareness

• Concentration, attention span

• Personal development

• Speed and retention of learning


Planning Creative Movement Activities• Characteristics of age group

• Developmental level

• Time to be creative

• Use music and poetry for stimulation

• Art and creative movement


Adapting Creative Movement Activities for Children with Special Needs

• Children participate at their own level

• Sense of belonging to group

• Focus on what the children can do

• Large motor activities are important for strength, endurance, and coordination

• Integrate gross motor activities into daily schedule

• Follow with quiet activities


Chapter 17Creative Music

• Goals for Music Activities• Planning Music Activities• Teaching Songs• Variety in the Music Program• Rhythm Activities


Goals for Music Activities

• Overcoming adult approach to music• Encouraging spontaneous, open attitude• Maintain children’s natural appreciation of music• Opportunities to sing variety of songs• Exposure to all kinds of music• Expression of feelings and emotions• Playing simple instruments• Learning basic music concepts


Planning Music Activities

• Flexibility

• Acceptance

• Plans– Music throughout the day– Different kinds of music – Change words to songs– Sing throughout the day


Music Elements

• Spiral teaching of:

Rhythm Pitch

Beat/Accent Timbre

Tempo Dynamics

Syncopation Texture

Melody Harmony

Pitch Form

Timbre Ostinato


Teaching Songs

• Choose songs with natural appeal• Not all children may participate• Choose song in right key for children• Be aware of learning songs as

complicated process• Learn song first yourself• Use visual aids• Keep and use a song list throughout day


Variety in the Music Program

• Vary the rhythm of the program

• Vary the choice of music

• Vary presentation

• Vary the schedule

• Play games with music

• Cross-curricular use of music

• Music in the dramatic play center


Using Rhythm Instruments—Strategies

• Used for a purpose

• Set up rules for use

• Let children practice using them

• Have signals for starting and stopping


Chapter 18Creative Language Experiences

• Development of Language• Development of Speech• Young Bilingual/Bicultural Children• Development of Listening• Emerging Literacy• Prewriting Skills• Poetry, Children’s Books, Read Alouds


Development of Language

• Pattern of development– Speaking– Listening– Writing– Reading– Skills may not be related


Development of Speech

• General-to-specific pattern– Vague, unintelligible sounds– Intelligible sounds/words– Over learning rules of speech– Fluency/literacy


Bilingual/Bicultural Language Development

• Support primary language• Provide meaningful English experiences• Arts as universal language• Make connections to multicultural events• Include folk literature• Make environment print-rich• Accept individual differences• Accept all attempts at communication


Development of Listening

• Not passive receiving of information

• Involved receiving and processing information

• Active, non-abstract process

• Physical conditions may affect listening


Emerging Literacy

• Begins at birth

• Interpretation of symbols

• Pretend reading

• Reading along

• Read-aloud sessions

• Reading readiness—developmental levels

• Physical conditions


Prewriting Skills

• Part of emerging literacy

• Physical skills required

• Hand-eye coordination

• Small muscle development

• Writing part of total language experience

• Dictated stories

• Children’s artwork


Other Language Arts Activities

• Poetry experiences

• Children’s books

• Language arts center

• Read alouds

• Storytelling


Chapter 19Creative Science

• Science and the Young Child• Types of Science Activities• Inquiry Based Learning• Art and Science• The Discover/Science Center• Environmental Education• Outdoor Science


Science and the Young Child

• Children as natural scientists

• Keen observers of the world around them

• Science as part of everyday experiences

• Investigate

• Explore


Types of Science Activities

• Formal science—planned for particular skill development

• Informal science—child directed– At child’s developmental level– At child’s pace– Child-selected topic/activity– At discovery center– Anywhere in the environment


Inquiry Based Learning

• Investigating

• Information gathering

• Basic human learning strategy

• Process of exploring

• Leads to questions and discoveries

• Teaching with open-ended questions


Types of Science Activities (continued)

• Incidental science– Cannot be planned– Experience that happens– Teachable moment


Art and Science

• Aesthetics of nature

• Science and art materials– Working with materials– Seeing physical changes– Experiencing cause and effect– Learning about physical characteristics of

materials– Expressing nature in artwork


The Discovery/Science Center

• Things to do

• Sand and water

• Cooking

• “Please touch” displays

• Shoe box science


Environmental Education

• Discovery walks

• Ecology

• Man-made environments

• Natural environment

• Outdoor experiences

• Attitudes


Outdoor Science

• Observation of nature—sun, wind, shade, insects

• Nature walks

• Class picnics

• Experiences at child’s level

• Planting

• Observing growth

©2012 Cengage Learning. All Rights Reserved. Chapter 15 Dramatic Play and Puppetry Importance of...

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Transcript of ©2012 Cengage Learning. All Rights Reserved. Chapter 15 Dramatic Play and Puppetry Importance of...