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CECE Early Childhood Videos at Eastern CT State U.

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The Bakery - Supporting Children to Succeed in the Dramatic Play Center

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What are some social and contextual factors in the video?

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What are some social and contextual factors in the video?

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• Adult participation:

• Availability of play materials:

• Types of learning goals / developmental goals:

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Which stage do you think would need more facilitation? Why do say so?

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Which stage do you think would need more facilitation? Why do say so?

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1. Think back to your childhood and note down games you played involving risk.
2. Try to remember -

o Your age

o Who you played with

o Where you played?

o What risks you took?

o How you felt about the risks?

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What learning and development were evident?

What are some similarities and differences to a ‘traditional’ English early childhood setting?
And other thoughts?

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ΠΑΙΖΟΝΤΑΣ Playing

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I used to think risky play is ____________. Now I think risky play is _________.

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I used to think risky play is ____________. Now I think risky play is _________.

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1. Teacher was very involved in the video. Most likely because it was their first time attempting such play
2. The classroom had kitchen sets and utensils. They were playing with clay instead of real ingredients or plastic toys.
3. Develop independence in children, increase their social skills, encourage children to work with each other.

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- Teachers support self-regulation by engaging with the children
- The available materials were toys kitchen utensils and play dough
- As children act out the part of somebody else, empathy is planted. When children realize they can be any character they want to be, their self-confidence could grow. And with this comes the desire and strength to explore new things.

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•Teacher encouraged children to interact with one another, and got them to mirror what she said “Excuse me Tiffany, I need to put the cookies in the oven…” and child said what she said as well.

• Bowls, aprons, hats, and pans. Things that can be found in a bakery. I also noticed play dough and the teachers have written up recipes too.

• Self-regulation, learning how to share and understanding from another perspective

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1. teachers are involved with the children as its their first time to this new experience, they act as a guidance to the children who face difficulties

2. many kitchen supplies are given to the children to explore

3. Empathy and self awareness. The child would learnt to share and play with others while learning at the same time

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1.the adults were engaging them through the conversation and also participating in their play
2.there are pretend play sets and also play dough
3.taking turns with one another, conversation with peers ,learning new vocabulary

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What are some social and contextual factors in the video?

• Adult participation: guiding and support of self regulation

• Availability of play materials: set up kitchen sets, home corner with real cooking tools.

• Types of learning goals / developmental goals: Language and Literacy, Phusical Development and Health, social emotion

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1) Teacher was very supportive when engaging with the kids. They acknowledge the children's decision.

2) Kitchen sets in the class. And the use of the play dough.

3) Children can explore in their self-learning while playing with friends and grow in development.

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Adult Participation:
Teachers took a backseat and facilitate children's play by asking questions (scaffold, build on prior knowledge, eg. use of money at the dramatic play area, or help children regulate their emotions, encourage sharing etc. Instead of telling the children to share, the teacher asked them what they should do.)

Play Materials:
Age appropriate, and most of the materials used were real, actual cooking tools (wooden spatula, mixing bowls etc). Children were given a chance to take risks in using real materials other than just plastic toys

Learning Goals:
From the video, I can see that It's more or less holistic and integrated with one another. They use language to communicate, socialise, numeracy such as measurement skills and money sense... etc

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Adult participation:
The Adult was very much involved as a facilitator in the dramatic coerne,as mediator  when conflicts arose and help to guide them to resolve it,

Availability of play materials:
There were mixture of some quite authentic real baking appliances such as spatula, baking bowls and trays, cookie cutter aprons, towels with some make believe oven and playdough .

Types of learning goals / developmental goals:
1. social emotional development like sharing, turns taking,
2. conflict resolution skills
3. Language and Literacy development - teachers modelled how to communciation. Reading of recipes on books and pasting on the wall

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Adult participation: Teachers are involved in the process and to facilitate self-regulation in the children.
Availability of play materials: Kitchen utensils and play dough were given.
Types of learning goals/ development goals: Language acquisition, social and emotional competency.

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Cooperative play.

There are more interaction therefore there might be conflicts, differences in the way in play and therefore facilation would be required.

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final stage - because the children started to join and share to each other, it may bring more emotion moments

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Cooperative play as it involves children working together and if they can’t compromise and come up with a solution, the adult has to intervene.

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It should be Cooperative play that needs facilitation because the children begin to interact, they may encounter conflicts but do not have the ability to resolve it. Therefore the teacher's involvement is needed to help bridge this gap.

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Solitary Play.

They may notice other children around, or they easily could stay in their own little world where it be a little challenging for the teacher to encourage the children to participate in class activities.

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I feel that children need most facilitation during solitary play.

Other types of play involve a form of communication with another individual. Solitary play does not.

Children at the first stage need facilitation, but I feel children benefit the most on their own at this stage.

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I think solitary play.
Observing other children or being in their own, can make it difficult for the teacher to study the kids and wonder how to encourage them in class.

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9 years old

With my classmates

At a random grass slope

We took random cupboards and tried to slide down the slope. it was a random slope. so we did have falls and scabs but it was worth it!

Then: Exhilarating
NOw,
Would do it again

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Wasn't really engaged in risky play activities as my parents were very protective of me and my siblings. Most of our play were done indoors. Only type of play I engaged in during my early childhood years were pretend play.

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Age: 6 (I think)
Played with: Alone
Where: Home
Risk: doing something my mom told me not to.  Sliding on a wet floor.
Felt: Satisfied that I found out my curiosity.

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o I was 7 years old

o with my classmate

o In classroom during art lesson

o play with scissors

o It was fun at that time

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I climbed trees and went into the drain to catch fish
I was probably between 8-10 years old. I was playing with my neighbors and one particular neighbor's house had a tall tree and i often climbed it and as time progress i climbed higher and higher and it was exciting at the same time scary.

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Age 5 years old
With my cousins
At someone house
We were bursting leftover balloons from the party with our butts
It was fun hearing the loud noises

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when i was 10 years old my cousins and I will jump down from the double decker bed until i broke my arm

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1. Not sure if this is considered risky but our school used to bring us ziplining, abseiling, and night hiking in the forests
2. 9-10 years old, played with our partners (classmate), in the wild, getting injured, the risk was 100% worth it!

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1. Monkey bar
8 years old
Classmate
At playground
Fear of heights by grabbing the bar
The adrenaline rush but I think I was adventurous kids at that point of time so I would want to go again

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around 6/7 years old

kids around my block

playground near my house

instead of playing with the slides we made use of the playground as our mountain climbing activity

amazing! the thrill of almost going to fall was fun!

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1. 7 years old to 12 years old
2. My friends at the student care
3. Void decks and playground
4. Police and Thief Game, running around and kind of slamming into your friends since you got to catch the 'thief' and grabbing your friends
5. It was our playtime at that point of time so it was mere fun then, now, to play this game again will be a bore

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i think i was about 6/7 when we went to malaysia and stayed with my cousins who were slightly older than me.
we were staying in those landed houses and my cousins would pull me along to climb over the window ledges in the second storey.
thinking about it now, it was definitely really dangerous cause a small slip could have caused something serious but the feeling when climbing over balconies and the ledges were exhilerating

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o Around 7-10 years old

o Played with my cousins at the drains catching tadpoles.

o Climbing down the drain felt risky and we usually do it after it has rained so it’s very muddy and slippery.

o As a kid I felt the thrill of catching tadpoles (was quite curious with amphibians at that age), but now of course I won’t do that.

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6-9 yrs old, play o top roof, my mum came and yell everyday to let me down

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5-6 year old and throughout my childhood years

Parents and siblings

In the mountains

Hiking, climbing and abseiling down rocks, sliding down the waterfall / jumping from a rock into the bottom of the waterfall

Love it, and still doing them now

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What learning and development were evident?

Gross motor skills, hand-eye coordination, body control

Fine motor skills – handle knives, doing cutting shreading slicing

Self-help skills

Perception and Problem Solving skills

Survival Skills

Resilience

Social skills – communication, cooperation, team work

Creativity – imagination and creative skills

What are some similarities and differences to a ‘traditional’ English early childhood setting?

Similarity - There was presence of Learning goals and desired outcome and  having teacher as facilitator to supervise their learning.

Differences

1. There is no classroom, involves outdoor, a lot of risk taking, level of hygiene and safety is lower.

2. Focus more on Skills acquisition rather than knowledge acquisition in traditional setting.

3. Pedagogy is different – their view on children readiness to learn to write and read is different.
4. Learning goals and desired outcome is different

And other thoughts?

Very unconventional – not able to be accepted by most parents.

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1. The spirit of freedom and independence. What they did was to outline the risks and dangers the children needed to be aware of especially when 1 of the child climb up the tree branch. They attempted to teach the children to assess their surroundings, detect when an activity could be risky, and navigate the situation safely.

2. "There’s no such thing as bad weather, only bad clothing” kicks into high gear for the forest kindergarten. In Singapore, the slightest drop of rain immediately elicited a “Let’s go in!” for most response.

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What learning and development were evident?
A: seeing and touching new forest insect and animals, learning live skill,  self medical skills, self rescue skills, body control, team work

What are some similarities and differences to a ‘traditional’ English early childhood setting?
A: both have guardians engage and teaching, learning from self regulation
outdoor is more risky, different outdoor  environment.

international school have outdoor study

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- Creativity, being imaginative without restrictions, working together, self learning with risks.

-I Think traditionally especially in Singapore, children taking risk is something not all parents see as its a learning for the children even though educators are involve.

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I think culture is an important factor. I believe the Danes were more accustomed to the natural environment and have a strong connection with nature.

It's difficult to introduce it to mainstream schools in Singapore:
1) Children / people are our natural resource. Families especially young parents now only have one or two children. Thus, safety and well being are of utmost importance.
2) Risky play, without proper teacher training or parents' understanding may result in injuries or misinformation.

Similarities:
Holistic. Covers many areas of development.

Differences:
Traditional schools are very structured, lacks the 'play' element at times. Play activities might be forceful.

Forest schools allows free learning, learning through risk and danger.

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I used to think risky play is jus purely danger. Now i think risky play involves psychology mental development that can helps children in the long term

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used to: dangerous
now: development

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i used to think that risky play is okay to a certain extent (such as allowing the child to let loose and not loom over them as much). now i think risky play is just as essential as it has plays an important role to the child's growth

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I used to think that risky play is dangerous and difficult to carry out. Now I think that risky play is necessary to some extend in SG as the children is kept too safe at most time. HOwever this can only be possible to carry out with teachers training, parent-teacher partnership and institutional support.

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I used to think risky play is something that must be dangerous. Now I think risky play is exploring through guidance.

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I used to think risky play is using dangerous tools such as knife and sharps object. Now I think risky play is letting the children explore outdoor to take responsibility for themselves, learn from their mistakes and use their skills to handle the risk in the developmental stages.

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I used to think risky play is extremely dangerous. Now I think risky play is allowing children to explore their physical abilities and learn the limits of it.

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I used to think risky play has an element of danger. Now I think risky play is an essential part of a child's development and his/her interactions with the world.

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when my son rides bicycle fast in the slope doing stunts  i felt very dangerous  I used to think risky play . Now I think risky play is important in every child's development.

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I used to think risky play is very dangerous. Now I think risky play is able to take the risk and being open minded.