Learn Through Play is a simple PowerPoint tutorial created to guide parents and new teachers into the world of play. In this tutorial, you will learn the how play develops other life skills. An observation template is provided, as well as a checklist. Watch and enjoy!

1. Learn Through Play
Presented by: Shana Beaudoin

3. Objectives
1. Parents and teachers will develop an understanding of play-
based learning.
2. Given examples and templates, parents and teachers will be
able to successfully create play-based learning opportunities.
3. Parents and teachers will complete this tutorial, then share their
stories and photos to inspire others.

4. Why Play-based Learning?
Children have control over start,
stop, and change during play
Strengthen communication skills
and build on vocabulary
Relationships, confidence, and
personalities develop
Learn to problem solve
(Thomas, Warren, & de Vries, 2011)

5. Cognitive
children explore the world
investigate its properties
build an understanding about
how the world works
Example: Children work
together to build a tower. The
tower falls repeatedly. The
children will then rebuild until
the tower is steady.
("Excelligence Learning Corporation", 2008)

7. Developing New Vocabulary
According to Education.com, animals, vehicles, dolls, and
dollhouses promote language development.
How?
oLearn the names and purpose of each item
oCreate scenarios
oEngage in active role play
oReenact day-to-day life

8. Adult Role
Provide the least restrictive
environment possible
Create a welcoming and safe
classroom/home climate
Listen to children during play
instead of interjecting
immediately
Coach conversations along
Take advantage of teachable
moments
Observe particular interests and
expand on them
Provide simple dramatic play
props
Give praise for accomplishments

9. Checklist and Template
Can correctly state his gender and
age.
Can recite her first and last
names, and the names of parents.
Takes care of his own needs, such as
washing hands and dressing.
Enjoys helping with household tasks.
Adjusts to new situations without an
adult being present.
Is starting to notice other people’s
moods and feelings.
Is beginning to recognize his limits
and ask others for help.
Is starting to learn to take
turns, share, and cooperate.
Expresses anger with words rather
than acting out physically.

11. Teachable Moments
If children are using the
incorrect name for a particular
item, repeat their sentence with
the edited version. Then decide
if the child needs further
explanation.
Example:
Child – “Look, I see a snake in
this picture!”
Teacher – “Oh, I see that you
found a eel. They look like
snakes in the water.”

13. Red Flags
Has difficulty joining in and
maintaining positive social status
in a peer group.
Has a hard time maintaining self-
control when frustrated.
Throws long, drawn-out, or
frequent tantrums, or bullies
other children.
Is unusually withdrawn or seems
sad. (Be sure to look for this
behavior in group activities as
well as solo play and artwork.)
Suffers from extreme anxiety
when separated from you, even in
a familiar setting.
(Institute Of Education Sciences, 2002)

14. Pop Quiz
1) Which is more beneficial to a
young child; role playing or
parallel play?
2) Do children learn more
through adult explanation or
assisted exploration?
3) Are preschoolers able to use
engineering concepts without
adult interference?
1) Role play. This allows a child
to mimic their daily life, and
add changes to the game.
2) Exploration. Children learn
much quicker through
exploration and
experimentation.
3) Yes. Remember our example
of block building on slide
five.

15. Assignment
Try these simple techniques in
your home/classroom.
Record your observation on
paper, or use camera and video.
Write a small summary on your
findings and share it on this
blog.

17. Wrap-up
Play-based interventions are practices designed to
improve socio-emotional, physical, language, and
cognitive development through guided interactive play.
During play sessions, an interventionist uses strategies
including modeling, verbal redirection, reinforcement,
and indirect instruction to sustain and encourage child
play activities.
(Institute Of Education Sciences, 2002)

18. Wrap-up
Through the use of appropriate play materials and the
direction of the interventionist, the goal is for young
children to be better able to
explore, experiment, interact, and express themselves.
Play-based interventions can be conducted across a
variety of settings, including at school or at home, as one-
on-one activities between an interventionist and a
child, or in small group settings.
(Institute Of Education Sciences, 2002)

19. References
Christakis, E., & Christakis, N. (2010, December). Want to get your kids into college? Let them
play. CNN Opinion.
Excelligence Learning Corporation. (2008). Retrieved from
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=453
Institute of Education Sciences. (2002). Retrieved from
http://ies.ed.gov/ncee/wwc/interventionreport.aspx?sid=570
National Center for Learning Disabilties. (2011). Retrieved from
http://www.getreadytoread.org/early-learning-childhood-basics/early-
childhood/understanding-social-and-emotional-development-in-preschoolers
Thomas, L., Warren, E., & de Vries, E. (2011). Play-based learning and intentional teaching in
early childhood contexts. Australasian Journal Of Early Childhood, 36(4), 69-75.