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Play based learning in preschool curriculum
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Builds on the idea that children learn while they are playing and brings that idea into a preschool classroom curriculum. According to Monighan-Nourot et al., (1987) Play can be distinguished from other behaviors by five characteristics: #active engagement, #intrinsic motivation, #attention to the process more than the product, #nonliteral behavior, and #freedom from external rules. The idea that children learn through play has been researched for a few decades now. In their book, Play at the center of the curriculum,Van Hoorn et al., (2003), highlight how a few of the theories that have been widely accepted over the last few years in the field of child development support play based learning in the preschool curriculum. Some of these theorists include Lev Vygotsky, Jean Piaget, George Herbert Mead, and Erik Erikson. Support and Advocacy Organizations such as the National Association for the Education of Young Children (NAEYC), have begun to advocate for the importance of play in preschool settings. They have also suggested that more play would be beneficial even for elementary school students*(Need citation to support these statements). Along with the idea of “intentional teaching,” play-based preschool curricula are becoming more common and more widely accepted. The California Department of Education commonly refers to “developmentally appropriate practice ” when referring to how education for children should be viewed in preschool settings. To help educators achieve developmentally appropriate practice in the classroom, they have put together the California Preschool Learning Foundations: Volume 1. Together with the California Preschool Curriculum Framework, preschool teachers and administrators can gain more insight into successful ways to integrate play into the daily routines. Lisa Murphy (a.k.a The Ooey Gooey Lady) has several books that advocate play and the importance of learning through play. Many of the books highlight ways to include play successfully in the classroom. She herself has written a book called Play: The Foundation that supports the House of Higher Learning. Lisa Murphy also gives seminars and conducts workshops around the United States about the importance of play in preschool settings. She also gives preschool teachers many ideas for activities that incorporate play into the daily schedule. When and where can play be seen in the preschool curriculum? In all areas of the preschool classroom- some preschools have their environment set up into zones or centers for learning . Math, sensory, science, blocks, dramatic play, art, music and movement, writing, library, and fine motor manipulatives, are common centers or zones that the children can choose to explore during their day. Each center or zone has carefully selected materials in that area to promote the skills and knowledge desired. There are ways to explore outside as well, from the sandbox to water tables, climbing structures, slides, tricycles, balls, and other equipment. Often the best time to observe play in action is during the time of day that some schools call “free choice” or “free time.” During this time the children have access to most or all of the centers and can choose where they would like to play. They can also choose when to move on to the next activity. Ideally, the there is a long uninterrupted block of time (more than an hour) that will allow the children time to explore and play deeply. It is important to note that throughout the day, there are opportunities for children to play. Even when an activity is directed by a teacher, the goal is to present the activity in a way that is fun and engaging for the children. They can still be playing, however, in the instance of a teacher directed activity, the teacher becomes part of the play. Many schools keep teacher directed activities to a minimum and most often let the children choose their activities. Van Hoorn et al. suggest "a delicate and important balance between teacher-initiated and guided play and child-initiated and directed play" (Pg. 80). Even an activity that is started by a teacher can become child-centered and child-run quickly when the teacher steps into an observer role and allows the children to take charge of the play to fit their needs and expectations. Many activities are spontaneously chosen by the children based on their internal goals. Often they are unaware of why they are choosing to play in certain areas or why they are choosing to use specific materials. Often the choices are dictated by what supplies are available in the centers. The centers are put together by the teachers to maximize interest and skills. Ideally, the materials are rotated in and out of each of the centers on a regular basis to maintain cleanliness and student interest. The teacher chosen materials should also be based on subjects that the class is discussing and that the children are curious about. Benefits of Using a Play Based Model in Preschool When children are playing they develop socially, emotionally, physically, and cognitively. Different areas of the classroom promote different areas of development. To include all the ways in which children learn through play in each of the many areas in the preschool classroom could easily take a book. For more information about the development in these areas and how it can be achieved please see some of the sources below, like the California Preschool Learning Foundations and the California Preschool Curriculum Framework. Is Play Based Curriculum Working in the Classroom? Some preschools choosing to implement a play curriculum may ask this question. There is a tool called Desired Results Developmental Profile (DRDP). While using this tool, teachers observe the children while they play throughout the day, every day. Teachers then take those observations and for each child plug the anecdotes into any one of 43 different measures that the profile describes. Each child will have his or her own DRDP (If a child has special needs there is a DRDP designed for him or her). After the class DRDPs are completed, the head teacher compiles the data and can find out where the children in the class are excelling and where they need more work. Then the teacher can add or remove activities from the daily schedule and the classroom environment. Ideally, the DRDP observations are done on a continuous basis. Each child in the program would have a DRDP completed by the teacher once every six months while in the program. 
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