Discussion Post Replies ECE 222edited (1)
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Charter Oak State College *
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Arts Humanities
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Jan 9, 2024
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Discussion Post Replies ECE 222
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Discussion Post Replies ECE 222
Reply to Samiye
Hello Samiye. I appreciate you sharing how the block center in your classroom compares
to the one in the video. It is interesting that your classroom only has wood-colored blocks, while
the video shows more colorful blocks. Having various block types, colors, and textures provides
more open-ended opportunities for creativity and problem-solving. I agree that having that
diversity of materials meets the goals of both DAP and UDL by allowing for multiple modes of
engagement (NAEYC, 2020). One idea might be to incorporate different textured blocks like
sandpaper or soft cloth into your classroom center to build on your existing wood blocks. That
could help address different sensory needs among students.
Also, I concur with you on the examples you highlighted of how block play can foster
social skills like communication, collaboration, sharing, and role-playing. I also believe that
problem-solving can improve social skills. By working together on structures, students learn
invaluable teamwork abilities like sharing and negotiating - fantastic benefits! Using blocks
across content areas is also quite clever, engaging students with interactive learning in math,
science, language arts, and more (
Brillante & Nemeth, 2022)
. Allowing students to explore freely
promotes critical thinking, imagination, and social skills development. Block constructions could
even spark peer storytelling! Do you ever observe students creating narratives together about the
structures they build during block play?
References
Brillante, P., & Nemeth, K. (2022).
Universal design for learning in the early childhood
classroom: Teaching children of all languages, cultures, and abilities, birth–8 years
.
Routledge.
3
National Association for the Education of Young Children. (NAEYC). (2020). Developmentally
appropriate practice (DAP) position statement.
https://www.naeyc.org/resources/position-
statements/dap
Reply to Miriam
Hello Miriam. The flower shop dramatic play theme sounds wonderful for bringing
spring to life indoors! Incorporating real pictures, banners, and visual elements creates an
immersive experience for the children. Excellent job providing play silk flowers, baskets,
ribbons, and other authentic materials. This engages creativity, role play, and other
developmental skills you highlighted, like social-emotional growth and language (
Okpala, 2022)
.
I appreciate learning how you incorporated developmental and universal learning principles to
enable impactful learning through play.
Discussing how this theme teaches about nature, seasons, and caring for the environment
shows how dramatic play can integrate academic content areas, too. Allowing children to act out,
cooperate with peers, communicate, and show respect also seems appropriate for their social
development (
Okpala, 2022)
. Planning a center where kids can imagine gifting flowers to loved
ones is a delightful way to build empathy and emotional intelligence. Dramatic play also builds
self-regulation as children cooperatively negotiate roles and follow social rules (
Deliquiña & de
Guzman, 2021)
. Do you ever see children take turns being the florist and customer? That could
be great practice for emotional intelligence. How do you engage introverted children who may
not participate as eagerly? Could inviting them to arrange a bouquet build confidence? It seems a
thoughtful way to integrate social-emotional, language, and STEM skills.
References
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Deliquiña, M. J., & de Guzman, M. F. D. (2021). Differentiated Instructions in the Kto12 Social
Studies Program and Students’ Academic Performance.
American Journal of Humanities
and Social Sciences Research
,
5
.
Okpala, A. C. (2022). Extent of awareness and implementation of developmental appropriate
practices in early childhood education in Anambra State.
Journal of Educational
Research & Development
,
5
(1).
Reply to Sandra
Hello Sandra. Thank you for sharing how you designed an engaging center that enabled
DAP and challenged students meaningfully. It is wonderful that your dramatic play area was set
up like a real restaurant, with toy appliances, play foods, and utensils. As you said, using realistic
"adult" props is developmentally appropriate by promoting imitation, role play, and socialization.
Allowing children to plan the play together is a great way to facilitate communication,
teamwork, and creative thinking. Taking turns with roles and responsibilities is so important as
well. Implementing dramatic play that mimics real life helps students develop so many abilities!
I agree that working together on food preparation, serving, and clean-up promotes
essential social abilities like cooperation, sharing, and consideration of others' needs (NAEYC,
2020). As you said, it is also grounded in real-life math applications through counting food items
and minutes. Do you ever incorporate related books or recipe cards to build literacy connections?
Also, since restaurants rely on customer service, do you think role-playing polite manners could
be another social skill to target? I would like to know which academic and social objectives you
prioritize most in planning dramatic play themes.
Reference
5
National Association for the Education of Young Children. (NAEYC). (2020). Developmentally
appropriate practice (DAP) position statement.
https://www.naeyc.org/resources/position-
statements/dap
Reply to Kaitlyn
Hello Kaitlyn. I enjoyed reading your thoughtful comparison of the block center in the
video to the one in your own classroom. It is great that you have a spacious block area with a
variety of materials like legos, wooden blocks, and even puppets or wooden people and animals
since they promote an imaginative play. I agree that having different sizes, textures, colors, and
shapes promotes creativity, problem-solving, and other developmental skills. You made an
excellent point about how block play builds social skills. Block play provides opportunities for
children to communicate, collaborate, share, and resolve conflicts (
Sahlberg & Doyle, 2019)
.
How do you promote positive social interactions in your block area? Do you ever observe
children getting frustrated about sharing blocks? If so, how do you handle it?
I also liked your examples of using blocks across content areas like math and science. I
believe using blocks across the curriculum helps children develop early learning concepts
through hands-on play (
Sahlberg & Doyle, 2019)
. Building towers and counting the blocks is a
fun way to develop early math skills. Do you ever incorporate block play into other subject areas
like literacy or social studies? Overall, your post highlighted the learning value of blocks. Keep
fostering those rich learning experiences through imaginative block play!
Reference
Sahlberg, P., & Doyle, W. (2019).
Let the children play: How more play will save our schools
and help children thrive
. Oxford University Press, USA.