Sand and Water Play Assignment

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Sand and Water Play Assignment HUMBHEV 2M03 Learning Environment 1 By: Professor: October 11, 2022

SAND PLAY Indicate at least 3 developmental skills that sand play supports for preschool-aged children and provide examples. It would be difficult to list only three sand play developmental skills, but one of the most crucial skills is sensory play. When using sand, you are exploring it, using your fingers, hands and whole body to touch, feel, and manipulate. For example, when l using sand, you are exploring it, using your fingers, hands and whole body to touch, feel, and manipulate. For example, when. Dillon got in the sand, he carved his body through the sand to mould and fit in comfortably (Crowther, 1970). This could also apply to when kids do not have the materials they need so they resort to their hands, digging, and scooping. When children lack the necessary materials, this may also be applicable. They must therefore use their hands to dig and scoop. A second developmental skill that preschool age children will use is there is a lot of social development. When a child partakes in associative play, they are being respectful, careful, not being destructive, having cooperation, and being able to guide one another. There is a lot of social development. When a child partakes in associative play, they are being respectful, careful, not being destructive, having cooperation, and being able to guide one another. Benjamin joined Aaron in play using cars and different objects, at first playing alone and later aligning with each other (Crowther, 1970). Lastly, a child gains fundamental development. A child is coordinating using various skills, such as holding a bucket, turning it over to create a castle, being quick so they do not have any spilling, squatting to be close enough to the ground. They’re using their fine and gross motor skills to pick up sand and mold it to their liking, Damon and Benjamin being close to the sand and shaping/poking and learning (Crowther, 1970). What do children learn through sand play?

One of the most important things children learn through sand play is cause and effect factors. When young preschoolers, it’s playing with sand they are seeing how flowable, pliable, and mobile a material it is. When young Dillon was having a solitary, functional, sensory and repetitive play with the sand. He was grabbing the material through his fingers, using fine, gross motor skills of pushing it, forming it and moulding (Crowther, 1970). Dillon was putting the material to use and conducting experiments to determine the outcomes. Or when Aaron was using sensory play, there was a cause-and-effect factor when he covers his hand with sand; his hand disappears (Crowther, 1970). A child is using their observational skills to see what reactions happen when they play with sand. Secondly, sand pushes the idea of freedom, meaning there is functional play. A child does not have a specific aim in mind, they can do whatever they please through the safety of a facilitator (Dilip, 2022). The play is a medium, it encourages kids to have fun and most importantly free exploration It is a sense of relief and therapy. A highly effective and comprehensive type of therapy can help a person in treatment experience emotional release and awareness (Dilip, 2022). Children can learn the basic properties of sand, and how they may manipulate it and utilize it to their benefit. They need to use their fine and gross motor abilities to manipulate the sand, which might be wet or dry. Collaborative plays a huge aspect that children learn through sand, sharing tools, working with each other, communicating what they’re doing and how they’re doing it. Children learn to collaborate greatly through the use of sand, sharing of equipment, teamwork, and articulating what they are doing and how they are doing it (Crowther, 1970). Children are able to use problem-solving and measuring/mathematical skills. When Taylor was having trouble filling the jugs, she was using mathematical principles to measure the amount of sand needed to fill each jug. Additionally, Mackenzie discovered science skills when she observed how dry sand moves

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when she pours it into various containers (Crowther, 1970). Lastly, sand is symbolic, either making noises to represent an object or help build memories, it expands a child’s creative advantages. Describe the value of sand play. Sand is extremely non-threatening, you can perform simple experiments and let out your creative side without being scared of the repercussions. You gain the value of not being extremely reliant on someone else, problem solving on your own. When a child needs to find a shovel, or a material, they can locate it on their own using problem-solving skills. Children also have the knowledge of comparing. Whether it be playing sand in the winter or summer. They can compare and contrast the differences snow and sand has. For example, when Miranda compared the snow to send, knowing it was more sticky (Crowther, 1970). Lastly, they develop a new vocabulary. A facilitator can help by introducing new words that children can then reiterate and use in sentences. Children can then associate the new words they have learned adding more value. Describe the role of the teacher in facilitating sand play. One of the most important roles that a teacher facilitating San play partakes in, is simply observing the children. They are there for attention, and help. If a child is struggling and showing emotions of frustration or anger, they can help with problem-solving and make the child get on track. It is important that they observe behaviour because if they are interested in the same place, they will create different field trips or activities for them that will give them more play and learning. Michael, a facilitator, added magnetic materials to a sandbox to extend a child’s learning, a facilitator does this to provide purpose to the activity (Crowther, 1970). Michael facilitator, added magnetic materials to a sandbox to extend a child’s learning, a facilitator does

this to provide purpose to the activity. A teacher is also there to set guidelines and safety, to ensure everything is going smoothly (Dilip, 2022). They can prevent any emergencies and accidents from forming. Lastly, a teacher can also facilitate the families of the children. They can create portfolios to shareillustrations of how the child has developed over time. This can also be used for observation and documentation. WATER PLAY Indicate at least 3 developmental skills that water play supports for preschool aged children and provide examples. A major developmental skill that water plays supports is sensory exploration. being capable of using all of the water and appreciating how it feels. When a child washes their hands and creates bubbles, they are using all their senses, and are physically in the moment. They’re also able to learn the process of water, creating ripples, making the bubbles and destroying. Alicia was able to stop in the water to create ripples (Crowther, 1970). A second developmental skill children learn is cognitive abilities. If it’s simply from turning the water, and seeing how it swirls, splashes, feeling the temperature, or simply looking at the water, and determining how pigmented/opaque it is, kids are using science and cognitive approaches to figure out what is going on. The girls on the beach used their resources and previous cognitive expertise to help build the artificial lake when they dug a hole to create one. (Crowther, 1970). Lastly, developing relationships that result in collaboration. Children might observe what other kids are doing and approach them to join in on their water play. They can also teach kids about the things they're making or using and share the tools with them. Jordan showed Jenna how he could make a bubble that would land on Emily’s hand (Crowther, 1970).

What do children learn through water play? Firstly, children can make connections. They can figure out how much quantity and the contrasts of sizes that water can intake. From filling up a measuring cup, or using a water pitcher, they can differentiate the different sizes. Annoying how much each container can hold water. Secondly, using resources, if they are struggling with filling up a water bottle, they might turn to a funnel, this is problem-solving, and having their materials to their advantage. If they are buying a beach, they can use materials such as rocks/watch/chips/shells. Thirdly, vocabulary, they learn the languages, such as seeping, artificial lake. Lastly, they learn through water play how to interact with peers and their grown-ups. They get adults involved, and their friends, and they coordinate their efforts. From getting water, digging, discussing different aspects of water, such as a dam. Describe the value of water play. Water play is extremely therapeutic. From playing with bubbles, a child can immediately go into sensory exploration. It is written opportunities to develop new concepts, they learn about conservation and volume (Crowther, 1970). Water is a part of nature so they learn real life aspects. it is open ended and used for experimentation, children can have fun with it. It provides language development and learning new vocabulary. Encourages creativity to build boats or to see whether an object floats or sinks. Focusses a child on the activity and not to feel too stressed out about the end product of (Crowther, 1970). Describe the role of the teacher in facilitating water play. The role of a teaching facilitator is very important, and it comes with lots of responsibilities. Firstly, it’s awareness. It is important to know that a child is not making a mess and ruining the fun for everyone else, they are guiding the water play in facilitating it, so it is fun

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and free for everyone (Crowther, 1970). The facilitator also makes sure that it’s not random and out of place, they provide specific assortments that ensure that it promotes learning. It is not random and undirected. A facilitator may observe what is happening, they keep track of this using a graph. If children are not having fun and seem uninterested, they will keep note and move onto the next activity. With this, they can extend the learning. They facilitate the water play to expand to more activities and connect it to real life, when, using water, they’ll teach how to wash hands, or clean a baby, or show materials that go into water, such as building a boat (Crowther, 1970). When setting up the water play area, identify two safety considerations. Making ensuring there is enough space for the water play activity to take place would have to be one requirement for safety. A facilitator could request to pour the water at the snack table if a child is using a water jug and accidentally causing a small mess. Making sure that a child has access to a wide range of resources, including pipes and squirt bottles, as well as diverse shapes and materials, such as bottles of various sizes to measure water (Crowther, 1970).

Resources Crowther, I. (1970, January 1). Creating effective learning environments : Crowther, Ingrid, 1944- author : Free Download, borrow, and streaming . Internet Archive. Retrieved October 11, 2022, from https://archive.org/details/creatingeffectiv0000crow_4ed/page/72/mode/2up Dilip, M. (2022, July 19). Sand play for kids: Activities, benefits of letting children play with sand . Sand Play Activities For Kids, Preschoolers (3 To 5 Year Olds), Sand Games For Toddlers. Retrieved October 11, 2022, from https://www.parentcircle.com/sand-play-activities-for-kids/article

Sand and Water Play Assignment

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