Discuss the pros/cons of
adult involvement in children’s play. What is meant by the idea that how
the adult becomes involved with children at play is more important than how
much they get involved?
Which role(s) do you take most often with children? Explain.
Which roles might be especially useful with the
children you currently work with or which roles would you consider utilizing in
the future? Explain.
One of the most important pros to teacher involvement
in children’s play is the opportunity to model experiences and social
situations to further student’s growth and development. Hearing an adult use higher level vocabulary,
or ask questions at higher depth of knowledge levels, encourages children to
expand their thinking. When children see
this they are able to corroborate, question, experiment, and stretch their
understandings of the world and their places in it (Van Hoorn, p. 96). I think that the most impacting con is that
too much involvement from adults and the play can become stifled; too little involvement
and the play can become stagnant.
I definitely agree with the statement that how
the adult becomes involved with children at play is more important than how much
they get involved. Adults walk a fine
line when they become involved in play.
They have to be keen observers and find the best opportunity to become a
participant and when to step back and be a spectator.
I feel that the most dominant role that I play
in my student’s (and my own children’s) play is the peacemaker role. A phrase I use often is “How can we solve
that problem?” I like the use of “we”
because it allows me to be a part of the solution if necessary, but the
question places the brainstorming burden on the student initially. I also work with exceptional needs students
so I find that I take on the artist apprentice role too. Being aware of their needs helps me to create
positive play spaces where they are comfortable and able to interact with the
materials and their peers in a meaningful manner.
A role that I can see myself utilizing with my
current class would be parallel player.
I have some very young students this year that rely heavily on the power
of peer and adult modeling. By engaging
in parallel play with the students I will be able to differentiate their
materials through their choices in play.
I like that reciprocity builds at a non-verbal level in this kind of
play (Van Hoorn, p 103). Regardless of a
child’s vocabulary or prior knowledge, they can engage in this play with me at
their level and extend it to the next.
Van Hoorn, J.L., Nourot.P.M., Scales, B.R. &
Alward, K.R. (2011). Play at the center of the curriculum (5th ed.).
Upper Saddle River, NJ: Pearson.
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