To view this page ensure that Adobe Flash Player version 11.1.0 or greater is installed.
DOUBLE TAP TO ZOOM WITH PHONE OR TABLET 24 Chapter One • cooperation and communication with others as they work together to complete a structure or road • creativity as they represent their world and create symmetrical structures When a teacher plans for play in the block area, she chooses one primary learning goal and records it on her plan. When she (and her col- leagues in the classroom) interacts with the children who are playing in that area, she asks the children questions and makes suggestions related to the learning goal. She uses the learning goal as a guide to remind herself of the learning that is embedded in block play. With the learning goal in mind, she maintains a clear idea of what to watch for, what to suggest, and when to facilitate or help the children. She does not ignore the children at play or force the children to do only things that are related to the goal. If the children are interested in using the blocks in a different way from those suggested by the learning goal she identified, then she is ever ready to follow along. If the children do take their play in another direction, it’s probable that she will be able to identify another goal (one likely present on the list above) in their play. Of course, if the children become rowdy or destructive, then she will step in, intervene, and redirect the play back to something more productive. Lists of learning goals taken from early learning standards or assess- ment tools can be identified for each of the play areas in a classroom. Chapter 2 provides frameworks for play area planning goals, and chapter 3 explores in more depth embedding academic learning goals in play and daily routines. Chapter 4 focuses on planning and sustaining high-level play and includes the following: • setting up the environment for play • allowing ample time for high-level play to develop • facilitating play Six Elements of the Curriculum Process In addition to integrating academic learning goals, there are six other elements related to the curriculum process. If one element in the process is missing, then the curriculum may be less successful for preschool and kindergarten children. The six elements are COPYRIGHTED MATERIAL