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Guided play: Montessori, Reggio Emilia, Vygotsky

Guided play: Montessori, Reggio Emilia, Vygotsky. Elena Bodrova. Challenges of Comparing Different Approaches to Play. Defining play Defining the approach “originalism” vs. “living theory” what is/was the original focus of the approach

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Guided play: Montessori, Reggio Emilia, Vygotsky

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  1. Guided play: Montessori, Reggio Emilia, Vygotsky Elena Bodrova

  2. Challenges of Comparing Different Approaches to Play • Defining play • Defining the approach • “originalism” vs. “living theory” • what is/was the original focus of the approach • what are the teaching strategies used in the classrooms implementing a particular approach

  3. Differences Between Approaches • The definition of play • The role of objects • The role of peers • The role of adults

  4. Commonalities Between the Approaches • Play is viewed as something that • Comes out of children’s own interests • Is focused on process and not product • Involves interaction with others (adults and peers) • Does not depend on extrinsic rewards

  5. The Most Important Commonality …child-initiated play when combined with playful, focused learning leads to lifelong benefits in ways that didactic drills, standardized tests, and scripted teachings do not.

  6. Tools of the Mind • Comprehensive curriculum (preschool and kindergarten) • Based on Lev Vygotsky’s Cultural-Historical Theory

  7. Tools of the Mind effects the development of executive function and the relationship to child achievement Diamond et. al. Science, Nov 2007

  8. Vygotskian Approach to Play • The term “play” is used to describe make-believe (socio-dramatic) play only • Play is defined by its three major components • Imaginary situation • Roles • Rules • Play is a leading activity for preschool- and kindergarten-aged children

  9. Lev Vygotsky on Play Play also creates the zone of proximal development of the child. In play, the child is always behaving beyond his age, above his usual everyday behavior; in play, he is, as it were, a head above himself. Play contains in a concentrated form, as in the focus of a magnifying glass, all developmental tendencies; it is as if the child tries to jump above his usual level. (Vygotsky, 1933/1978, p.74)

  10. The kind of play referred to by Vygotsky and later described by Elkonin as “fully developed” or mature play is the only kind of play that positively affects academic skills as well as self-regulation

  11. Role w/ Peers Role only Non-play Minutes 3 yrs 5 yrs 7 yrs Age Manuilenko, 1975/1948

  12. In Mature Make-Believe Play • Children are regulated by others: They play a scenario that is agreed upon by all players (not necessarily their own idea) • Children regulate other children: They tell other children what to do • Children regulate themselves: They stay in the role and inhibit impulsive behaviors to stay in the play

  13. Replication of the Manuilenko’s study • Today’s preschoolers performed at a lower level than 60 years ago • For many children, taking on a pretend role did not improve their performance • Elkonin play stages correlated with children’s ability to follow directions Gudareva, 2005

  14. Purposes of Current Study (Bodrova et al., 2009) • Explore the applicability of Elkonin’s stages of play in today’s context of American Early Childhood classrooms • Explore the relationship between stages of play and standardized measures of self-regulation • Explore the relationship between stages of play and levels of plan written expression

  15. Participants • 42 children • Attend 3 Head Start classrooms • All classrooms implement Tools of the Mind • Average age 4 years 7 months

  16. Measures • Self-regulation—Head, Toes, Knees, and Shoulders (Ponitz, McClelland, Jewkes, Connor, Farris, & Morrison, 2008); • Level of mature play—Levels of Play Rubric (Tools of the Mind); • Level of written language —Levels of Drawn and Written Expression Checklist (Tools of the Mind).

  17. Play Planning • For Vygotsky, make-believe play and drawing are direct precursors to writing • High level of play was expected to correlate with high levels of writing

  18. Stages of Play (Adapted from Elkonin, 1978) • Stage 1 First Scripts • Stage 2 Roles in Action • Stage 3 Roles with Rules & Beginning Scenarios • Stage 4 Mature Roles, Planned Scenarios & Symbolic Props

  19. PROPELS: Tools of the Mind Play Analysis Rubric Plans ROles Props Extended Time Frame Language Scenario

  20. Results: Descriptive

  21. Results: Correlations

  22. Discussion • Preschool children in Head Start program display various levels of play, but few reach the highest level of mature play • The findings (distribution of play levels and the relationship between play levels and self-regulation) seem to agree with the findings obtained in post-Vygotskian research

  23. Discussion • Today’s social situation almost guarantees that children may not develop mature play unless special play scaffolding is provided • Play scaffolding needs to address children’s current level of play

  24. Ways to Scaffold Make-Believe Play: • Make sure children have sufficient time for play • Choose appropriate props and toys. • Provide ideas for themes that extend children’s experiences and enrich the play

  25. Ways to Scaffold Make-Believe Play: • Help children plan their play. • Monitor the progress of play. • Coach individuals who need help.

  26. For more information: www.toolsofthemind.org

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