Project Prepare
by Sally E. Pisarchick, Phillip Safford, Judith Stahlman,
Diane Wells, Denise Byo, Jeannie Defazio, Jan Smith and Joyce Davies

P. L. A. Y.

TABLE OF CONTENTS

• Letter of Support
• Acknowledgements
• Module Development Teams
• Ohio SERRCs
• Project Prepare General Introduction
• Multi-Stage Process of Development and Review
• Module Introduction
  • Acknowledgements
  • Abstract
  • Philosophy
  • Goals
  • Matrices of Goals and Objectives
  • Glossary
  • References
• Leaders Planning Guide and Evaluation Form
  • Leader Planning Guide
  • Leader Evaluation Form
  • Participant Evaluation Form
  • Pre/Post Training Assessment (General)
  • Pre/Post Training Assessment (Staff)
  • Pre/Post Training Assessment (Administrator)
• GENERALAudience Training Materials
  • Goals: Goal 1, Goal 2, Goal 3, Goal 4
• STAFFAudience Training Materials
  • Goals: Goal 1, Goal 2, Goal 3, Goal 4
• ADMINISTRATORAudience Training Materials
  • Goals: Goal 1, Goal 2, Goal 3, Goal 4
• Reproduction Rights

ABSTRACT

This module is one of a series of modules for competency-based training of early childhood personnel that focuses on the importance of play and learning in preschool programs. Four goals and numerous competencies vital for early childhood personnel are emphasized. These goals focus on assisting participants to understand the importance of play in the development of young children and to provide quality play-based preschool services for all, including those who have disabilities.

PHILOSOPHY

The developers of the PL.A.Y Module believe in the unique characteristics of young children. We further believe that through play, each child is afforded the opportunity to develop to his/her maximum potential

Children learn best through meaningful play. Learning is encouraged through selected play activities that are appropriate for each child's age and developmental level. The adults serve as facilitators to guide children in their interactions with the varied learning opportunities.

Play is the keystone of preschool instruction. A fundamental responsibility of the educational process is to create and maintain an environment to foster the dignity and self-esteem of the child, parents, staff, and community.

GOALS

The goals for this module are as follows:

1. Recognize the characteristics of play in young children and its relationship to developmentally appropriate practice.
2. Comprehend the significance of play in the development of young children.
3. Understand the correlation between play and learning related activities.
4. Become familiar with relevant teaching techniques associated with play.

GOAL #1
Recognize the characteristics of play in young children and their relationship to developmentally appropriate practice.

AUDIENCES

GOAL #2
Comprehend the significance of play in the development of young children.

AUDIENCES

GOAL #3
Understand the correlation between play and learning-related activities.

AUDIENCES

GOAL #4
Become familiar with relevant teaching techniques associated with play.

AUDIENCES

REFERENCES

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Appropriate guidance of young children, environments for young children (Video). Washington, DC: NAEYC.

Bailey, D. & Wolery, M. (1984). Teaching infants and preschoolers with handicaps. Columbus, OH: Merrill Publishing Co.

Bailey, D. & Wolery, M. (1989). Assessing infants and preschoolers with handicaps. Columbus, OH: Merrill Publishing Co.

Bergen, D. (Ed.). (1988). Play as a medium for learning and development. A handbook of theory and practice. Portsmouth, NH: Heineman Educational Books, Inc.

Bredekamp, S. (Ed.). (1987). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Washington, DC: NAEYC.

Caplan, F. & Caplan, T. (1974). The power of play. Garden City, NY. Anchor Books, Anchor Press/Doubleday.

Cartwright, S. (1988). Play can be the building blocks of learning. Young Children, 43(5), 44-47.

Cashdollar, R. & Martin, J. (1977). Kids come in special flavors. Dayton, OH. Child's play: The world of learning (Video). (1990). Portland, OR: Educational Productions, Inc.

Cook, R. E., Tessier, A., & Armbruster, V. B. (1987). Adapting early childhood curricula for children with special needs. Columbus, OH: Merrill Publishing Company.

The creative curriculum (Video). (1988). Washington, DC: Teaching Strategies, Inc. Curry, N. E. & Arnaud, S. (1989). The child strives toward self realization. Washington, DC: NAEYC.

Derman-Sparks, L. & The ABC Task Force. (1989). Anti-bias curriculum - tools for empowering young children. Washington,DC: NAEYC.

Dodge, D. T. (1988). A guide for supervisors and trainers an implementing the creative curriculum. Washington, DC: Teaching Strategies.

Dodge, D. T. (1988). The creative curriculum for early childhood. Washington, DC: Teaching Strategies.

Esposito, G. & Koorland, M. A. (1989). Play behavior of hearing impaired children: Integrated and segregated settings. Exceptional Children, 55(5), 412-419.

Family ties training manual. (1989). Worthington, OH: Ohio Coalition for the Education of Handicapped Children.

Garvey, C. (1977). Play. Cambridge, MA: Harvard University Press.

Greenburg, P. (1989). Ideas that work with young children. Learning self-esteem and self-discipline through play. Young Children, 44(2), 28-31.

Greenburg, P. (1990). Why not academic preschool? (Part I). Young Children, 45(2), 70-80.

Healy, J. (1987). Your child's growing mind. New York: Doubleday & Company, Inc.

Hohmann, M., Banet, B., & Weikart, D. P. (1989). Young children in action: HighlScope's curriculum manual. Ypsilanti, MI: High/Scope Press.

Honig, A. S. (1975). Parent Involvement in Early Childhood Education. Washington, DC: NAEYC.

Isenberg, J. & Quisenberry, N. L. (1988 February). Play: A necessity for all children, Childhood Education, 138-145.

Jones, M, (1989). Understanding your child through play. New York: Prentice Hall Press.

Kaplan-Sanoff, M. & Kletter, E. R (1985). The developmental needs of abused children; classroom strategies. Beginnings, 2(3), 15-19.

Kritchevesky, S., Prescott, E., & Walling, L. (1990). Planning environments for young children's physical space, 34-36.

Linder, T. W. (1983). Early childhood special education: Program development and administration. Baltimore, MD: Paul H. Brookes Publishing Company, Inc.

Linder, T. W. (1990). Transdisciplinary play-based assessment a functional approach to working with young children. Baltimore, MD: Paul H. Brookes Publishing Co.

Monighan-Dourot, P., Scales, B., Van Hoorn, J., & Almy, M. (1987). Looking at children's play. A bridge between theory and practice. New York: Teachers College Press.

Morris, L. R. & Schultz, L. (1989). Creative play activities for children with disabilities: A resource book for teachers and parents. Champaign, IL: Human Kinetics Books.

National Association of Elementary School Principals. (1990). Early childhood education and the elementary school principal. Alexandria, VA: National Association of Elementary School Principals.

The Ohio early childhood curriculum guide. (1991). Columbus, OH: Ohio Department of Education.

Perkins, M. Play. RAP Resource, 5(l).

Piaget, J. (1962). Play, dreams, and imitation in childhood. New York: Norton.

Play (Monthly Resource). (Vol. 4, No. 4 & 5). Champaign, EL: Department of Special Education, University of Illinois at Urbana.

Ramsey, P. G. (1982, January). "Multicultural Education in Early Childhood," Young Children, 143-145.

Rogers, C, S. & Sawyers, 1. K. (1988). Play in the lives of children. Washington, DC: Association of Young Children.

Rules for the education of preschool children with disabilities. (1991). Columbus, OH: Author.

Schwartz, S. & Heller, J. E. (1988). The language of toys - teaching communication skills to special-needs children. Rockville, MD: Woodbine House.

Schweinhart, L. J. (1988). A school administrator's guide to early childhood programs. Ypsilanti, MI: High/Scope Press.

Smilansky, S. & Shefalya, L. (1990). Facilitating play: A medium for promoting cognitive, socio-emotional, and academic development in young children. Gaithersburg, MD: Psycho-social and Educational Publications.

Smith, C. A. (1982). Promoting the social development of young children. Palo Alto, CA: Mayfield Publishing Co.

Smith, W. E. & Andrews, R. L. (1989). Instructional leadership: How principals make a difference. Alexandria, VA: Association for Supervision and Curriculum Development.

Strategic planning workbook. Montgomery, AL: Cambridge Management Group.

Supporting children's active learning: teaching strategies for diverse settings. (1989). Ypsilanti, MI: High/Scope Press.

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Toys: Tools for learning. (1985). Washington, DC: NAEYC.

Wolfgang, C. H. (1977). Helping aggressive and passive preschoolers through play. Columbus, OH: Charles E. Merrill Publishing Co.

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