Activity 2-4:
Will They Play with It
Today and Tomorrow?Purpose: In this activity, participants will consider the characteristics of appropriate play materials for children during the early childhood years.
Outcomes:
Participants select materials and equipment that match children's backgrounds, abilities, skills, needs, and interests.Participants involve parents in creating appropriate environments and selecting and using appropriate materials and equipment that encourage children's development.
Materials:
Chart paper, markers, tape
Three play materials
Assortment of art materials to make advertisements
Appendices E and F1. Explain to participants that this activity will focus on commonly used play materials, developing a set of criteria for selecting appropriate materials, and designing and advertising a toy for children in a specific age group.
2. Introduce three play materials: one that children of various ages can use in different ways (for example, blocks or a set of pots and pans); one that is appropriate for young children at a certain stage of development, although it is used in only one way (for example, a puzzle or a shape-sorting board); and one that is used in only one way, is quickly outgrown by children, or inhibits creativity (for example, a busy box hung on the side of a crib or a set of rubber props associated with a specific fast-food restaurant). Do not give the reasons for selecting the items or the characteristics that make them appropriate or inappropriate.
3. Ask participants to play with each of the materials as children might and in as many ways as possible. They can play alone or with a partner. Allow about fifteen to twenty minutes for this step.
4. Discuss with participants what they liked and did not like about the materials. Ask questions such as:
Which ones did you find most interesting?
Which ones did you quickly tire of?
Which ones would you want to use again?
What skills did you use while playing with the toys?
What areas of development were enhanced by using these materials?5. Ask participants to list the characteristics of developmentally appropriate play materials. The lists should be general enough to apply to materials that children use throughout early childhood. An item can be considered appropriate if it meets most, but not all, of the selection criteria. For example, developmentally appropriate materials:
6. Have participants share their lists of criteria. Record a master list on chart paper. If possible, arrange to have this typed and copied so that everyone can have a complete set of criteria.
- Reflect the cultures, ethnic groups, and communities of children and families
- Are sturdy, in good repair, and free from splinters or peeling paint
- Are sized for the children enrolled (neither too large nor too small)
- Can be used or adapted in different ways (there is no right or wrong way to use it)
- Can be used by children at different stages of development (grow with the children)
- Offer children challenges, but do not cause children frustration
- Remain interesting to children over time
- Can be purchased or homemade
- Are familiar because they are also found at home (measuring cups, dress-up clothes)
- Encourage growth and development (physical, social, emotional, and/or cognitive)
7. Distribute copies of Appendix E (child development charts) and Appendix F (lists of appropriate materials for children of different ages). Ask participants to design toys (homemade or manufactured) appropriate for specific age groups, using Appendices E and F and the criteria developed in Step 5. Have participants compose advertisements to convince others to buy or make the toys. Provide an assortment of art materials for their use.
8. Have participants share their toys and advertisements. Discuss what makes their creations appropriate. Suggest using the master list of selection criteria to assess the materials that children use in the program and to suggest additions or replacements that would be more appropriate or provide additional challenges.
Activity 2-3 | Module 2 | Index