Published 8/2022MP4 | Video: h264, 1280x720 | Audio: AAC, 44.1 KHzLanguage: English | Size: 4.30 GB | Duration: 3h 53m

Creating Learning Environments that Foster Imaginary Play

What you'll learn
Be able to articulate to other adults the importance of imaginary play and cognitive development.

Recognize the difference between different types of children's play.
Create learning environments that lend themselves to imaginary play.
Recognizing and documenting children's learning through their playful and creative activities.
Follow classrooms as they encourage children's storytelling using open-ended materials.
Requirements
This is a second tier course designed for educators working towards their associate or master degree in Early Childhood Education.
Please consider INSPIRED BY REGGIO EMILIA: A New Bning before enrolling in this course.
Description
3 Hours and 45 Minutes of ContentTARGET AUDIENCE:Higher education faculty and students, early childhood educators, preschools, K-Grade 3 school administration, parents and home schools networks.Celebrating over 16,000 students at Udemy, we release this great course describing the ways learning is driven through imaginary play. It seems every generation of teachers rediscovers the powerful learning that occurs through imaginary play. Vygotsky, over 200 year ago, discovered that it was in this imaginary play space and that children expand their vocabularies and stretch their social skills. If we are teaching to the whole child, we should be paying attention and creating learning environments that offer and promote imaginary play.IN THIS COURSE WE PROVIDE:1. A concrete example of how imaginary play builds relationships within the classroom, across the school community and between families and the classrooms. Join us for a discussion about at tiny woodland elf living on a preschool playground.2. A review of the contributions to understanding fantasy or imaginary play by author and educator, Vivian Gussin Paley. Paley authored over a dozen books documenting the learning of children through imaginary play and storytelling.3. A quick review of types of play typical throughout child development, followed by a detailed focus on cooperative play. Cooperative play is the highest form of play, often represented through the imaginary. Classrooms that promote and support imaginary play find that children's social-emotional, language and literacy flourish. As social-emotional development, language and literacy are at the heart of our curriculum, we suggest that promoting and supporting Cooperative Play should be a skillset every educator must cultivate. Appropriately in this section, we discuss the landmark work of Elena Bodrova and Deborah Leong, Tools of the Mind.4. Lastly, we look at an often overlooked space for imaginary play - the outdoor classroom. Extending classroom learning outdoors results in unique educational opportunities. While science and art activities may be routinely offered as outdoor experiences, providing opportunities for children to enter into imaginary play as an outdoor experience is often overlooked. One of the most important elements in developing literacy skills are adults who stimulate children's interest, scaffold experiences, and respond to children's earnest initial attempts to communicate through verbal stories, drawings and print. In this final section, we share the creation of a Fairy Village on our playground and the learning driven by children's imaginary world of fairies.RESOURCE MATERIALS:Includes book reviews, article reviews, PDF article attachments. Article reviews are provided as a means to foster discussion within teaching teams and learning groups within higher education coursework.

Overview

Section 1: Welcome!

Lecture 1 The Importance of Imaginary Play

Lecture 2 Course Overview and Resources

Section 2: Reflecting on Imaginary Play: The Legend of Notty Elf

Lecture 3 Introducing Notty Elf

Lecture 4 Notty Elf: Where Imaginary Play Checks All the Boxes

Lecture 5 Imaginary Learning Environments: Teaching Across the Curriculum

Lecture 6 Teaching Guide: The Legend of Notty Elf

Section 3: Discovering and Observing Different Types of Play

Lecture 7 Learning through Play

Lecture 8 Types of Play

Lecture 9 Cooperative Play: Going to the Vet

Lecture 10 Emergent Curriculum in Practice

Lecture 11 Learning About Worms: Observing and Documenting

Section 4: A Tribute to Vivian Paley

Lecture 12 Introduction to the Teachings of Vivian Paley

Lecture 13 A Child's Work

Lecture 14 Social Cognition: Putting Research into Practice

Lecture 15 Paley Book List

Lecture 16 Article: A Conversation with Vivian Gussin Paley

Lecture 17 Article Review: A Conversation with Vivian Gussin Paley

Lecture 18 A Strong Image of the Child

Lecture 19 Fantasy, Fairness, and Friendship

Lecture 20 The Last Word

Section 5: A Tribute to Elena Bodrova and Deborah Leong

Lecture 21 Lessons from Vygotsky: Part I

Lecture 22 What Is Tools of the Mind

Lecture 23 Lessons from Vygotsky: Part II

Lecture 24 What is Executive Function

Lecture 25 Article Review: Let's Fly Away!

Lecture 26 Article Review: Scaffolding Imaginary Play

Lecture 27 Article Review: Documentation and Assessment of Imaginary Play

Lecture 28 Article Review: Introduction to Carlina Rinaldi

Lecture 29 Article Review: The Relationship Between Documentation and Assessment

Lecture 30 On Review

Section 6: The Hundred Languages of Children: Life within the Atelier

Lecture 31 The Role of the Atelierista - Part I

Lecture 32 The Role of the Atelierista - Part II

Lecture 33 Monsters in the Atelier

Lecture 34 Exploring the Color Wheel

Lecture 35 Harry Potter Airlines

Lecture 36 It's All Happening At the Zoo

Section 7: Interactive Storytelling with Open-Ended Materials

Lecture 37 Reflecting Our Values: Six Traits of Progressive Education

Lecture 38 Resource Articles

Lecture 39 Book Review: Stick and Stone

Lecture 40 Interactive Storytelling

Lecture 41 Storytelling in the Block Center

Lecture 42 Fish Tales

Lecture 43 Building on Children's Stories

Lecture 44 Free Book Offer

Early childhood educators PreK-Grade 3, higher education programs interested in putting research into practice, parents and home school networks.,Home schooling programs and parents that desire an authentic childhood for their children.

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