PLAYTIME TEACHERS BOOK
Playtime makes learning English through other subjects fun by using stories based on four children in a pre-school. Welcome to the Playtime Teacher's Site. Here you can download the worksheets you will need for the extra activities suggested in the teacher's books for all. Teacher's Book. Claire Selby. Contents. Introduction. • About Playtime. 1. • Tips for using the Playtime DVD. 3. • Tips for story-telling with Playtime. 4.
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Playtime: Starter: Teacher's Book by Claire Selby, , available at Book Depository with free delivery worldwide. Playtime: A: Teachers Book: Playtime: A: Teacher's Book A [NA] on myavr.info *FREE* shipping on qualifying offers. Brand NEW. We ship worldwide. Classroom Posters. Monkey Puppet. Flashcards. DVDs. Teacher's Resource Pack (all levels). 4. Claire Selby. Playtime Starter. Class Book. 4.
This becomes reinforced as the implicit behavioral habitus of the teacher: I am in control when it is quiet. I always know exactly what my pupils are doing because there is no particular degree of freedom in my teaching. If I have an overview of all activities, I am a good teacher. Please note: Teacher training has for a long time now shifted towards moderate constructivist teaching models Bruner, ; Reich, , however these only come to limited effect due to the tacit and powerful school cultures and their stage directives.
The imaginary and symbolic elements of the kindergarten- and school-cultures convey the appearance of sheltered tranquility or hierarchical order and of the transmission of — allegedly — secure scholarly knowledge towards the parents, the school management, the teachers and lastly the children; this is done on the basis of a long tradition of not always conscious ideas and habitual knowledge, in defiance of what appear in the end to be only rhetoric-seeming efforts on the part of constructivism and the scientific training of the teachers-to-be.
And those teachers who still develop an individual teaching culture have to deal with considerable acceptability problems. PISA-reception promotes images of time pressure Discussions about instructional early support and self-socialisation concepts have been reported in earlier research before PISA, having pointed out washing-out effects for strong intruction oriented, program-acquired learning and also hinting to sleeper-effects in children later having better cognitive and social skills , that were raised with more child-centered approaches Dollase, ; Grochla, Since the year , at least in the German-speaking areas, numerous measures resulted from the public discussion around education after the publication of the results of the PISA-studies; these measures revolved around early education, even though the study was on a school-system regarding the performance of year-old pupils.
The German Conference of Ministers of Education and Cultural Affairs, for example, determined seven areas of action Conference of Ministers of Education and Cultural Affairs [KMK], , of which three apply explicitly to the preschool and primary school stages. In both countries the aim was to support children linguistically in the preschool phase, to enable them to start school earlier via a better interrelationship between kindergarten and school, as well as generally improving elementary and primary school education.
Playtime’s over, kindergartners
On the one hand, this was positive due to an improvement in the training of elementary and primary phase teachers, even though more still needs to be done Heinzel, On the other hand, the pressure to act resulted in numerous further training programs being presented which, although labeled as play-oriented, were designed more in line with primary school order and culture e.
Because these programs can really be time-consuming, free play time in the kindergarten is often lost, which is why we are asking here whether the end of playing time is near viz. Thus pre- school order is to some extent oriented in its temporal dimension by the PISA reception, whilst these processes are frequently not consciously perceived and reflected upon; for the professionals they are part of the sphere of the real, that which cannot itself be addressed or questioned Hummrich, In the heart of the kindergarten time, preparation for school can in this way become an end in itself.
Parallel to the increase in diagnostics and tests concerning the introduction of educational standards EDK, , as well as diverse support programmes, the discourse conveying this time pressure pattern of thinking has spread publicly, so teachers are being pressurized not only by their superiors and the test materials, but often also by the parents. The same applies to the structuring of time and lessons: The aim seems to be to become accustomed to the school lesson as a unit per se, irrespective of the research, play, in-depth processes of children which would and should result in their own time frames.
And this is exactly the opposite of what one intends: motivated, sustainable learning, which takes place precisely in play Singer et al.
Playtime Starter Teacher’s Book
Intrinsic motivation can be killed very efficiently with extrinsic motivation ibid. One could actually ask: How could one promote intrinsic motivation in children as a habit of play, thereby perpetuating their ability to become interested in something for its own sake and developing their educational ability — based on play in the kindergarten?
In the primary school phase one could then build on this further, with feedback on the relevant activity itself, instead of a strongly emphasized external system of reward with grades.
Children with a lot of experience in play succeed better at identifying with more distant and abstract goals and at overcoming obstacles with self-activated interest in the matter. Instead however, habitually, and perhaps also unconsciously, discourse and school materials tend to approach matters the other way around: The question is then asked: How can we get the children used to following an external, extrinsic instruction with reward as soon as possible?
What for? However, the unquestioned preparation metaphor and consequent time pressure drives us to lose sight of the ability of children for self-education — via learning through experience e. And here one could query whether an implicit culture struggle about the culture of the kindergarten is taking place via the direct transfer of primary school structures onto the kindergarten.
Ideas about the relationship of play and work The separation of the two school cultures is supported through the opposing terminology of learning serious work and play fun. One overlooks that play and playing are degraded and reserved exclusively for childhood and recreation times.
Even Dewey had established that play and work are not all that different, since both activities have to do with acting in and with the world, changing it and thereby changing oneself Dewey, One believes that the work that one normally knows only in its tyrannical form is nothing for children. The relationship between play and work is pushed more and more into the direction of alienation, when only imaginary betterment of the intrinsic motivation takes place. What kind of play should be promoted in kindergarten and school when it is not always about fun, but also about the desire to understand and re- construct the world?
Which play materials are required? Could they also be such materials that are interesting for the children, but that make use of feasible adult activities that are adapted to the realm of the child? Games with rules can be competitive and challenging and allow for the experience of a collective, the players being equals, at the same time.
What does this all mean with regard to the pedagogical activity in the context of play and school ideally as a place of work and learning with the character of play? Together they generate dynamics and connections in the partly self-formulated school cultures of kindergarten and primary school. In particular, the culture of the kindergarten in German-speaking Switzerland is currently in danger of developing unilaterally in the direction of primary school culture.
And it also does not imply a decision in favour of a purely open teaching methodology. A prerequisite for this would be that the teachers also develop a sense of play. Nevertheless, the consequence cannot be the advance building of a school habitus formation within the kindergarten as an adaptation to school work structures, thereby hurrying to replace play.
On the contrary, possibilities could lie in the playful habitus which can emerge in kindergarten and its culture. That could be seen as a vital resource to build on and to be developed even further in primary and later school, pertaining to both children and teachers, thus consciously working and playing with the respective school cultures, instead of just acting them out.
References Angelone, D. Boltanski, L. Der neue Geist des Kapitalismus. Konstanz: UVK. Breidenstein, G. Brooker, E. Bruner, J. The Culture of Education 2.
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Cambridge, Massachusetts: Harvard University Press. Rekonstruktion von subjektiven Bildungstheorien von Erzieherinnen und Lehrerinnen. Bad Heilbrunn: Klinkhardt.
Chanson, A. Methoden der Kindergartenpraxis. Bern: hep. Collins, A. Cambridge, Massachusetts: University of Illinois. De Beer, H. Hamburg: Heinrich Ellermann Verlag. Lehrplan Dewey, J. Demokratie und Erziehung. Yet despite its importance for cognitive, social-emotional, and physical growth, play has largely been pushed out of kindergarten classrooms and is currently vanishing from preschool classrooms as well.
It has been replaced with teacher-led instruction.
Baby's Playtime Book
Play vs. Reading Instruction One contributing factor that has moved early education in the U. The assumption is that they will be better readers than if they wait until age 6 or 7. But there is essentially no evidence that this is true.
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Fortunately, the Common Core Standards are a bit vague on this point. The primary goal should be that young children begin building the bridge toward print literacy, not that they cross the bridge and stand firmly on the other side. Many other countries do not begin formal reading until age 6 or 7.
Using this approach allows time for preschool and kindergarten children to slowly, but effectively, build a bridge from oral language to written language.
And it allows time for play-based learning. What the Research Reveals Play-based learning is a term that embraces two approaches simultaneously.
One is that children are given ample time to carry their own ideas into play—with assistance from teachers as needed.
The other is that their knowledge of the world has been enriched through appropriate content offered in interesting and experiential ways by their teachers. This can include reading books, storytelling, puppetry, music, and the arts, as well as encouraging hands-on activities and exploration of nature.
Among the studies they report is one by Herb Ginsburg of Columbia University. He and Kyoung-Hye Seo filmed 90 preschool children during free play. Each film lasts 15 minutes. No one assigned them these themes; they arose spontaneously. For example, a longitudinal study by David Dickinson and Patton Tabors, the Home-School Study of Language and Literacy Development, followed 74 children from low-income homes from age 3 through middle school.
There are other studies that show long-term gains for children in play-based programs. It was a companion study to the well-known Perry Preschool study that shows the importance of preschool education for children from low-income homes. The PCCS goes further and shows that play-based programs can lead to much better long-term outcomes for children than instructional programs.
PCCS researchers assigned 68 at-risk children to one of three preschool programs. The HighScope program and the traditional nursery were both play-based and yielded similar outcomes.
The third classroom was heavily cognitive in orientation and used a scripted program. At the end of the first year, it seemed that all students advanced equally, but the youngsters were followed until age So whilst head teachers may get what play is about, in the context of managing play at break times, I believe there needs to be more support and training available to head teachers and all staff who work in schools.
The amount of play ground supervision is an issue. In my local authority at the time of this incident, the allocation of paid staff on duty was 1 adult once the school roll was above 50 children.
To have another paid staff supervisor, the school roll then had to rise to Teachers are on unpaid time during their breaks and lunchtimes and cannot be asked to do playtime duties. Most head teachers organise the timetables so that non-teaching staff do a shift at lunch time.
However this takes away from class time. Head teachers then have to justify this decision in terms of impact on children. Changing how staff interact with children and manage issues around play takes time to work through and requires a whole school approach along with support from the Parent Council.Owing to the many other pressures and expectations placed upon them, the time required to reflect, consider the wider implications of any decisions and learning about the range of possible approaches to managing playground incidents is rarely, if ever there, unless a concerted decision has been made to make this a priority.
What for? Curt Haefner Verlag, pp Incorporating Play Many children play well in school as soon as they realize it is allowed. East Dane Designer Men's Fashion.
Most importantly, have fun with your baby! Playtime Playtime B Classbook. Use a sad voice when the rain falls and the spider gets washed down. The appearance of an orderly class can thus become a goal in itself, more important than the educational interaction in the classroom. Marx, K.