Monday, 20 August 2012

Non - Digital: Playing with the play-dough

Wednesday, 15 August 2012

Non-Digital: Exploring with Play-dough








 Playing with play-dough is one of the most essential technological experience children ever partake in. They learn to be creative in using their imagination whether they squeeze it, roll, or cutting out some shapes according to their desire. The benefit of children’s playing and having the opportunities to explore this non-technological resource is unexplainable. It doesn’t only offer enjoyment to the children but it’s an opportunity for them to develop skills and build on their knowledge. As the children use their hands to mould, press, poke, roll, shape they are developing fine motor skills which will be useful in the future for writing and other purposes too. (Gonzalez-Mena, 2008) Thus, it is essential to give children sense of freedom because it helps them to discover their individual and unique strength to fulfill their potential. By doing so, children will then feel that they are valued as individuals within their learning environment. (Arthur, Beecher, Death, Dockett, & Farmer, 2008)

In our centre, play-dough is one of the non-technology resources that is available for the children everyday. Our dough area is one of the favourable corners as it came to my attention. In every morning, children are just eager and longing to be in this area as soon as they enter the door. Often times I just sit back and observe children and wonder what makes them love play-dough so much. One of the facts that stood out to me was that dough is a wonderful sensory experience and it gives children the ability to make whatever they wish. At times, children begin to use their senses and the available tools to find out things through their curiosity. This happens when children mould or squeeze the dough which they observe to see how the process of pressure is developed. “Children learn about the properties of play-dough through their initial fingering, poking, and squeezing it. They learn that it’s malleable, smooth to the touch. Now that they ‘know’ play-dough, children can begin to changes it, transform it” (Swartz, 2005, p. 105-106).




 Through interacting with the children in this area, it provides them with the opportunities to communicate and express their feelings amongst us or to their peers. I noticed that as the children communicate their abilities of understanding language as developed. They have the opportunities to share their ideas and experiences, offer opinion and also they ask a lots of questions. For example a child will ask another child “what are you making”? then will get a reply “I’m making a cake”. I recognize peers love to involve in this type of conversation which often lead children for more discussion. Through expressing their ideas and opinion helps enhance their cognitive developing. Curtis & O’Hagan (2003) believes through this quality social interaction, children are definitely learning alongside others. Playing with play-dough helps children to be creative within this process.



This non digital technological experience, involved the children in lot of mathematical learning, such as dividing the dough equally between themselves and  quantity. Often children involve in pretend play for instance making cookies; they will discuss among themselves how may they need, more or less, timing, ruler measurement (Somerset, 2000). Children also acquire various skills over measuring, counting, sorting, they are able to be creative by using their imagination and role play. Social skills is also developed as they play alongside with their peers, they also can talk about their feelings through communications. “By exploring play-dough in various ways and using it to create symbolic representation, children’s make connections between their immediate environments and the larger world in which they live” (Swartz, 2005, p. 104).


Reference List
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2008). Programming and planning in early childhood settings (4th ed.). Victoria:, Australia Thomson.

Conzalez-Mena, J. (2008). Foundations of early childhood education: Teaching children in a diverse society. (4th ed.). Boston, Ma: McCraw Hill.

Curtis, A., & O’Hagan, M. (2003). Play.  In care and education in early childhood: A students guide to theory and practice (pp. 110-129). London: RoutledgeFalmer.

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media
 
Somerset, G. (2000). Work and play in the early years (4th ed.). Auckland, New Zealand: New Zealand Play Centre Publications.

Swartz, M. I. (2005). Play Dough: What’s “Standard” About It? Young Children, 60(2), 100-109.















4 comments:

  1. Play dough is a resource that all children love. Play dough's texture makes it fun for the children to explore with. next time you could try making the play dough with the children so they can find out what ingredients are used in it and also the processes involved. Moreover,at my centre we have put the play dough in the family play area so the children can use it for cooking and pretend play too. Tu Meke!!

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  2. Talofa Jennifer, exploring with play dough can be a creative and imaginative activity for the children. Children like exploring with play dough specially infants and toddlers because they like to taste it and explore with all their senses. I have noticed that when children do baking with their whanau/families at home, when they come to the centre they recall their past experiences through play dough. They always ask for spoons, egg beater, cookie shapes, spoons. Children at my centre have a toy stove and a microwave so when they play with play dough they put play dough in a pot and they put it in the microwave or on the stove and then they will bring it to the teachers so that they can taste what they have made. Children develop their creativity, imaginative, cognitive and language skills through creative activities such as playing with play dough. I really like the way you foster children’s hands on sensory play and let them experiment by letting them poking the play dough and squeezing it. Ka Pai!

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  3. 01/09/12
    Awesome reflection, I love how children used play dough to express and share with their peers their creative ideas. This non technology resource helps children build their confidence, foster their emotional well being and develops non verbal communication; some children can’t express their ideas through words but they can express their ideas with play dough. I love how children benefits from this non technology resources in your centre and it good that children can have access to it everyday. As in my centre we normally have play dough in our centre for only two to three days, as we do not have enough resources to make play dough every day. I agree with you that play dough connects children to every curriculum areas such as math’s when they divide and count, science when they estimate big and small, link to people, places and things when they play baking, cooking and pretend play. It is also a good idea to add glitters next time when children played with play dough but overall very interesting reflection.

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  4. Wow Jen honestly I personally thought that play-dough won’t fall under this category, which is been seen as a non digital but after reading your reflection it made me believe that everything from cooking to playing with play dough is a learning experience. As I have read within your reflection when children roll, squeeze and even cut the play dough they are learning many different techniques. I also agree that the play dough table is always a favourite place for children to play with because I personally feel that this is where they can be themselves and also communicate with their peers and also use the imagination, e.g. cooking, baking and also building. I also didn’t realize that children learn mathematical skills through play dough, but after reading your reflection it made me think back to my experience and how the children half their play dough to make sure that it was equal, and how they would do this was that they would compare it together. Thank you Jen for sharing your knowledge with us it was really helpful. Tumeke...

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