Play
"Play is the work of children." - Jean Piaget
Check out this article about things parents should know about play, from the National Association for the Education of Young Children:
Toys to Encourage Speech and Language
Block Play
What do kids learn when playing with blocks?
Early math concepts
Counting, matching, measuring
Sharing, turn taking, problem solving
Balance, experimenting, making predictions
Frustration tolerance
Motor skills (grasping, hand strength, coordination, reaching, balancing)
Pretend play, symbolic representation
How do we observe our children’s play? What can we learn from watching?
Sit, watch, comment (ex. “You used lots of colors” or “That’s a tall tower”)
How long does he play? Children should remain engaged in many activities for a minimum time of their age + two minutes (so a three-year-old should stay engaged for at least 5 minutes and a four year old for at least 6 minutes)
Does she do the same thing over and over or does her play vary?
What is he doing in play? Constructing? Pretending? Arranging/sorting? Talking in play? Paying attention to others? Incorporating others? Accepting others’ ideas?
How do we enter our children’s play?
Get down to his level
Start with observing/commenting
Enter by using some of your own items (with blocks, take some that your child isn’t using) — this shows that we respect the child & her ideas but also models how to enter someone’s play without disrupting it
Use materials in a similar way to your child; use words to describe this (ex. “I’ll use purple, too.”)
Imitate your child’s play & show enjoyment
If your child is engaged in pretend play, take a role that fits and play along
Take turns giving ideas
Be animated (to the extent your child enjoys), use language (1 - 2 words per sentence longer than your child), respond to his ideas
Open Ended Toys
These types of toys are great for play, social, and language development. Open-ended toys can be played with in a variety of ways and are accessible at different developmental levels. There is no wrong way to play with these toys, which frees kids up to explore and use new ideas. These types of toys will grow with your child and help your child grow! Examples include blocks, play-dough, figurines, dolls, doll houses, play food, magna tiles, animals, balls, nesting toys, wooden train sets, vehicles, loose parts (like puff balls, string, toilet paper tubes), and art materials.
Playing with Mr. Potato Head
Using Toys to Facilitate Language, English
Remember to let kids have fun playing and not turn it into a full on lesson. As they are playing creatively ask a few questions throughout. The goal is for your child to not realize they are “working”.
Choices: Offer your child choices of body parts when placing them into Mr. Potato Head. Providing choices can also support a child’s ability to make decisions.
Do you want the eyes first or the nose? (I want ___)
Which nose -- the red or the pink?
Requesting: Adapt the way Potato Head is played by holding back some pieces from the child to provide repetitive opportunities for the child to use all their communication skills.
What piece do you want next? (I want _____)
(After all other pieces are in place) What else do you need? (I need ___)
Action words and prepositions: Get Mr. Potato Head moving! Show a child how he can jump and walk to support understanding and use of verbs. Play hide and seek with Mr. Potato Head to support the understanding of prepositions (under, next to, behind). Knowledge of these location words assists in enabling a child to follow directions and instructions.
Where is Mr. Potato Head? (Under the chair, next to the couch, etc.)
Identifying body parts, colors, etc: Talk about the body parts as your child is assembling and experimenting with Mr. Potato Head. Also review colors first by holding up 2 pieces of different color and asking “Which is red?” Once they have mastered that move on to a harder question- “What color is this?”
What do eyes do? (eyes see)
Mr potato head bilingualUsar Juguetes para Facilitar el Lenguaje, Español
Recuerde dejar que los niños se diviertan jugando y no convertirlo en una lección completa. Mientras juegan creativamente, haga algunas preguntas. El objetivo es que su hijo no se dé cuenta de que está "trabajando".
Opciones: Ofrezca a su hijo opciones de partes del cuerpo cuando las coloque en Mr. Potato Head. Ofrecer opciones también puede apoyar la capacidad del niño para tomar decisiones.
¿Quieres los ojos primero o la nariz? (Quiero ___)
¿Qué nariz la roja o la rosada?
Solicitar: Adapte la forma en que se juega Potato Head reteniendo algunas piezas del niño para brindar oportunidades repetitivas para que el niño use todas sus habilidades de comunicación.
¿Qué pieza quieres proximo? (Quiero _____)
(Después de que todas las demás piezas estén en su lugar) ¿Qué más necesitas? (Necesito ___)
Palabras de acción y preposiciones: ¡Haz que Mr. Potato Head se mueva! Muestre a un niño cómo puede saltar y caminar para apoyar la comprensión y el uso de los verbos. Juega al escondite con Mr. Potato Head para apoyar la comprensión de las preposiciones (debajo, al lado, detrás). El conocimiento de estas palabras de ubicación ayuda a permitir que un niño siga direcciones e instrucciones.
¿Dónde está el Sr. Potato? (Debajo de la silla, al lado del sofá, etc.)
Identificar partes del cuerpo, colores, etc.: hable sobre las partes del cuerpo mientras su hijo ensambla y experimenta con Mr. Potato Head. También revise los colores primero sosteniendo 2 piezas de diferentes colores y preguntando "¿Cuál es rojo?" Una vez que lo hayan dominado, pase a una pregunta más difícil: "¿De qué color es este?"
¿Qué hacen los ojos? (ojos ven)
¿De qué color es su nariz?