Skip to main content

How to Teach Play- #4 What Should We Play?

What Should We Play?

Here are some examples to help you know what and how to play with your child. 

Note: These are example of my son and I playing together. In some cases it involves my second son as well, but teaching play is not done with a room full of childhood friends. That is valuable on its own, but it is something different and works best with older toddlers/children. Children learn a lot from each other.  You may find after spending time teaching your first or oldest child how to play they do the hard work for you for your subsequent children. My second son learned a lot from his big brother. I did have to sit down and help him with a few types of playing, like the farm, building with blocks and playing ball. 

Dramatic Play Examples:

Physical Play Examples:

Constructive Play Examples:

Children learn how and what to play from life experiences. You do not have to buy anything special to play. Just use your imagination and what you have around the house. It is really important to expose toddlers to as many experience as you can. Once they start school time gets away from you and sports start, music lessons and our schedules get too busy. Take the time with your toddlers to go to Pick your Own Farms, Fire Station Tours, The Zoo, etc. 

Field Trips:

Just try to devote a little time each day to your child- alone. No phones, computers, books or any other distraction. And work hard to make it fun for you as much as it is for them! They can tell if you are miserable or bored. Devoting this time will help your child. If you have subsequent children, the older children will help the younger ones learn to play. Your time is an investment with many dividends!


Comments

Popular posts from this blog

Play to Write- Week 3

We participating in a Wednesday Play Group called Play to Write over at Cherrios and Lattes . This is week 3- Write/Spell Your Name.  We started this week's practice with some name tracing. Cherrios and Lattes provides the printable for some dotted letters. She suggested doing rainbow writing with this sheet. I showed Jacob but he was more interested in writing all the Jacobs. I started by modeling on the first name. Then I held his hand and we did it together. Finally I let him do the last three on his own with only my verbal prompts.  He took this very seriously and was very proud of himself! I was surprised at how much he liked doing this activity. He has a long way to go but he did pretty well! One thing I had to repeat was not to go around the o and a more than once. He wanted to go around and around. This is an activity that I think he will want to do again! The next activity was Missing Letter Name Practice. We started by singing a little song I sing for Jak

Name Writing Practice

Jacob did a little name writing practice today. He was asked to trace the dotted lines to write letters for his name. This is good practice with spelling as well. I had him say each letter as he wrote the letter.  As you can see he is very choppy and not exactly on the dotted lines. His motor skills are not quite sharp enough yet to be able to hold the crayon and he especially loses control as he works on towards the end. We also did a Missing Letter Name Practice. Both of these ideas came from Cherrios and Lattes ' Play to Write, Write to Read. These are good ways to practice names and writing. He gets very angry if he thinks he made a mistake. See the scribbling. I have to reinforce that it is ok to make a mistake and that everyone makes mistakes but we just keep trying. Practice is the only way to get better. When this happens I cannot help but think of my former students that did the very same thing and proceeded to throw fits and give up. I hope to help Jacob ge

Building Good Readers

"Your boys are such good readers! I wish mine loved to read like yours do! How did you do that?" Can parents build good readers? How do parents build good readers? This might seem like a daunting question, a task too difficult to tackle. But truly, it does not have to be.  As our children grow and become readers on their own accord they often feel that they do not need or want parents to read to them. It is very common for this to happen, but as their parents, it is our job to push back.  Readers are not born, they are made.  We must find times to read to our children. That might mean reading aloud looks different as they get older. Maybe instead of before bed; you are reading at the dinner table, as they are playing, or during snack time. The point is to share books that will pique their interest and hold their attention. You might have to choose books you might not otherwise choose. The key to reading aloud is to m odel reading for them and to show them th