Loose Parts and Play: Meeting New York State’s Developmentally Appropriate Practices in Early Childhood Framework
An overarching theme of the Next Generation Standards for Early Learning is to protect developmentally appropriate expectations and practices. NYS in collaboration with NAEYC define developmentally appropriate practices as a framework of principles that promote learning and development. According to the NGSEL Introductory Document, these principles highlight the need for educators to:
Loose parts play inspires children to develop creativity and innovation. As children use loose parts, they deepen critical thinking and problem-solving skills. It also provides a pathway to celebrate multiple outcomes. Loose parts are sustainable items that learners manipulate through exploration and analysis. Children also engage in rich conversation, learning to use vocabulary and discussion as a method to self-regulate so that they can collaborate with others who think differently than they do. Through loose parts play children engage in developmentally appropriate practice that empowers literacy learning for all.
In a world where joy can be difficult to find, the loose parts environment makes joy the central theme of the school day. It is through play that children and adults find joy. In finding joy, creativity and innovation flourish. When children flourish, they experience success in a way that honors dignity and supports learning. Several teachers will be exploring this learning with students in the new school year. It will be an exciting transition towards the Next Generation Standards and the NYS developmentally appropriate practices framework initiative.
If you are interested in exploring this initiative and how it informs your classroom or district, please reach out to Michelle Rickicki at firstname.lastname@example.org
By, Michelle Rickicki, CA BOCES Professional Development
Very soon the leaves will begin to fall and classrooms will begin to hum with the sounds of four and five year olds engaged in imaginary play. Although our schedules may be different and the number of children in a classroom will vary, play is still a necessity. Whether we are face to face or working virtually, children show us time and again that play is the way they learn.
It is through play that children develop necessary social-emotional skills which are linked to improved behavior, higher academic performance and better attitudes about school.
Play is at the core of development and learning. The early learning standards articulate the learning progressions for all students. Those who work with young children are charged with the task to provide intentional, experiential, and joyful learning experiences where play is the vehicle to deliver curriculum.
If you are interested in learning how to use play as an instructional tool in your classroom contact Michelle Rickicki or Corey Wilson.
By: Michelle Rickicki, CA BOCES Professional Development
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