I. General Information

1. Course Title:
Integration of Play

2. Course Prefix & Number:
CDEV 1116

3. Course Credits and Contact Hours:

Credits: 3

Lecture Hours: 2

Lab Hours: 2

4. Course Description:

This course examines play during infant, toddler, preschool, and school aged years of development. Course will examine the physical environment in relation to play, construct meaning of play materials appropriate to the play of children, theories of play, how play promotes all areas of development and learning.

5. Placement Tests Required:

Accuplacer (specify test):

No placement tests required

Score:

6. Prerequisite Courses:

There are no prerequisites for this course.

7. Other Prerequisites
Passed Minnesota Background Check

9. Co-requisite Courses:

There are no corequisites for this course.

II. Transfer and Articulation

III. Course Purpose

1. Program-Applicable Courses – This course is required for the following program(s):

Early Childhood Education AAS
Early Childhood Education Diploma

IV. Learning Outcomes

1. College-Wide Outcomes

College-Wide Outcomes/Competencies	Students will be able to:
Demonstrate interpersonal communication skills	Demonstrate professionalism and effective communication skills in both the classroom and lab site setting.
Apply abstract ideas to concrete situations	Complete observations and assessments to analyze children's play.
Discuss/compare characteristics of diverse cultures and environments	Compare and contrast concepts of play in relation to culture and family environments.

2. Course Specific Outcomes - Students will be able to achieve the following measurable goals upon completion of the course:

• Identify children’s play, the levels of play as they relate to social development and how play is affected by individual differences;
• Examine the role of the adult in valuing, supporting, and promoting play within early childhood and school programs, home, and community;
• Describe how play promotes learning, supports overall development, and reduces child stress;
• Construct understanding of play and its relation to how the brain functions;
• Examine the role of the environment, materials, and toys in supporting play;
• Examine past and current theories, issues and trends in relation to play;
• Address and advocate for children’s right to play to parents and the public;
• Observe and assess children’s level of play and describe how to support children’s social development at each level;
• Display professionalism in both the classroom and lab site setting;
• Arrange an instructor approved licensed lab site and complete all required paperwork, assignments and hours required by the course; and
• Demonstrate appropriate, supportive, play based teacher strategies in a lab setting.

V. Topical Outline

Listed below are major areas of content typically covered in this course.

1. Lecture Sessions

1. Valuing play
• Value of play in American and global society
• Motivation to play
• Defining play
• Characteristics of play
• Observable behaviors
• Contexts of play
• Adult interaction
• Play issues and trends
• Support for play
• Play research
2. Classical and current theories of play
• Early influences and classical theories
• Modern theories
• Postmodern theories
• Play assessment
• Current and future treads/issues
3. Play as development
• Play progression
• Infant and toddler play
• Preschool play
• Primary play
4. Supporting play with infants and toddlers
• Play as a curriculum
• Creating a context for play
• Adult facilitation
• Play places and spaces
• Designing environments for infants and toddlers
• Program models
• Play assessment
• Program assessment
5. Supporting play with preschoolers
• Supporting preschool play
• The role of adults
• Creating the context for play
• Play as a medium for learning
• Designing environments for preschoolers
• Integrative play programs
• Play assessment and documentation
6. Supporting play in Kindergarten classrooms
• Kindergarten programs
• Role of adults
• Developing a theoretical foundation
• Play as a medium for learning content area curriculum
• Designing play spaces
• Toys, puzzles, and materials
• Assessment
7. Supporting play in primary schools
• Primary play
• Role of adults
• Play as a medium for learning
• Curriculum connections
• Program models
• Toys and materials
• Assessment
8. Supporting play for children with special needs
• Play in early childhood education
• Influences on play
• Role of adults
• Supporting play in inclusive settings
• Child focused interventions in inclusive settings
• Models of program delivery
• Family based practices
• Assessing play
9. Outdoor play for young children
• Benefits of outdoor play
• Play spaces
• Role of the adult
• Safety issues for all children
• Designing outdoor play environment for infants, toddlers, preschoolers and primary aged children
• Recess
• After school programs
• Assessing outdoor play
10. Current trends and issues
• Current trends
• Current issues
• Play research
• Play policy

2. Laboratory/Studio Sessions

1. Students meet with instructor following registration and a completed, passed background study
• Assignments and general procedures will be reviewed
• Students complete 30 hours of on the job training supervised by teacher in a licensed or school based program
2. Contact and arrange an instructor-approved lab site
• Interpersonal skills and professionalism
3. Provide and explain all lab paperwork and assignments to supervising site
• Interpersonal skills and professionalism
4. Attend a site within the mileage parameters given by the instructor during the time arranged for a total of 30 hours.
• Be on time
• Appropriate dress for working with children and families
5. Observe and participate in learning experiences
• Observe and practice professionalism, developmentally appropriate practice and the Code of Ethics
• Appropriate interactions with children and staff
6. Complete assignments as listed in the syllabus and as arranged with the supervising site
• Weekly journal entries
• Instructor provided developmental observations and play assessments
7. Communicate with the Supervising site and Instructor as needed
• Interpersonal skills and professionalism
• Ask questions in a professional manner when more direction is needed or there is a lack of understanding