How does play help young learners acquire knowledge, specifically English Language Learner students.

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How does play help young learners acquire knowledge, specifically English Language Learner students. by Mind Map: How does play help young learners acquire knowledge, specifically English Language Learner students.

1. Doris Bergen

1.1. Studied the role of pretend play in children’s cognitive development

1.1.1. Imagination, action-theme congruence, problem solving, behavior control, creativity, regulation monitor and evaluation Involves child initiated actions, language and themes that may last for long periods of time/ days

1.1.2. Child notes incorrect action or language

1.2. May not remember what we played as children, but more important the environment that we played in

1.3. Children who may do poorly on assessments of language and reading may come from families who did not give their children rich language and experimental environments when they were in preschool (outside factors).

1.3.1. Those children may need richer and more play experiences, more trips to visit sites that can give them context for understanding what they read, and other ways of enriching their experiential background to help them—through their play—absorb, understand, and support meaning in their world. These experiences then support learning and lead to greater language use and reading comprehension.

1.4. Benefits of social pretend play include learning to interpret cues and language of other children, to act appropriately in varied social settings, and to control social behaviors that are not appropriate for those settings.

1.5. Pretend play allows children to practice social roles, and this makes them able to act appropriately in the “real” social world also.

1.6. Technology has changed play- child is reactor instead of the actor. Play alone. Not child led.

2. Karen Wohlwend

2.1. Play produces an “action text” made with moving bodies in familiar worlds that young children know best.

2.1.1. Play text does not need to be transcribed on paper.

2.1.2. Use modes (body movement, posture, facial expressions, costumes, props)

2.1.3. Create sophisticated action texts before they can write on paper.

2.2. They naturally play to comprehend, develop and represent their ideas about their worlds making play an early literacy that is a strong foundation for reading and writing.

2.3. Playing to read: Play allows children to learn how to read by imitating the reading demonstrations they’ve observed to coordinate conventions for tracking print, page-turning, voicing the cadence of storybooks, and creating story meanings.

2.4. Minds-on STEM learning: Hands on. Children stay longer and explore more rather than solving a question and leaving.

3. Marianna Souto-Manning

3.1. Play is a right for all children not a privilege

3.1.1. When it is a privilege it is granted to some and denied to others- creating further inequities.

3.2. It is currently being denied in the name of rigor and academics, both of which have been used as racist ways of keeping the status quo in place. In low-income preschools and schools, we see mandates, which seek to standardize and manage. In wealthier preschools, we witness the possibilities of play unleashed.

3.2.1. Play is discriminate: "let black boys play"

3.3. Play is valuable in itself, but can also provide children opportunities to develop sophisticated understandings of academic knowledge and concepts – through authentic, engaging, participative, and agentive ways.


4.1. "Over 150 years ago, Frederick Froebel conceptualized early schooling as a children’s garden— kindergarten—and established a space for children to play, learn, and grow"

4.2. Mr. Rogers, “play gives children a chance to practice what they are learning.”