Assessing Play Environments: A Play Rating Scale
Assessing Play Environments:A Play Rating ScaleCandace Jaruszewicz, Ph.D.College of CharlestonN.E. Miles Early Childhood Development CenterPrepared for Trident United Way Director’s ForumJuly 13, 2006
The reality todayToday’s early childhood teachers arekeenly aware of increasingaccountability to standards and often,this is misguidedly visited upon theclassroom as pressure fromadministrators or parents to limit orentirely do away with play (Fromberg,2003; Hyun, 2003)C. Jaruszewicz, Ph.D. College ofCharleston 7.13.2006
What are your feelings about thisissue? What are you hearing from parents?What are you hearing from yourteachers?What are you hearing from otherdirectors?What are you hearing from those towhom you are accountable?What’s the difference between ‘freeplay’ (ECERS) and ‘other’ play?C. Jaruszewicz, Ph.D. College ofCharleston 7.13.2006
Research Literature (as if you didn’talready know this) High quality play promotes academic achievementBlock play develops mathematical thinking(Andrews, 1999; Ginsburg, Inoue & Seo, 1999;Kamii, 1982; Seo, 2003; Wolfgang, Stannard &Jones, 2001) & spatial reasoning (Reifel, 1984,1996)Sand and water play develops concepts aboutphysical properties and conservationComplex dramatic play is well known as a vehiclefor the development of language and literacyskills (Pickett, 1998; Stroud, 1995) & problemsolving.C. Jaruszewicz, Ph.D. College ofCharleston 7.13.2006
High Quality Play Environments providechildren on-going opportunities to initiate,engage in, and extend play Provision for interesting and inviting materials and playopportunitiesManagement of the environment and activities that issensitive to children’s needs & interestsThe teacher’s responsibility is to observe, see meaning asit is being constructed by children, and facilitate complexplay with both direct and indirect intervention strategiesSupports and respects cultural differences and assumesinclusion in play environments of children with specialneeds (Phelps & Hanline, 1999)Reflects elements of high quality curricular approaches,such as visual documentation of activities and learning(Gandini, Edwards, and Forman, 1994) or visual andaccurate labeling of materials & storage (High Scope)C. Jaruszewicz, Ph.D. College ofCharleston 7.13.2006
Access to play assessments limited Informal assessments focus mainly on complexity ofplay Phelps & Hanline, 1999; Reifel, 1982; 1984) NAEYC accreditation materials and criteria New process comprehensive, but not feasible (oraccessible) for all, very time-consuming & expensiveCriteria related to play are embedded/integratedECERS In original version (1982)barely mentionedIn new version, addressed more comprehensibly 4,7,8 (arrangement & materials)22,23, 24 (blocks, sand/water, dramatic)29, 30 (supervision)32, 33 (interactions)35 (free play – what’s the difference?)C. Jaruszewicz, Ph.D. College ofCharleston 7.13.2006
Goal of this tool is to provide easy wayto assess play from two perspectivesDiffering contextsoooooIndoorOutdoorBlocksSand & WaterSocio-dramaticConstants acrosscontexts:o Environment &materialso Management/accesso Intervention &support strategiesC. Jaruszewicz, Ph.D. College ofCharleston 7.13.2006
Features of this assessment Familiar format to those who have used NAEYC and/orECERSSimplified 4 point Likert scale-inadequate, minimal,good, excellent (ECERS)Descriptive narrative criteria (ECERS & NAEYC)Each sub-scale has the same 3 dimensions(environment & materials, management, facilitationstrategies) for ease of comparison across sub-scalesSnapshots (SC GSGS ELStds)*Addresses all major contexts of child-initiated &teacher-facilitated play (indoor, outdoor, sand/water,blocks, dramatic play)*in progressC. Jaruszewicz, Ph.D. College ofCharleston 7.13.2006
General Indoor play environmentMinimum requirements: indoor play includes individual centers for blocks, sand and water, and dramatic playPhysicalenvironment &materials(1) Inadequate(2) Minimum(3) Good: All of (2) plus:(4) Excellent: All of (3) plusCenters notdesignated orclearly definedInterest areas designatedand basic materialsavailable on daily basisEach interest area can accommodate 35 childrenMaterials and toys reflect the culture andbackground of individual children in roomClearly defined boundariesFlexible &integrated use of play areas encouragedDisplay space availablefor children’s workMaterials organized, labeled andaccessible to childrenMaterials provide for variety ofdevelopmental levelsMulticultural/non gender specificmaterials in each center or interestareaManagementPlay scheduled inshort (15-30minutes) blocks oftimePlay scheduled in at least30 minute blocksFree play daily at least one hour AMand PMLarge periods of extended time for play (most ofday spent in play)Intervention andsupport strategiesTeacher occupiedin other activitieswhile children playTeacher present butinvolvement limited tomonitoring andresponding tochildren’s requestsTeacher aware of play levels ofindividual children and groups ofchildrenTeacher uses children’s products to assess and planappropriate facilitation strategies for individualchildren and groups of childrenTeacher moves around room duringplay time and intervenes appropriatelyat timesDocumentation and display of children’s work isongoingC. Jaruszewicz, Ph.D. College ofCharleston 7.13.2006
IndoorsC. Jaruszewicz, Ph.D. College ofCharleston 7.13.2006
General Outdoor play environmentMinimum outdoor environment: Play area set aside for children that is safe and protected from traffic or other hazards.Physicalenvironment &materials(1) Inadequate(2) Minimum(3) Good: All of (2) plus:(4) Excellent: All of (3) plusArea used for playnot planned forchildren (i.e. lawn,parking lot, etc.)Balance of shade/sunVariety of surfaces (hard, soft, grass,etc.)“Real” construction and gardening materialsavailableGross motor equipment appropriate toage/developmental levels of childrenDisplay area includes evidence of outdoor playNo designatedareas for differentkinds of outdoorplaySome gross motorequipment available butnot designed necessarilyor planned specifically fordevelopmental levels ofchildrenChildren free to chooseactivities, but interestareas may not be clearlydefined or equippedManagementOutdoor play notavailable on dailybasisOutdoor area used by allchildren dailyInterest areas clearly defined for grossmotor, sand and water, dramatic play,and gamesProps available for dramatic playSand and water available dailyTeacher monitorsplay from adistanceChildren extend/continue indoor play themesoutdoors with props, space, time, etc.Materials rotated regularlySand and water availableoccasionally but userestrictedIntervention andsupport strategiesOutdoor area extends and fully supports andcomplements indoor environment and activities.Children document and revisit own work and playoutside.Teacher moves freely among children,observing and occasionallyintervening to help children developskills and extend playC. Jaruszewicz, Ph.D. College ofCharleston 7.13.2006Teacher observes/documents and facilitates play asneeded
OutdoorsC. Jaruszewicz, Ph.D. College ofCharleston 7.13.2006
Block PlayMinimum materials: Unit blocks (at least 200 unit blocks per child), hollow blocks or other materials for buildinglarge structures (e.g. waffle blocks), a variety of smaller table-top block such as Legos and flexible blocks;accessories such as play people, trucks, etc.PhysicalEnvironment &materials(1) Inadequate(2) Minimum(3) Good: All of (2) plus:(4) Excellent: All of (3) plusNo area set asidespecifically forblock play.Area set aside for blocksout of traffic.Area clearly and concretely definedwith physical boundaries.Block area include shapes representative of variouscultures (i.e., Egyptian columns or obelisks, Russiandomes, etc.)Minimum basic materialsfor 2-3 children.Props represent cultural differences,such as play people of differingethnicities, family configurations, andabilitiesLess thanminimum basicmaterialsManagementBlocks notavailable on dailybasis.Flat floor and tablesurfaces available forconstructionStorage spaces labeled andaccessible to all childrenArea supports play for 3-5 childrenand does not interfere with ongoingactivities in other parts of room, but isin close proximity to dramatic playcenter.Shelf labeling incorporatesphotographs or outlines of blocks foreasy identification of proper storage.Books and pictures of models andchildren’s constructions displayedOrganized, but flexible system foridentifying children who want to playin center to respond to children’sinterestsIntervention andsupport strategiesBlock playunsupervised;teacher activityfocused onmonitoring orenforcing of rules.Props included that minimize aggressive play, suchas adult and baby animals, scraps of cloth for use asblankets, play food.Teacher intervention onlywhen children requesthelp.Teacher regularly uses interventionstrategies to assist children withconstruction skills as needed.Children play in blockarea for short (less than 30minutes) periods of time.Teacher encourages dialogue aboutconstructions, such as “can you tell meabout what you are building?”C. Jaruszewicz, Ph.D. College ofCharleston 7.13.2006Block storage is arranged according to shape and indescending size order from left to right, withaccessibility adaptations for children with specialneeds (e.g., tactile labeling for the visually impairedchild.)Teacher encourages themed play with props relatedto current interests of the children and integration ofblock play with other areas such as housekeeping,science, socio-dramatic play, and art.Teacher uses appropriate, play-tutoring interventionstrategies such as modeling, and questions thatprompt mathematical thinking (e.g., ‘how manymore blocks do you need to make this tower thesame size as the other one?)Provision made for “keeping” or documentingstructures (photos, scrapbooks, etc.)Teacher facilitates revisitation of earlierconstructions through dialogue and groupconversation/sharing.
Block PlayC. Jaruszewicz, Ph.D. College ofCharleston 7.13.2006
Sand and water playMinimum materials:Provisions for Sand and water (table, basin, etc.) Accessories such as toys, pouring implements , shovels, etc.Physicalenvironment &materials(1) Inadequate(2) Minimum(3) Good: All of (2) plus:(4) Excellent: All of (3) plusEither no sand andwater or one but notthe other availableindoors or out.Both sand and wateravailable daily indoors andout.Props added/rotated regularly for bothsand and waterTeacher plans addition of toys, implements in responseto children’s emerging interests and skillsAlternate materials added or substitutedoccasionally for interest such ascornstarch, rice, etc.Sand/water play props relate to other activities/currentthemes of interest in other play areasChildren encouraged to explore and testideas, develop themesChildren can document and revisit sand and water playwith photos, video, journals, etc.Minimum materials limitedto buckets, shovels, cups,spoons, etc.Same props available eachday.ManagementSand and water playrestricted or notavailable dailyExperimentation limited byrulesChildren are allowed to integrate sand andwater props with materials from otherinterest areasIntervention andsupport strategiesNo direct supervisionof children whileplaying in sand andwater area.Teacher monitors forsplashing, throwing sand,etc., but does not intervene inplayTeacher encourages dialogue,descriptions, conversations as childrenplay. Teacher asks open-ended questionsChildren encouraged to relate sand andwater play to other areas such as art andscienceC. Jaruszewicz, Ph.D. College ofCharleston 7.13.2006Teacher observes and documents play and responds withappropriate interventions as children’s concepts aboutphysical properties emerge
Sand & WaterC. Jaruszewicz, Ph.D. College ofCharleston 7.13.2006
Socio-dramatic Play:Minimum materials: Housekeeping furniture, dress-up clothes; simple housekeeping props such as play food, dolls,blankets, telephonePhysical environment& materialsManagement(1) Inadequate(2) Minimum(3) Good: All of (2) plus:(4) Excellent: All of (3) plusNo defined area setaside for dramatic playDramatic play area and propsfocus on housekeeping.Basic props reflect cultural diversity, such asethnic play food, clothing and dolls.Props evolve in response to children’s interests in themesand personal experiences.Less than minimummaterialsSpace is set aside for propstorage, but not organized bytheme.Area supports play for 3-5 children and doesnot interfere with ongoing activities in otherparts of room.Themed props include materials that invite children toengage in complex use of literacy, math, social skills, etc.(e.g., for restaurant or fast food play, order pads, recipecards, menus reflecting the languages spoken by children inthe classroom, money, headset, cash register, material forsign making, etc.)Area not available ondaily basisArea available dailyMaterials organized and storage provided foraccess by children as needed.Method of documentation available & used to for childrento revisit play (video, tape recorders, photos, etc.)Same props available all of thetimePlay duration limited (less than30 minutes)Intervention andsupport strategiesTeacher monitors playfor attention to rules.Not involved inobservation orinterventionTeacher responds to children’srequests for help and willsupply additional props whenrequestedChildren’s play not coordinatedto themesSpace provided beyond housekeeping areafor themed playProps rotated regularlyChildren encouraged to integrate dramaticplay with other areasParents involved in supplying props; informed of currentthemes and interests of childrenOutdoor dramatic play area and propsavailable to extend playTeacher observes and documents socio-dramatic playregularlyTeacher observes play, discusses and asksquestions, assists children in extending playthemes when requestedTeacher uses appropriate intervention strategies to facilitateelaborate and extended themed play.Teacher assists unfocused childrenC. Jaruszewicz, Ph.D. College ofCharleston 7.13.2006Teacher encourages extension of play themes to outdoorsocio-dramatic play area
Dramatic PlayC. Jaruszewicz, Ph.D. College ofCharleston 7.13.2006
Scoring (with sample Environment& ilitation(20)3422415/20Sub-Totalscores foreach subscale10/1210/128/129/1211/12Total Score(48/60)C. Jaruszewicz, Ph.D. College ofCharleston 7.13.2006
Interpreting results A total score reflects the overall quality of play inthe context of the environment.If scores for each sub-scale are analyzedseparately, each scale can provide feedback on aparticular type of play (indoor, outdoor,sand/water, blocks, dramatic).If scores across sub-scales are analyzedseparately, feedback is provided for a particulardimension of play (materials, management,facilitation)The descriptors, like both the ECERS and NAEYCcriteria provide ‘self-correcting’ information forimprovementC. Jaruszewicz, Ph.D. College ofCharleston 7.13.2006
HELP!!!I want to pilot use ofthis tool with bothindividual teachersand programs tocollect data &feedback for furtherdevelopment.If any of youwould be interestedin participating in apilot, please sign up& I will provide youwith materials &consent forms!C. Jaruszewicz, Ph.D. College ofCharleston 7.13.2006
individual children and groups of ; children. Teacher moves around room during . play time and intervenes appropriately . at times. Teacher uses children's products to assess and plan . appropriate facilitation st rategies for individual ; children and groups of children. Documentation and display of children's work is . ongoing
Table 1 summarizes the standard specifications of bearings for special environments. For custom specifications, please contact NTN Engineering. Table 1. Bearings for Special Environments: Classifications and Standard Specifications Clean environments Corrosive environments Contaminant-free environments High temperatures Cryogenic environments .
Play is learning. Remember that imaginative play or pretend play is thinking play. Pretend play is thinking play because children need to think of what to play, use an object or objects as play props (using the object as a symbol in play is higher level thinking), incorporate a character in the play (like a teddy or doll),
Play types: Play types can be described as the different behaviours we can see when children are playing and there have been numerous attempts to categorise different types of play. Play theorist Bob Hughes describes each play type (social play, rough and tumble play, deep play, role play etc.) as 'both distinctly and
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