Playdough Outdoors

The teacher’s role is to be present with the children in her care and attentive to the needs of the larger community of children. Watch and listen as J. finds materials to meet the children’s interests and needs, reassures others of her presence and care, is a friend and companion of the children, and follows the lead of the children in their play and discovery.

When J. walks away to get playdough, all of the children notice and many watch what she is doing. This is a good reminder: children are aware of what teachers do and say even when we aren’t aware of them in the same way.

• J. offers reassurance of her attention and presence to the child (offscreen) who calls to her. She answers the calls of the children who are on the other playground (offscreen) who were in her care the year before and still feel a connection with her. Children need that reassurance as they learn to trust their world; developing a sense of safety and security are basic needs being met at this stage. J. kindly offers reassurance both physically and verbally, letting the child know that she is there for every student.
• J. plays alongside of the children. She doesn’t talk until the children speak to her. She doesn’t hijack their play but follows their lead. She notices. She smiles. She offers gentle touch. She gets down on the child’s level. She takes and offers the playdough.
• J. asks questions that further the child’s development. She asks, “Does it smell good?”to see what the children think.  Then she offers her assessment. “It smells good and feels good.” She is intentional in these questions and is open to the children’s responses. Since many of these children are still developing language, her answer models a full answered response.
• J. doesn’t ask questions she knows the answers to, like “What color is it?” because these children are focusing their efforts on tactile and sensory learning. However, if a child were to hand her the playdough and say, “Geen!” she would respond with, “Yes, it’s green.”
• Early social skills  are practiced as the boy gives J. some playdough and she  offers him the playdough in her hand. She must be careful to refrain from letting him take something out of her hand without being invited to do so. Since children aren’t allowed to “grab” things that are in the hands of other children, adults should model that things may not be “grabbed” out of the hands of adults. When a toddler tries to take something out of the adult’s hand,  hold the item and say, “You can use this when I’m through,” and then give it to the child after a few seconds with a “I’m all through now! You can have it.” Or  say to the child, “If you would like my playdough, ask me ‘Can I use your playdough?’” Then give it to him when you are finished.