Reflection and Critical Thinking Questions
1. Think back to your own fond memories of play during your childhood. Did those play experiences reflect the characteristics of play identified in this chapter? Can you think of other characteristics of child-directed play that might be added to the list?
2. If children’s parents or family members asked you to justify why play is vital to early childhood development and learning, what would you say? Could you also provide a rationale about the benefits of children’s play to coworkers or program supervisors and administrators?
3. In what ways will your attitude and actions support play in your classroom or program? As you plan your response, consider all five PASTA ingredients from Table 5.3: participation, attitude, space, time, and advocacy.
4. What steps should beginning teachers take to enhance their professional development (attitude, knowledge, and skills) with regard to play?
5. Do you believe the increased demands for academic achievement associated with the NCLB act and the priority for play and play-based learning can co-exist in an early childhood classroom? Why or why not?
Recommendations for Your Professional Bookshelf
Big Body Play: Why Boisterous, Vigorous, and Very Physical Play Is Essential to Children’s Development and Learning by Frances M. Carlson
Carlson’s lively book provides clear definitions, examples, and guidelines for big body play and rough-and-tumble play. She also presents information about physical development of children, explains the benefits of physical play, and shares the latest recommendations from the National Association for Sports and Physical Education (NASPE) for physical activity from infancy through age 8. The book gives realistic suggestions for setting policies for big body play, implementing it, and managing risks through appropriate