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CURRICULUM AND LEARNING ENVIRONMENT   * 2 HOURS * LEVEL 2

The Dramatic Play Learning Center

Prepping for Dramatic Play

Course Menu

Page 9


Introducing the Center 
Picture
At the beginning of the school year, teachers should talk with their students about the expectations for the dramatic play center. You can ask the children what they think the rules for the area should be, list these on paper, discuss as a class, and decide on final thoughts. Teachers will need to review these expectations throughout the year, especially when a change to the center is made. ​
Some common reminders that children may need are:
  • How many children is it safe to have in the center at one time
  • How children should treat the props and furniture in the area
  • How children should interact with their peers at this center
  • How to leave the center for others
Remember that children need lots of reminders.  Any conversations of the center should be treated as learning experiences. ​​

The Teacher’s Role
After teachers introduce the learning center, their job is not over. Rarely are children able to begin dramatic play without any bumps in the road, and that’s okay! Know that in the first few days or even weeks that students will need increased supervision.

​Teachers will need to model appropriate behaviors and interactions for their students to see. It is also the job of the educator to challenge students and really get them thinking. This is where open-ended questions and high-level thinking come into play. Generate a list of questions that require more thought, instead of a simple “yes” or “no” answer. These questions usually begin with “why, how, or what”. 
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  • Child Care Training
    • A-B >
      • 123 Dance with Me
      • A Directors Guide
      • A Teachers Guide to Pinterest
      • A Vaccination Conversation
      • All Aboard: Creating an Inclusive Classroom
      • Art and Sensory Experiences for Infants and Toddlers
      • Art Integration
      • Back to School Transition Tools
      • Basic Sign Language in the Classroom
      • Basic Signs for Babies and Toddlers
      • Beyond the Classroom: Engaging Families
      • Block Play for Infants and Toddlers
      • Bright Minds ​STEM Play for ​Infants and Toddlers
      • Building Community Through Circle Time
    • C-D >
      • Chicka Chicka Boom Boom in the Classroom
      • Child Abuse and Mandated Reporting in Washington
      • Children and Nature
      • Classifying and Sorting
      • Cooking Up Fun
      • Developing Minds and Bodies Tummy Time for Infants
      • Dream Team Successful Teambuilding
    • E-I >
      • Easing Separation Anxiety
      • Executive Function
      • Exploring the Magic of Harry Potter
      • Fantastic Mr. Dahl
      • Guide to Goosebumps
      • Infant and Toddler Temperament
      • Introduction to Planning Activities
    • K-M >
      • Keeping Children Safe and Healthy
      • Managing Your Time
      • Math Exploration
      • Mildred D. Taylor and Cultural Awareness​
      • Mindful Leadership
      • ​Motivating Morale Keeping Staff Around
      • Music and Movement for Infants and Toddlers
      • My Brain Craves Action
    • N-P >
      • Nap Time
      • Operation Military Families
      • Ouch Infant and Toddler Biting
      • Picture This
      • Positive Strategies for Classroom Management
    • R-U >
      • Reinforcement and Redirection
      • Simple Science
      • Spanish in the Early Childhood Classroom
      • Speech and Language Milestones
      • Supporting Families with Special Needs
      • Supporting Self-Esteem
      • Teaching with Tolkien
      • The Child's Developing Brain
      • The Infant and Toddler Classroom
      • The Infant and Toddler Teachers Role
      • The Wonderful Author of Oz
      • Theories of Child Development
      • Understanding Autism
    • V-Z >
      • Where the Wild Things Are
      • Worldwide Art
      • Yoga with Children
  • Need Help
    • About Us
    • Certificates
    • Lesson Plans for Young Learners
    • Terms of Use