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CURRICULUM AND LEARNING DEVELOPMENT * 5 HOURS *
​PROGRAM PLANNING AND DEVELOPMENT * 5 HOURS * LEVEL 2

Playdough in the Classroom

Page 11

Social and Emotional Development

Playdough gives children the opportunity to further social and emotional development in many ways. The first way is in developing their own self-confidence. Children can create things with playdough that they can show and play with which allows them to get positive feedback about their creations. The simple act of showing off their playdough creations can elicit compliments and support to build their self-confidence. This is important as children begin learning more and more complex topics and need to have a good foundation of confidence and feel capable of furthering their abilities.
Playdough play can also help children deal with strong emotions and impulse control. Children with short tempers or that tend to feel their emotions very strongly will enjoy the calming experience of playing with playdough. Give them a chance to use this as part of a “calming” activity if they need some time to regroup. ​
Playdough may also be helpful for older children who have high energy levels as a “fidget” or “busy” tool during circle time or independent work time. Often children with high energy levels are busy talking or touching their peers during these times. ​Giving the child something to fidget with can refocus their energy and help them with staying on task in the classroom.
When children can play together with a playdough type material they can collaborate and strengthen their social skills. Johnny might ask Marcus to build a fence for the barn as they work together to create a farm for their play. Agnes may bring a set of small people figurines to the playdough area for the three of them to use together to play family. They can collaborate, communicate and interact in a positive way that will strengthen their social skills at any age. 
Teachers and caregivers can also assist in the social and emotional development of children through the use of playdough. Ask children guiding questions about what they are making and make observations that promote cooperative work.
  • This may include pointing out that two children are doing the same things with their lump of playdough. “You and Vivien are both making cats!”  
  • You may also encourage one child to help another “Tyrell is making a car, can you help him with the wheels?”
  • ​Another great option is to connect playdough play with real-world applications “You made a yellow banana! If you made a green banana would it be ready to eat yet? No, probably not.”