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Ms. Sam’s Classroom Edit display name

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Dramatic play in pre-kindergarten is the most developmentally appropriate, research- and evidence-based practice for high-impact learning across all domains. It is an indispensable part of any pre-kindergarten, center-based environment where students have the opportunity to engage in their social-emotional learning (Ec.9.PK.2; Ec10.PK.1; SE.5.PK.1c; ), language and emergent literacy practices (WA.1.PK.4; LT.3.PK.1,6; S.8.PK.3a), cognitive development (L.PK.1-5), physical development (PD.4.PK.1; PD.6.PK.2; HE.1.PK.3,5,7) and creative expression (CT.3.PK.1-3; DP.1.PK.1-7; DP.2.PK.1-3; DP.3.PK.3; DP.4.PK.1; DP.5.PK.1,3) simultaneously. Creating a market place in my Pre-K students' dramatic play area will support their self-guided learning across all early childhood developmental domains. Play and activity-based learning is the work we do in early childhood, and everyday, I see my students' play grow more sophisticated. Not only are the scripts they imagine and bring to life becoming more emotionally complex, they are taking their play to new heights as well. Their play used to be home-based, but now they pretend to be adults going to work, school, and to the market. The classroom does not have the material or furnishings to support this play. Because of that, the students take materials out of the dramatic play area to other centers. This causes a certain degree of disorganization in the classroom that illicits an unwillingness to share, frustration among students, and other antisocial behaviors that are adverse to healthy and positive development in young children. Classroom arrangement is critical to classroom management, and classroom management is essential for putting appropriate learning demands on students between 3 to 5 years old. Please help me make the best learning environment and experience possible for my students.

About my class

Dramatic play in pre-kindergarten is the most developmentally appropriate, research- and evidence-based practice for high-impact learning across all domains. It is an indispensable part of any pre-kindergarten, center-based environment where students have the opportunity to engage in their social-emotional learning (Ec.9.PK.2; Ec10.PK.1; SE.5.PK.1c; ), language and emergent literacy practices (WA.1.PK.4; LT.3.PK.1,6; S.8.PK.3a), cognitive development (L.PK.1-5), physical development (PD.4.PK.1; PD.6.PK.2; HE.1.PK.3,5,7) and creative expression (CT.3.PK.1-3; DP.1.PK.1-7; DP.2.PK.1-3; DP.3.PK.3; DP.4.PK.1; DP.5.PK.1,3) simultaneously. Creating a market place in my Pre-K students' dramatic play area will support their self-guided learning across all early childhood developmental domains. Play and activity-based learning is the work we do in early childhood, and everyday, I see my students' play grow more sophisticated. Not only are the scripts they imagine and bring to life becoming more emotionally complex, they are taking their play to new heights as well. Their play used to be home-based, but now they pretend to be adults going to work, school, and to the market. The classroom does not have the material or furnishings to support this play. Because of that, the students take materials out of the dramatic play area to other centers. This causes a certain degree of disorganization in the classroom that illicits an unwillingness to share, frustration among students, and other antisocial behaviors that are adverse to healthy and positive development in young children. Classroom arrangement is critical to classroom management, and classroom management is essential for putting appropriate learning demands on students between 3 to 5 years old. Please help me make the best learning environment and experience possible for my students.

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About my class

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