My students need new baby dolls to learn to care for, pretend food to cook with, wheelchairs to push the dolls around in, and other materials to learn to play.
To learn to pretend, to think symbolically and interact with peers is one of the greatest challenges facing my young students. Providing basic dramatic play materials is essential.
I teach a Special Education Pre-K moderate/severe Autism program in Northern California.
The children range from 3 to 5 years of age. Each child brings to the classroom a unique set of skills and challenges to address. The children are attending a general education public elementary school, and they receive related Special Education Services such as ABA, Speech and Occupational Therapy on sight, as well as incorporated into their daily classroom activities.
My Project
Last year my goal was that each child would make a friend and feel part of the classroom community, and this year is an opportunity to deepen their learning while meeting all of their individual developmental goals. Dramatic play skills will not only encourage their cognitive growth but will also encourage language development and provide the opportunity for the development of internal coping skills so necessary for this population of children. From the most basic caregiving tasks, such as pretending to feed, clothe, and wash a baby to more complex skills such as cooking and taking on another role, dramatic play will provide an important outlet and opportunity to expand thinking and flexibility.
Dramatic play tools will give the children in my care concrete, hands-on tools to expand upon and interact with and enrich their classroom experience.
Visual, tactile experiences are invaluable to all children, but especially children with special needs. Engaging in symbolic play allows young children the opportunity to master fears and experiences that are overwhelming for them, a skill I am confident my Autistic students can learn.
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