Dramatic Play With Misty | arbetterbeginnings.com

Summary

In a dynamic learning environment, children transformed their dramatic play area into a barber salon, sparking excitement and creativity. Through collaborative brainstorming, they explored vocabulary and roles associated with beauty salons, learning about various jobs and skills. The project incorporated math and literacy as they developed services, set prices, and engaged in hands-on activities, enhancing their social interactions. The experience not only fostered independence and critical thinking but also highlighted the joy of learning through play, showcasing the effectiveness of a project-based approach in early education.

Takeaways

• 😀 The project shifted from a dramatic play to a barber salon to engage children's interest in new themes.
• 😀 A brainstorming session helped identify children's existing knowledge about beauty salons and barber shops.
• 😀 The project emphasizes vocabulary development and learning opportunities within dramatic play.
• 😀 Children learned about the various roles and skills required in a beauty or barber shop.
• 😀 Solo cups were creatively used to build a model of the salon, enhancing hands-on learning.
• 😀 Kids collaborated to create a list of services and set their own prices for salon offerings.
• 😀 Discussions included package deals for services like makeup for pageants, fostering creativity.
• 😀 The project approach promotes math skills, peer interaction, and literacy in a fun context.
• 😀 Ownership of the project allows children to drive their learning experience, enhancing engagement.
• 😀 This is the third year of implementing project-based learning, leading to positive outcomes for both children and educators.

Q & A

What prompted the decision to change the dramatic play area into a barber salon?

The decision was made after introducing hair-related items that piqued the children's interest in a beauty theme, leading to excitement about a barber shop setup.

How did the educators involve the children in the planning process for the salon?

During a morning meeting, they used a web diagram to gather ideas from the children about what they already knew regarding beauty salons and barber shops.

What skills do the children develop through this project?

Children develop math skills, vocabulary, social interaction abilities, and fine motor skills through various activities in the salon setup.

How did the children contribute to the design and function of the salon?

The children suggested different products and services, created prices, and discussed package deals for services like makeup for pageants.

What materials did the educators use to create the barber salon?

They used Solo cups, which the children counted and stacked, along with various props to represent salon tools and services.

What role does technology play in this learning experience?

The children used computers to view images of actual barber shops and beauty salons, enhancing their understanding of the environment they were recreating.

Why is this project-based approach beneficial for children's learning?

The project-based approach allows children to take control of their learning, fosters engagement, and encourages collaborative problem-solving.

What are some of the specific activities mentioned that the children engaged in?

Activities included role-playing as stylists, mixing hair products, washing hair, and discussing various salon services.

How did the children demonstrate their learning during the salon activities?

They actively engaged in discussions about services and pricing, applied their vocabulary knowledge, and demonstrated their understanding of the salon's operations.

What is the overall goal of this project for the educators?

The goal is to create a fun and interactive learning environment where children can explore real-world concepts while developing a range of academic and social skills.