communities, and governments that work
for and support human rights for children
provide opportunities for children to
play and learn about their culture and
their family's religion (CRC Articles
Rights: Children have the right
play and recreation;
learn about and practice their religion.
are responsible for
engaging in play and leisure time
being tolerant of culturally different
recreational and religious activities;
respecting others' rights and space.
- recognize the right of every
child to have opportunity to play;
- practice respecting this right
while playing together;
- share games associated with their
own culture and learn new games
- Bubble solution, bubble wands,
and devices for making bubbles.
- A large variety of dress up paraphernalia,
including hats, clothing, gloves,
shoes, and so on.
- One or two large sets of blocks.
This may include Lincoln Logs, DUPLOS,
Unit Blocks, or others.
- Flannel board story kits or pieces
for children to create their own stories
and a large flannel board.
- Janet's Playdough Recipe,
the ingredients for Playdough, an
electric fry pan, wooden spoon, measuring
cups, measuring spoons and sandwich-size
zip-lock bags. See Session 2 for
- Parent Education Handout
- Table toys such as jacks, cushball,
deck of cards, tops, yo yos, gyroscope,
- Flip chart and markers;
- Pencils or pens.
Greet as usual. Make sure everyone
gets a name tag.
Parent/Child Interactive Activities
- 1. BUBBLES OR WATER PLAY WITHOUT
Provides opportunity for individual
and cooperative play.
- Fill the sensory table with bubble
solution. Provide wands and cups for
participants to use in making bubbles.
(The cue card is in Appendix
B with Session #1, p. 103.)
- 2. DRESS UP (SELF CONCEPT, ROLE
Provides for imagination and day
dreaming; incorporates past experiences
to create new scenarios.
- Children use a variety of hats,
clothing, silk scarves, shoes, and
props to create a temporary new self-image.
They can pretend to be anyone they
choose. Provide ethnically diverse
clothing if possible.
- 3. TOPS (MANIPULATIVE )
Provides opportunities for small
muscle development and coordination.
- Place a variety of tops on a table
top for children to twirl. You may
tape sections of the table to define
spaces. One way to confine the tops
is to tape bulletin board edging around
outside of table as a guard.
- 4. STORY AREA-FLANNEL BOARD (LANGUAGE)
Provides an opportunity to practice
language skills and create with imagination
through shared stories.
- Children and parents will create
stories using various flannel cutouts
with their parents to illustrate the
story they are making through imagination.
- 5. PLAY DOUGH (MANIPULATIVE,
Symbolizes the creative energies
- Parents and children cooperatively
experiment with the medium of play
dough and produce varied sculptures.
(The recipe and cue card are in Session
- 6. BOOK CORNER (LANGUAGE)
- Dancing With the Indians,
by Angela Shelf Medearis
- Piggies, by Audrey Wood
- The Keeping Quilt, by
- Mirandy and Brother Wind,
by Patricia C. McKissack
- The Snowy Day, by Ezra
- Latkes and Applesauce,
by Fran Manuskin
- Miss Mary Mack, by Joanna
Sauce Pan Game, by Jan Omerod
- 1. Transition: Early childhood
teacher speaks to each child, and/or
touches them on the shoulder and
reminds them that circle time will
begin soon. After connecting with
each child, the teacher begins a
- 2. Preparation: "Today
we are learning that children have
the right to enjoy their own culture
and practice their own religion
and language. Children also have
the right to play. Children are
responsible for allowing others
to play, not destroying equipment,
following rules, and being tolerant
of culturally different recreational
- "We are able to exercise
this right when we enjoy our cultural
celebrations. Who can name a celebration
that you enjoy: (possible answers
might be, birthdays, weddings, Cinco
de Mayo, Fourth of July, Christmas,
Hannukah, Memorial Day, Children's
Day, Kwanza, New Year's, etc.) It
is our responsibility to make sure
others can practice their celebrations
and rituals, too."
- 3. Share games: Parents
share games they have prepared or
the teacher may share one of his
or her own culture's games. Play
the game if it is short. Many games
can be found in Wee Sing and
Play: Musical Games and Rhymes for
Children by Pamela Conn
Beall and Susan Hagen Nipp, 1981.
- 4. Sing: "The Hokey
Pokey," or "Ring Around
the Rosie" (for toddlers).
- 5. Share mementos: Parents
share mementos of their religion
or home or family culture.
- 6. Sing your regular closing
song or, "This Little Light
separate learning time
Children's Learning Circle Session
Preparation: Bring two puppets,
and have a skit prepared that you
can do with them. You can use the
one below, or choose a skit that is
relevant to your community and its
population. You may want to use a
problem that has occurred between
children in your setting.
- 1. Invite the children
to the circle with the gathering
- 2. "As you learned
in Community Circle, you
all have the right to play and enjoy
your cultural life. . . . Well,
I have two friends, here (introduce
puppets) who don't always respect
other's rights to play. Would you
like to see what happened the other
day with our friends, Jan and Sam
Puppet 1: Hi everybody, my name is
Puppet 2: Hi, everybody! I'm Sam,
and I'm building a bridge. (Puppet
is working with blocks.)
Jan: Hey, Sam, I need those blocks
for the airport I'm building. (Jan
takes some blocks.)
Sam: Hey! Don't do that! You're taking
away my right to play!
(Puppets tussle over a block.)
What do you think Jan could have
Has anyone ever interfered with your
- 4. "Who would like
to be our puppets and do a different
ending to the story?" Choose
children to act out the play again
with the puppets, but coach them
in some respectful ways to play
together to share, take turns, or
use other solutions they think of
- 5. "I know you all
can act very respectfully and responsibly
toward each other. In fact, I've
seen ________________________ (site
examples of children acting responsibly
during the class time). Thank you
all for observing the rights of
- 6. Invite children to suggest
their favorite songs. Sing a few.
7. Conclude the circle with
the songs suggested below or some
of the children's favorites: "Ring
Around the Rosie," "The
Hokey Pokey," "Sharing
Song," "The More We Get
- Note: An optional, playful activity
is to have children act out poems.
The following books contain numerous
songs, fingerplays, and poems.
- Arroz Con Leche: Popular
Songs & Rhymes from Latin
America, by Lulu Delacre
- Clap Your Hands Finger
Rhymes, by Sarah Hayes &
- Music in Motion (Signing
in Sign Language), by Michael
- Dancing and Singing Games,
by Pie Corbett and Sally Emerson
- Helping Out, by George
- Margaret and Margarita,
Parent Education Session 9
Preparation: Write the topic
title, "Right to Play, Culture,
and Religion," on chart paper or
- 1. Action Steps and Journaling
Report: Ask parents to share
action steps or journal
- 2. Introduction: On flip
chart write the following statement:
"Keeping in mind you are your
child's first, most important, and
most continuous teacher; what is
your goal in teaching your child
about play?" Ask each parent
to give their response to this question.
- 3. Information about play:
- * Children's play is exploration
of materials, exploration of a new
process, and manipulation of the
world around them. Allowing children
the freedom to explore their world
gives them time and opportunity
to get to know about materials before
we impose the rules necessary for
conformity to society.
- * Adults can direct children's
play in very simple ways: a small
suggestion or comment, adding a
new prop to dramatic play, one word
or reminder of a rule, and so on.
- * Adults shouldn't intrude on
child's play unless they are invited.
Certain toys are meant to be shared.
When adults observe the play and
involve themselves in a logical
way, allowing for their child's
direction, the child can feel valued
- * It's wonderful when the adult
can bring the child along and encourage
the child to join in their recreation.
Today, we call this family recreation.
Things like biking, card or board
games, camping, and kick ball are
activities in which children love
to be involved.
- 4. Discussion:
- Distribute Development
of Play, (Handout PE #9).
Discuss the star illustration as
an integrated whole. One needs to
play in all five areas to become
a well-rounded person.
- 5. Small Group Activity:
Divide parents into five small groups.
Each group is assigned an aspect of
learning through play:
- Group 1 - Physical
- Group 2 - Emotional/Feeling Awareness
- Group 3 - Creativity/Imagination
- Group 4 - Social Relationships
- Group 5 - Moral/Political Sense
Ask parents in small groups to brainstorm
activities that would enhance learning
in each of these areas. Give the groups
ten minutes. Record their ideas on chart
Break into pairs and ask one person
to pick a toy from your collection on
the table and engage the partner in
play, using the toy. Spend about five
minutes in play.
1. How did this experience feel to
you? (Were you having fun? Wasting time?
Feeling confused or anxious?)
2. What is your favorite play experience
from your childhood?
3. Was there a game or games you remember
doing and loving?
4. What did those games teach you?
5. What do you play with today?
6. How do we affect our child's play?
7. How do we, as parents, choose to
become involved with our child's play?
8. What benefit does our child get
from our involvement in their play?
9. What do you do for recreation?
10. How much time each week, each month,
is spent on recreation? (There are many
different ways to spend recreation time.)
11. How do you share your own recreational
activities with your children?
6. Closing: Bring
the discussion to a close using some of
"Many things we work
with may be called 'play.' For instance,
how many of you 'surf the Internet?' Is
exploring new territory on your job a
form of play? What about going out to
eat? Jogging? Going to the health club?
Meeting someone for coffee? Playing cards
or a social game? You like to have your
time to play honored. Today we learned
how important it is to honor our children's