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Workshop Proposal – Playing is Learning

Workshop Proposal – Playing is Learning

Part 1A: Workshop Details

Title Playing is Learning
Explanation Research shows that play is the foundation of learning. It is how children gamble with life to make it meaningful. Through play, children develop creativity, constructive problem-solving, and self-expression. Playing helps children build and expand their understanding, skills, and knowledge in a sensible manner (Ramroop, 2021). There are various types of play, such as interactive and social, where children play with their peers. Others play alone, while there is also symbolic play where children pretend and imagine when they play. Generally, play is vital because it is a form of learning as children can try out possibilities, practice skills, and discover new challenges, resulting in deeper learning.
Objective/Purpose The workshop aims to enlighten parents and teachers that play is a form of learning; thus, it is a vital part of the curriculum. The workshop will teach teachers and parents that play allows young learners to learn about nature, their bodies, and their place within the environment. The workshop will encourage and challenge teachers and parents to ensure play is part of a child’s daily learning. Besides, play improves children’s social, emotional, physical, and cognitive development and well-being. In addition, play enables children to be creative, learn about the world independently, learn diverse skills, and build stronger relationships.
Target Audience My target field is Bachelor of Arts in Early Childhood Education. The workshop primarily targets parents, teachers, administrators, guardians, and children.
Theory Jean Piaget was the first psychologist to systematically conduct children’s cognitive growth in 1962. Piaget considered play as fundamental to the development of children’s intelligence. His play theory argues that as children grow, their play and environment should promote further language and cognitive development (McLeod, 2018). As a result, Piaget’s research made him build his theory depending on the four stages of cognitive development based on how children play. These stages include sensorimotor, pre-operational, concrete operational, and formal operational stages. Piaget then broke down these stages by age from birth to 2 years, 2 years to 7 years, 7 years to 11, and 11 through adolescence. Children should participate in various types of play at every developmental stage to help develop their intelligence or cognitive thinking (McLeod, 2018).

For Piaget, children play in four diverse ways: fantasy, functional, games with rules, and constructive play. This kind of play happens in four stages of development. According to Piaget, children’s play shows their cognitive development level. The first type of play is functional play. This kind of pay is more physical and involves jumping, sliding, running, and experimenting with the world using the senses. This type of play happens in a sensorimotor stage between ages 0-2 years. At two years, children begin engaging in constructive play because, at this stage, children desire to play with toys and other objects to achieve a goal. As such, children will want to play with blocks and try to build towers or toss things. When children reach age three, they start fantasy play. Notably, symbolic/fantasy play enables children to engage in role-playing and make-believe games. (McLeod, 2018). Jean’s four stages of development in children fully support play because playing is learning. Naturally, children start learning things through play; thus, it is vital to development.

 Part 1B: Workshop Flyer

Part 2: Roadblocks

Roadblocks Roadblocks Solutions
List Roadblock #1 here

Specific to the Objective

The absence of play areas within the classroom where children can freely and comfortably engage in play will affect children’s learning. Alternatively, a class that lacks different learning areas, such as the molding or a creative center for children to engage in imaginative play and hands-on activities, discourages playing. Create specific playing zones or learning centers children can use to engage in different types of play. There are various play toys, challenges, or activities for the children to do in these areas. Ramroop (2021) affirms that the play area is vital to a classroom because it helps learners develop crucial social, physical, imaginative, and emotional skills needed to attain self-confidence, improve critical thinking, and improve coordination.
List Roadblock #2 here

Specific to the Objective

The workshop’s lack of accommodations for special needs learners, adults, or tutors will affect special needs learners. For example, a class that has a child with a hearing impairment or a child with autism but lacks the necessary accommodations to help the learners thrive in their education. Ensure there are appropriate accommodations for learners with special needs. For instance, a class that has a child with a hearing impairment should have a sign language interpreter to help such learners follow the learning sessions. Also, provide good seating areas for the students with disability on time so that I can get a staff member to help them with their needs.
Professional Standards
Professional Standard #1

Explain how it supports the solution to Roadblock #1


INTASC Standard #3: Learning Environments.

The teacher works with others to create environments that support individual and collaborative learning and encourage positive social interaction, active engagement in education, and self-motivation. The third standard supports a solution to Roadblock #1 because it will help the teacher ensure that the learning environment is conducive and supports collaborative and individual learning, promoting active engagement in education and social interaction (NAEYC, n.d.). Therefore, creating various play areas or learning centers within a class enhances play. I will ensure the learning environment is favorable for young learners as they can exploit various opportunities and develop their abilities through play in a conducive and welcoming environment.

Professional Standard #2

Explain how it supports the solution to Roadblock #2


INTASC Standard #2: Learning Differences.

The teacher uses an understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards and support a solution to Roadblock #2 (NAEYC, n.d.). This is because the standard will allow the teacher to ensure that there are necessary accommodations, materials, and resources for all learners from diverse cultures and those with special needs. As a result, all the learners will feel supported and part of the class. The standard supports the solution to roadblock 2 because it will act as a guide and point of reference to the teachers to ensure everything or activity they engage learners in is inclusive and caters to learners across all cultures.


Part 3: Environment and Materials

Environment This workshop’s ideal environment or space will be an indoor room or a gated open area. The area should have various play stations, areas, or learning centers packed with diverse play materials, toys, challenges, and activities that fit the learners’ age. This area will have different play toys, materials, or activities, accommodating at least six to eight children per station. The site should also have seats or seating areas for the parents, guardians, and administrators to sit and watch the children play. Besides, the instructors should be teachers who will move around the play areas, supervise how children play, and ensure they do not harm each other but engage in social play. Educators should act as intentional organizers, guides, and observers to ensure that children engage in safe and fun playing.
Needs and/or Supplies The needs and supplies for the workshop include chairs, toys, exercise book markers, colors, wagons, play stations, phone toys, puppets, dolls, dress-up accessories, cardboard, wood blocks, musical instruments, tables, seats, boxes, and puzzles.
Roadblocks Roadblocks Solutions
List Roadblock #1 here

Specific to the Environment or Needs/Supplies

The outside environment can be ineffective when the weather changes or it rains. Children’s play can be heavily affected by bad weather. The workshop should be conducted indoors where children can freely play without interruptions by weather changes. In addition, this will also ensure that even students with health conditions caused by climate change are not affected. As a result, all children will be comfortable and freely engaged in the workshop without any interruptions. The indoor arena will also give parents ample time and opportunity to observe and monitor their children’s playing closely. An indoor or enclosed playing venue will have minimal weather interference in case of rain or even cold weather. Therefore, the venue should be an enclosed area that will encourage children to continue playing without being bothered by the changing climate.


List Roadblock #2 here

Specific to the Environment or Needs/Supplies

The indoor arena might also be unfit for learners with special needs. It is because it can be slippery or inaccessible for special needs persons. Consider choosing an indoor arena that meets the accommodations of both special needs and non-special needs learners. It is also essential to have a play station well equipped and set for learners with special needs. This will help achieve equality; all children will feel part of the workshop. Let the area have user-friendly entrances or parking spaces for special needs adults and children. The floor should also be smooth and favorable for children and learners with special needs because it cannot cause harm, or children can easily fall and hurt themselves. Thus, choosing an environment that caters to both special and non-special needs learners is crucial.
Professional Standards
Professional Standard #1

Specific to the Environment or Needs/Supplies

INTASC Standard #3- Learning Environments

The teacher works with others to create environments that support individual and collaborative learning and encourage positive social interaction, active engagement in learning, and self-motivation (NAEYC, n.d.). This supports the solution to Roadblock #1 because the primary objective is to show parents and teachers that playing means learning. Therefore, this standard will ensure that the workshop coordinator or teacher chooses a venue or learning environment that is safe and conducive and can also not be affected by weather changes. The third standard is the most viable because it will ensure teachers select supplies, resources, or environments that allow learners to play freely and have minimal chances of harming themselves.

Professional Standard #2

Specific to the Environment or Needs/Supplies

INTASC Standard #3- Learning Environments

The teacher works with others to create environments that support individual and collaborative learning and encourage positive social interaction, active engagement in learning, and self-motivation (NAEYC, n.d.). This standard supports the solution to Roadblock #2 because the workshop’s primary objective is for parents and teachers to see that children learn as they play. Teachers must ensure that they provide an environment conducive to learning and accommodate all learners’ special or non-special needs. The workshop area or venue must accommodate the needs of all children; it must be a safe area with a floor area favorable for children’s play so that there are minimal chances of harm, like cases of children sliding and falling due to slippery floors. This standard supports the workshop’s objective because it will help teachers select a playing environment that will be welcome, safe, and secure for children to play while also learning. The standard will guide teachers and administrators in choosing a favorable environment or venue accessible for all learners, both with special needs and without. This way, all parents, teachers, guardians, and administrators will have experienced and learned that while playing is learning, the environment set or selected for the play must be conducive, safe, and accessible for all learners. As a result, all learners’ needs will be met equally, without discrimination or complaints.

 Part 4: Strategies

Partnerships The groups that can benefit from the workshop include;

·         BA Cognitive Studies (BACS)

·         BA Early Childhood Education (BAECE)

·         BA Early Childhood Administration (BAECEA)

·         BA Education Studies (BAES)

The four groups, BACS, BAECE, BAECEA, and BAES, will all benefit from this workshop because these programs educate young or adult learners. In addition, as already mentioned, Piaget noted that even adult learning occurs through play. As such, conducting a play workshop will educate educators from these programs on the essence of play to learners and enable them to learn and understand that play is more of learning and not just jumping and running around. Play helps children to develop socially, physically, emotionally, and cognitively. It also helps children gain vital skills and develop self-expression, confidence, and problem-solving skills. Thus, through this workshop, the four programs will learn a lot about play and how they can make it part of learning by using or creating learning centers and playing zones within their classrooms or outside to help students learn better. Besides, Stadler-Altmann (2021) asserts that early playing improves a child’s intelligence. As such, children should be allowed to play so they can learn.

In addition, the four programs will benefit from this workshop because it will enlighten teachers on the impacts of playing on learners. Most importantly, play will enhance cognitive development among learners. Stadler-Altmann (2021) says that whenever children play with their peers or individually, their cognitive skills, such as learning, paying attention, and remembering things, are all developing. Through play, children can develop creativity, the power of imagination, and problem-solving skills. With such vital information, the educators from these four programs will ensure they adopt and implement a play-based learning curriculum to support learning. Learning about children’s play will help educators from these four programs realize that it is the teacher’s role to support a child’s learning by providing a motivating and engaging environment that holds an abundance of rich resources of planned activities, large blocks, puzzles, and enough time to explore and a balance of learner-initiated and teacher-initiated learning. Generally, the workshop will give teachers insightful ideas on how to implement play-based learning to help make teaching environments more motivating and engaging, eventually making learning more enjoyable for students.

Strategies Strategy for Delivery #1: Competition in Playing Centers

Once all the children have freely engaged in various play activities, there will be a timed competition at different playing centers’ activities. A group of five learners will be required to engage in a play challenge, and the winning team or group will be awarded. For example, there will be a puzzle or racing competition on the PlayStation, and the winning group will be awarded various toys they can use at home to advance their skills and abilities. Apart from the learning centers being used for competition, they can be used by students later to build or improve their skills in specific play events. They will be allowed to spend as much time as possible in every play area or learning center. Subsequently, this will enable them to practice the skills they acquire in school or those that they have been taught previously.

Islamov (2021) affirms that children competing in playing centers will ensure that teachers are active observers, guides, and intentional organizers. Children competing in playing centers will help them maintain the joy and fun of free play while allowing them to connect authentically with the content they are expected to acquire. Additionally, competition among peers in playing centers is vital as it motivates every learner to put in extra effort on whatever they are doing so they can emerge victorious or win prizes. This way, every group will struggle to win and strive to learn something new while competing. Islamov (2021), whether in games or school, learners must always have a fire kindled from within that motivates them to want to be achievers. Thus, competition in learning centers is the best strategy.

Strategy for Delivery #2: Grouping

The teacher should group the children or learners with high abilities and those with low skills so that they can interact and play freely. The special needs learners can be grouped with other special needs students or with gifted learners to help them engage in play while learning.

The students will be grouped into six or eight depending on the total number of children.

Grouping of learners is one of the most effective approaches to inspire learners, promote active learning and establish key decision-making, critical thinking, and communication skills. Having flexible groups or groupings where children can play while learning is significant. This is because as students work towards the same learning objective, the activities address the varying learning needs of the learners. Tran et al. (2019), while working in groups, the task given is vital and engaging for all learners, but the task or how they demonstrate whatever they have learned might appear different for every group. Thus, grouping is an effective and powerful practice for improving learning. It enables students to acquire the right help at the correct time and in the right way. Grouping will also enhance inclusivity in class and ensure the struggling learner never feels embarrassed or singled out.


McLeod, S. (2018, June 06). Jean Piaget’s Theory of Cognitive Development. Retrieved September 2, 2018, from

NAEYC. (n.d.).The 10 NAEYC program standards.

Ramroop, R. (2021). The Importance of Play in Children’s Learning and Development: A Case Study. Journal of Educational Studies20(2), 141-155.

Stadler-Altmann, U. M. (2021). Indoors and Outdoors: Schoolyards as learning and playing opportunities. Journal of Physical Education and Sport21(Supplement issue 1), 553-559.

Tran, V. D., Nguyen, T. M. L., Van De, N., Soryaly, C., & Doan, M. N. (2019). Does Cooperative Learning May Enhance the Use of Students’ Learning Strategies? International Journal of Higher Education8(4), 79-88.

Islamov, I. A. (2021). Fundamentals of promotion of sports and competitions and physical training among school students. Current research journal of pedagogics2(06), 85-89.


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Workshop Proposal - Playing is Learning

Workshop Proposal – Playing is Learning

Use the Summative Template and fill out this section, which is due in Week 5. In the final part of the Workshop Plan, you complete the final two components of the Summative Template. First, you will review the University of Arizona Global Campus Multigenerational Center Activity in Week 1 again and decide which other groups (field of study?) would either benefit from your workshop presentation or could be incorporated somehow. For example, if your field of study is ECE, and you have created a workshop for preschool students to learn specific yoga poses, ask yourself how you could include one of the senior groups that meet at the center as well. The best workshops are those that keep teaching. Think of the positive relationships this could foster! In addition, you will include two strategies (using your text as a guide) to deliver the workshop objective.


Partnerships: Identify which groups at the Multigenerational Center could also benefit from the workshop. (Before, during, or after the workshop.)
Strategies: Identify two strategies to deliver your workshop.
Your final draft will be your completed Summative Template Download Summative, which includes the necessary revisions based on the feedback from Week 3.

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