Principals of All In Play
The Five Principles of All in Play®
1. Teachers benefit from a structured system of strategies, techniques, and tools they can use to engage children in imaginative, experiential, and movement-based “pretend” play.
2. By engaging the imagination and helping children envision how they “might” act in situations outside of their everyday experience, pretend experiences help children learn to self-regulate in social settings – gaining in confidence and interacting fully, while respecting the boundaries and choices of others.
3. Whatever a child’s primary learning style (visual, auditory, tactile-kinesthetic) all children gain skill and confidence when they are encouraged to move physically and express themselves in sounds, words and action. Pretend play encourages sensory exploration and empowers decision-making.
4. Teachers who actively participant in play, work most effectively with children. All in Play gives structure to pretend play time – avoiding classroom chaos while giving children the opportunity to actually learn constructively, even when letting off steam.
5. All in Play™ was designed for and tested in the inclusive classroom. Children of varying developmental abilities can participate successfully in the program – as competent players who can contribute value to the experience.
Copyright © 2016 by Jackie Wildau
The Five Principles of All in Play®
1. Teachers benefit from a structured system of strategies, techniques, and tools they can use to engage children in imaginative, experiential, and movement-based “pretend” play.
2. By engaging the imagination and helping children envision how they “might” act in situations outside of their everyday experience, pretend experiences help children learn to self-regulate in social settings – gaining in confidence and interacting fully, while respecting the boundaries and choices of others.
3. Whatever a child’s primary learning style (visual, auditory, tactile-kinesthetic) all children gain skill and confidence when they are encouraged to move physically and express themselves in sounds, words and action. Pretend play encourages sensory exploration and empowers decision-making.
4. Teachers who actively participant in play, work most effectively with children. All in Play gives structure to pretend play time – avoiding classroom chaos while giving children the opportunity to actually learn constructively, even when letting off steam.
5. All in Play™ was designed for and tested in the inclusive classroom. Children of varying developmental abilities can participate successfully in the program – as competent players who can contribute value to the experience.
Copyright © 2016 by Jackie Wildau