2 questions.. don’t do them together
answered them separate
1. In this video, the teacher changes the environment in simple ways to create a pretend play area inspired by camping outdoors. This changes the dynamics of how the toddlers interact both with their environment and with the learning activity, engaging their creativity as they interact with the pretend camping environment. How did the teacher use this novel environment to encourage divergent thinking? What questions did she ask that were divergent? How could she have further enhanced the toddlers’ divergent thinking using the camping setup?
2. The teacher set up a very creative, but also developmentally appropriate, toddler camping area and explored its features with the students. Having done that, how do you think the toddlers will use this area in their creative play? What changes might it inspire in other areas of the room, such as the block or painting areas? What would be another creative change you could set up for toddlers to inspire them to think divergently about their surroundings and the materials in the classroom?
the video
>> All right. We’re going to read a book about all the barn animals.
>> Okay, okay.
>> Okay, we got some barn animals here.
>> [Inaudible] cow.
>> A room in a home or childcare setting that has been altered with a few camping props can change the dynamics of toddler’s play by focusing their attention on sounds, the shadows created by animal figures, and the element of discovery as they search for hidden objects. Toddlers are able to attend to activities for longer periods of time, especially if they have someone to imitate, some interesting objects to explore, and enough space to move freely without being crowded by other children. Some developing cognitive skills that enable toddlers to pretend they are camping include: naming objects in illustrations and pretending to taste or smell something that is pictured in a book or magazine.
>> That’s a good job. Now, let’s see what other animals we can see around our tent.
>> Pointing to and naming the shadows of different animals and imitating their sounds.
>> I see a chicken.
>> How about this one right here, what’s that?
>> A cat.
>> A what?
>> A cat.
>> A cat. And what sound does the cat make?
>> Meow.
>> Meow. Does anyone have a cat at home?
>> I have a cow. I do have a cat.
>> This one right here?
>> Yeah, it’s a cat.
>> Good job. Oh, what’s that sound?
>> Figuring out situations, such as what has created a certain sound and where an object has disappeared.
>> I think there’s some owls around this area.
>> Using objects for purposes other than the intended purpose.
>> Look it. I’ve got some binoculars for you guys. Let’s look for some owls. Here you go. Look around. We can get up and look. Tell me where you see an owl. Let’s count them.
>> I see one.
>> Where?
>> Right there, two.
>> This one right here?
>> Yeah.
>> Another owl. We can get up if you want, to look around. How about up here, look. See one up there?
>> Right there, right there.
>> Can you see from your binoculars?
>> Yes. Look, one there and one there.
>> So one, two — you know what, look at this. It looks like this is a nest.
>> And finding hidden objects by looking in the last hiding place first.
>> And I think they have babies in there. Let’s look. You see another one? Look at that. Can you grab the baby owls? They’re learning how to fly. Loot it, look it. Another owl. How many — how many do we have?
>> Three.
Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount