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Ms. Franny's Classroom Edit display name

  • Vardeman EC/PreK/KG School
  • Houston, TX
  • Nearly all students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more

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These play materials and interactive games will help me and my team assess each child's pragmatic language, social interaction and play skills, which is a precursor to language learning. Because play skills are a precursor to language learning, cognitive development, social interaction and pragmatic skills, these materials and toys will enhance my team in assessing at which level a child plays. Children will be able to choose the toys and activities they want to play, like using dress-ups, or going fishing, etc... and show our testing team how they use the toys in play. Do they mouth them? Do they throw them? Do they bang them? Do they share them? Do they take turn's with them? Do they pretend with them? From finding out at which level a child plays (solitary play, imitative play, symbolic play, pretend play, parallel play, make-believe play, cooperative play, fantasy play, as well as turn-taking skills and sharing), using good quality toys, my team will be able to decipher the level at which a child plays and whether or not it is appropriate for his/her age. If the play skills are below age-level expectations, my team will have the information to generate good quality goals and objectives for each child we assess, so we can get their play skills, language skills, cognitive skills and social skills up to par by starting them in school early to work on these areas.

About my class

These play materials and interactive games will help me and my team assess each child's pragmatic language, social interaction and play skills, which is a precursor to language learning. Because play skills are a precursor to language learning, cognitive development, social interaction and pragmatic skills, these materials and toys will enhance my team in assessing at which level a child plays. Children will be able to choose the toys and activities they want to play, like using dress-ups, or going fishing, etc... and show our testing team how they use the toys in play. Do they mouth them? Do they throw them? Do they bang them? Do they share them? Do they take turn's with them? Do they pretend with them? From finding out at which level a child plays (solitary play, imitative play, symbolic play, pretend play, parallel play, make-believe play, cooperative play, fantasy play, as well as turn-taking skills and sharing), using good quality toys, my team will be able to decipher the level at which a child plays and whether or not it is appropriate for his/her age. If the play skills are below age-level expectations, my team will have the information to generate good quality goals and objectives for each child we assess, so we can get their play skills, language skills, cognitive skills and social skills up to par by starting them in school early to work on these areas.

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About my class

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