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Running head: SIGNATURE ASSIGNMENT 1

Signature Assignment – Social Play

Kiara Maldonado

Fresno Pacific University


SIGNATURE ASSIGNMENT SOCIAL PLAY 2

Signature Assignment – Social Play

Part 1: Child Observation – Summary and Analysis

During my observation I wrote an anecdotal record and also used the social skills

checklist areas 1.1, 1.2, and 1.3, which focus on, play behaviors. During my observation the

children were at free choice centers I decided to observe a girl named Lily who is five years old.

According to my checklist Lily did very well when it came to beginning play behavior,

intermediate play behavior, and advanced play behavior. Although Lily did exceptionally well in

these areas there were a few small areas and behaviors she needs help with. She responded well

physically and verbally to interactions from her peers. Included other children in her play by

inviting others to play with her, usually the same gender. She would be the one to invite friends

and be the one to suggest roles to the others. Therefore, she wanted it to be her way and rules.

She did okay when it came to asking for toys and materials she needed. She always made sure to

make comments on what she was playing to her peers. However, the areas she had difficulty in

were not knowing how to properly joining activities with others, taking turns in structured and

unstructured activities, and following plans of other peers.

Lily did a great job when it came to dramatic play; her choice in area was the kitchen

where she asked other children to join her. She decided to be the mom and gave other roles to her

peers. As she gets along with everyone well she takes charge and does not like suggestions from

others. She asks for things but if the child is not willing to share at that moment she gets very

upset. Her behavior is something that needs redirecting. If something does not go her way she is

not very pleased and will throw a small tantrum. Besides her behavior her dramatic play skills

are well developed. She has a great imagination and improvises other things and toys for props.

Lily’s play also seems to reflect what she does or sees at home. For example, she had the
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children hold hands and close their eyes while she prayed. Her prayer was a mix of things like

thank you for this food and then began to recite the pledge of allegiance.

Lily’s dramatic play skills fall under the appropriate age group of five and six years old.

As Lily is five years old her demonstration of dramatic play included many details, a lot of

dialogue, same gender groups, and carried play over from one day to the next. Lily giving her

peers roles of play and what they needed to do showed the details she puts into her play, also her

prayer at the end included detail of closing eyes and holding hands. Lily wanted to play in the

kitchen and asked other girls to join her that showed favor in the same gender. I commented

about her play with her teacher and she explained how she usually carries that play on to the next

day. She explained it as picking up exactly where she left off.


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Part 2: Learning Prescription

LEARNING PRESCRIPTION

Child’s Name Age Date

Lily 5 6/22/17

Areas of Strength and Confidence

1. Dramatic Play— Play seems to reflect what she does or sees at home.
i.e. She had the children hold hands and close their eyes while she prayed. Her prayer was a mix
of things like thank you for this food and then began to recite the pledge of allegiance

2. Organizing Play— decided to take the role as the mother and assigned other roles to her peers.

3.

Areas Needing Strengthening

1. Verbal Behavior— language she uses with other children when she does not want to consider
their ideas. i.e. “No that game is dumb, lets play this.” “Give me that, its mine.” “Move!”

2. Playing cooperatively— has a hard time adjusting to other play that was not her idea. Even
though it looks fun and interesting has a hard time joining activities with peers. i.e. peer suggest
they make lemonade and sell it child rudely says, “no lets make dinner not lemonade.” Some
children veered off to make and sell lemonade she was not happy about it and would not join.

3.

Activities to Help

1. Role play—have children role play scenarios showing the appropriate polite words to use in
each situation.
2. Cooperative plays— have children practice cooperative play during activity.

3.
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Part 3: Curriculum File and Resources

Activity 1: Role Play

Resource:

Focus Area: Social Play Skills

Behavioral Objective/s:

 Students will learn when to use polite words.

 Learn how to show respect and consideration for the people around us.

 This lesson plan will help students understand this important social skill.

Group Size: 1-5 Students

Age(s): 5 to 6 years old

Materials:

 What Do You Say, Dear? Book by Sesyle Joslin

 Laminated cards that picture out different a scenarios.

Procedure:

 Overview:

o Read the book; What Do You Say, Dear? Book by Sesyle Joslin.

o Discuss the story and the words that were used and how they affected each

situation.

o Tell the students they will be role-playing scenarios to say the proper polite

word(s) for each situation.

 Presentation
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1. Explain to students that polite words like please, thank you, and excuse me make

other people feel appreciated and respected. Explain you can show kindness and

respect for other people’s feelings by speaking politely to them.

2. Ask the children to tell you what they already know about using polite words.

3. Have the children get into small groups and handout the laminated picture cards.

4. Assist each group with what there picture means.

5. Have the act out the scenario using the proper polite words.

Discussion Questions/Follow-Up Activities

 Ask the children what they thought about the activity.

 How polite words made each situation better.

 Ask them how polite words make them feel.

 Allow the children to play to give them the opportunity to use the words they just used in

the correct setting and context.


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Activity 2: Cooperative Play Activity

Resource:

Focus Area:

Social Play Skills

Behavioral Objective/s:

The goal of this activity is to observe communication of thought, feelings, and ideas.

This activity successfully provides experience in sharing materials, responsibilities, and social
problem solving.

Group Size: 10 Students

Age(s): 5-6 year olds

Materials:

 Ball of thick white yarn.


 A group of ten or more children.

Procedure:

 Overview:

o Ask the kids if they think people can spin webs like spiders. This question should stir up

the curiosity.

o Explain the rules of the game.

 Presentation

o Introduce the activity with the above question and suggest we should try to spin a

web as a group.

o Join group in a big circle sitting down and show them the yarn.
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o Explain that you will begin spinning the web by holding the end of the yarn ball

tightly in your lap and then picking a friend to toss the remaining ball to i.e. “ I

pick Lily to help spin our web”

o When Lily catches it, share something you like about her i.e. ‘I like how Lily

plays with her friends.”

o Remind Lily to hold the yarn string tight in her lap, as she picks the next friend to

toss the ball of yarn to.

o Proceed until the ball is complete.

Annotated Bibliography

Books Relating to Social Play Skills.

1. Meiners, C. (2003). Be Polite and Kind. Free Spirit Publishing, Inc.

When children are kind, courteous, and respectful, people enjoy being around them and

reciprocate with the same behavior. This book helps kids understand the importance of

showing politeness, speaking kindly, using basic courtesies (“please,” “thank you,” “excuse

me”), and respecting the feelings of others. Scenarios and role-play activities help adults

reinforce the book’s lessons. This book can be used to help show how much polite social

skills are appreciated and help make you become a respected individual. It also gives

examples of how when respect is shown and given how other people’s feelings are affected

positively. Reinforces kind words to one another that help promote positive social play skills.

2. Verdick, E. (2004). Words Are Not for Hurting. Free Spirit Publishing, Inc.
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3. The older children get, the more words they know and can use including hurtful words.

This book teaches children that their words belong to them: They can think before they

speak, then choose what to say and how to say it. It also explores positive ways to

respond when others use unkind words and reinforces the importance of saying “I’m

sorry.” This book is also helpful in helping children recognizing how important their

word choice is. Gives examples of how to respond nicely to others, and when speaking

kindly others like to be around you. It helps promote positive social play skills.
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References

Meiners, C. (2003). Be Polite and Kind. Free Spirit Publishing, Inc

Play and Social Skills. (n.d.). Retrieved June 28, 2017, from

https://childdevelopment.com.au/areas-of-concern/play-and-social-skills/

Verdick, E. (2004). Words Are Not for Hurting. Free Spirit Publishing, Inc.

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