Beruflich Dokumente
Kultur Dokumente
Rachel Dodds
Introduction
The purposes of this assessment are to determine the skills that children demonstrate
through types of cognitive play in the classroom. By evaluating these cognitive play skills,
manners in which the classroom environment can be modified to support and extend the skill
development of all children. Time sampling is used as a method to determine how often an
identified behavior or situation occurs (Nicholson & Shipstead, 2011, p. 213). Time sampling
was chosen to assess this in order to measure the time spent in various types of cognitive play by
each child observed; these observations will allow for a recommendation of how to modify the
classroom environment based on the assessment results. Each childs type of play was
documented every 30 seconds for 10 minutes each; tally marks were made depending on which
constructive, pretend play or role play, games with rules, unoccupied or wandering, or another
activityduring a 30-second interval. One major advantage of using time sampling is that [it]
can yield quantitative data about the group as a whole and about individuals [] The observer
may also evaluate the effectiveness of the program and environment (Nicholson & Shipstead,
2011, p. 237).
Four children were observed during two observation periodsthe first being October
26th, 2017 from 9:30 to 10:30 a.m. and the second on October 27th, 2017 from 8:30 to 9:30 in the
morning. Each observation occurred in the 48 to 60-month old classroom in the East Lansing
Child Development Center, during free choice and arrival time. Child A is a 52-month old male;
Child B is a 58-month old male; Child C is a 52-month old male; and Child D is a 56-month old
female.
LAB 4: TIME SAMPLING 3
Data
LAB 4: TIME SAMPLING 4
Constructive play was the most common type of play for Child B and Dwhich they
engaged in 62.5 percent of the time and 42 percent of the time, respectively. For Child A, the
most common type of play behavior was games with rules, which the child spent 40 percent of
the time observed engaged in. Child C spent 37.5 percent of the time observed engaged in
functional play behaviors. All children demonstrated constructive play skillsChild A spent
27.5 percent of the time, Child B spent 62.5 percent of his time, Child C for 35 percent of the
time, and Child D for 42.5 percent of the time. No children were observed to have engaged in
symbolic play or pretend play and role play. All children with the exception of Child B, varied
activities that they engaged in during the observation period. The children who were recorded to
LAB 4: TIME SAMPLING 5
demonstrate other play behaviors, were Child B and DChild B spent 5 percent of the time
reading to himself and Child D spent 22.5 percent of the time observed drawing.
One play behavior that all children demonstrated for a large quantity of time was
construction play with blocks and Legos. Children who displayed functional play (Child C and
D) were interacting with cars and a parking structurethe children used the cars to park and
drive around the classroom. During the first observation day, Child A and B played with others
while playing musical chairsthis was led by one teacher. Child A also played a game with a
large dice that had pictures of animals on it, when the child rolled the dice, the child was to make
the noise of the animal that the picture showedthen the child went on to take turns rolling the
dice with other children. Additionally, it is important to consider that the sensory tablewhich
was filled with sand during both observationswas only open to children during the first
observation period and then at very end of the second observation at the CDL. Therefore, the
results seem to be accurate regarding the amount of sensory play. Social-Reciprocal play was
anytime that a child was interacting with a teacher through play. Surprisingly, none of the
children chose to visit the pretend play area where there was a kitchen and dress-up clothes.
According to the CDC Milestone Checklist (2016), children who are four years of age are
capable of pretend play involving familiar situations and engage with objects such as dress-up
clothes, blocks, and kitchen sets to promote expansion of imagination. Children are also able to
learn games such as tag, follow the leader, or musical chairs (CDC Milestone Checklist, 2016).
At 5 years old, children typically prefer to play with other children and are learning how to put
things together like blocks, explore interests outside of school, and play a variety of activities
and games (CDC Milestone Checklist, 2016). These milestones in play skills help define the
level of play skills that children should typically be at, as well as which types of play skills
LAB 4: TIME SAMPLING 6
children typically develop during four to five years of agethe ages of the children in the
observed classroom. The results of the assessment indicate the children appear to be
demonstrating play behaviors that are developmentally appropriate, according to the CDC. All
children observed exhibited play in more than one cognitive play type, which is expected based
The original purpose of this assessment was to determine ways in which the classroom
environment can be modified to support and extend cognitive play behaviors of the children.
With the CDC Milestones (2016) in mind, it is important to consider ways in which pretend play
or role play can be supported in the classroom in ways that meet the interests of the children. By
adding to the pretend play area, the environment can be structured so that symbolic play skills
Follow-Up Recommendation
Based on the summary and interpretations above, I find that it is necessary to modify the
pretend play area to support children in developing age-appropriate cognitive play behaviors.
Since there were no children that visited the pretend play area or demonstrated pretend play or
role playing, it is essential to provide materials in the environment to ensure that this area of
cognitive play is supported. Many children chose to engage in constructive play by using Legos
and blocks, so in turn, this observation may provide insight into the interests of the children as a
whole. By adding dress-up clothes (such as construction worker, fireman, racecar driver, or other
transportation related occupations), tools, pretend phones, and other materials, more children
may be inclined to explore the pretend play or role play skills. This will also provide
opportunities for children to engage in symbolic play by using objects around the classroom to
encourage children to explore pretend play and symbolic playthese adults also are essential for
extending play in areas that children seem to already be spending a large quantity of time in,
such as constructive play. Many children also chose to participate in games with rules when
adults were directing activities such as musical chairs. This relationship between the children and
For the cognitive play areas in which many children already seem to be spending vast
amounts of their time engaging in, the environment can be changed to promote higher level
cognitive play skills. For example, many children engaged in constructive play; by pairing
blocks with unfamiliar materials, play can become more creative and advanced. Based on the
fact that children demonstrated sensory play behaviors when the sensory table was open for
children to use, I would recommend that the sensory table be open to children earlier in the day.
Also, by adding sensory manipulatives to the block area (or adding some sort of blocks to the
sensory table), children have the opportunity to expand their constructive play skills and sensory
play skillsthis may also create an environment for symbolic play to occur. This can be done by
adding rocks, carpet squares, fabrics, and/or other sensory materials to the block area. Children
may also find it engaging to play with tubes and water at the sensory table so that they are able to
In summary, by fostering adult support for childrens play and adding materials to the
pretend play area, the sensory table, and/or block area, the cognitive play skills of children in the
classroom can be supported and extended. The suggestions for manners in which to adapt the
classroom environment relate to the MSU Childrens Curriculum goals of using tools or play to
waiting for a turn, role playing according to family roles and [recognizing] differences in
family structure, and anticipating problems and identify alternative approaches (without using
trial and error) (MSU CDL, 2017), all by simply adding to the classroom environment.
Reflection
By using time sampling, I gained a greater understanding for manners in which I can
assess my own teaching or classroom environment in order to support the development of the
children. This can be done by observing behaviors that children demonstrate or by noting which
areas of the classroom children play in during certain time periods. Also, this assessment showed
me how children in the classroom may demonstrate cognitive play skills, which is very important
support for children based on which behaviors or interests children exhibit. Through this lab
report, I also learned how to communicate the results of an assessment to other professionals or
LAB 4: TIME SAMPLING 9
References
CDC Milestone Checklist [PDF]. (2016, August 18). Atlanta, GA: Center for Disease Control
and Prevention.
Nicolson, S., & Shipstead, S. G. (2011). Through the Looking Glass: Observations in the Early
MSU CDL. (17, January 31). The MSU Children's Curriculum: Infant and Toddler [DOC]. East