Role play areas in a classroom are very important places for children as they develop within the foundation stage of their education (3-5 years old). The imaginative play facilitated by these areas not only enhances intellectual development and also improves their social skills, emotional strength, creativity and discipline. Children have to practice various life situations in order to assimilate them intellectually as well as emotionally.
For example, such simple imagination exercises such as going shopping, going to the doctors or even the hairdressers allows children to interact with their peers and their environment, thereby progressing in their development. There are 30 children in the reception class I currently work with, of which approximately twelve of the children have English as second language. The other languages spoken by the children are Urdu, Tamil, Punjabi, Bengali, Swahili and Somali. The class teacher is South African and speaks Africans, and the teaching assistant’s first language is Urdu.
The role play area in this classroom this term is going to be a doctor’s office. The theme was chosen by the class teacher, as she was ill before the last term, and the teaching assistant lost her voice. There are many different props used in the role play area such as a first aid kit, disposable gloves, white coats, medical note book, nurse’s uniform, pencils and a telephone. The theme also coincides with the theme this term, which is growth. I have chosen a variety of teaching aides such as story books, bilingual cassettes and ICT software (Information Communication Technology).
All the children have made their own doctors’ and nurse identification tags with their own photos on them. We also made a box with the whole classes’ pictures on them. These will be for holding their pretend medical records. My group of children were asked to write their names on them. The first child was able to do this however the other five experienced trouble, so I had to encourage them to trace their own names with my help. We also introduced appointment cards and a prescription pad in order to encourage the children to write. Using these props they could write notes related to their pretend situations in the doctors office area.
There are also empty medicine packets and labels from bottled medicines, which we used to improve the children’s reading ability by getting them to notice each letter and pronounce each syllable. Some of the labels were also translated in Tamil, Urdu, and Gujarati in the role play area. There was a waiting room with two chairs. I went to my own doctor’s office and got some posters to put up. These were written also in different languages. This will allow the children to see different languages and celebrate their own home languages, while also familiarizing themselves with new English terms.
I also got some multilingual leaflets from the GP office to help the children interact and play alongside their peers and to be active in the role play situation. By making themselves understood by through basic situational interactions they gain confidence in their communication abilities, whereas they may find full participation in other aspects of school curriculum more difficult. The resources I have chosen are; Books Going to the doctors Civardi, A Cartwright, S Publisher; Usborne First Experiences. ISBN ; 0-7460-41179 Publication 2000 These books are a series of books titled “First Experiences.
” They are designed for young children and are very amusing and friendly introductions to situations a child may encounter for the first time, such as going to the doctor’s or going to school. There are many different families in each book and they learn how to deal with new situations. The vocabulary also enables older children to read the books themselves. These books will encourage the children to share experiences with their peers, and while doing this the children will have a chance to develop their language and communication skills. A day in the life of a doctor
Hayward, L Dorling Kindersly ISBN 9780789479501 Year of publication: 2001 Doctor Amy Baker sees patients in her office. A mother brings in her little girl, who is crying- what is wrong? This unique level one series accurately portrays a real-life situation that young children can relate to and helps them to learn whilst developing their reading skills. Presented in a classic Dorling Kindersly style, young readers will enjoy photographically illustrated information in an entertaining package for children who are just beginning to read and who have limited vocabulary.
This book uses word repetition and simple sentences to convey meaning. Picture dictionary boxes with word labels show the meaning of words. These books contain between four hundred and four hundred and fifty words each, and are also eighty percent pictures and twenty percent text- keeping the children engaged as they expand their vocabulary in a fun way. Butterflies Punjabi / English Ingham, J Translated in Punjabi by Amarjit Chandan Publisher Macdonald ISBN 0-356013646-9 year of publication This book is an educational dual language text that can be shared by children and their parents, as well as teachers.
They are McDonalds’ series for providing support and encouragement to bilingual children and are produced in collaboration with Jennie Ingam, a well known pioneer of dual language texts. This can be the first step in providing support and encouragement for bilingual learners. This particular book contains information about how butterflies and moths are born and has a set of simple key words related to the book in dual languages at the end, which can be used by the teachers to help the children to see different kinds of scripts from all other languages. Doctor’s surgery
The doctor’s office was made out of a corner of the classroom. We made laminated signs saying open and closed and opening times for the office written in Urdu, English, Tamil, and Bengali. There are pictures were stuck around the surgery area with some leaflets I picked up from my own doctor. There was also doctor’s equipment on one side and two chairs in a waiting area. We also added a telephone and a pad so it would look like a receptionist worked there. In the doctor’s room we had a prescription pad with pens and laminated paper with the children’s photos on them for their medical records.
We also had numerous different costumes- nurses and doctors uniforms. I had a real life nurse come into the school to talk to the children and let her tell them a bit about what her job was like and get them to look at real equipment. She showed them how to dress a bandage properly so that the children when they went to the doctors they would not be afraid, and understand that the nurse was a normal person like them. Jill and the beanstalk English and Tamil Gregory M, Anstey D Translated in Tamil by Nallathamby Rajalingam Publisher Mantra Lingua ISBN I – 84444-I032
Publication 2004 Speaking and listening Jack’s sister Jill plays the lead role in this version of the old but familiar tale. The story is told in rhyme with reference to various mostly well known nursery rhymes dotted throughout for the reader to pick out. Jill takes on the evil giant to save her family and throughout the story she meets characters from various nursery rhymes such as little Bo Peep and the Queen of Hearts. Children will enjoy the rhymes at the back of the book and will love the special text that makes Jill a very self assured young girl.
For example, Jack couldn’t help feeling envious of Jill- he wished he climbed a beanstalk instead of a hill. The beginning set the scene superbly- it’s a clever idea imaginatively illustrated and is likely to have instant appeal. It’s a title you want to pick up and look at. It is also part of mantras story props learning resources and the E book that comes with it can be used with the interactive white board for the whole class. I found this an excellent resource to use with individual children and a whole class. Ict clicker five frog video
Clicker is a powerful and incredibly easy to use writing support and multimedia tool which enables you to write with whole words, phrases or pictures. The frog video is a three minutes long and shows the life cycle of the frog, which can be broken down and examined on the interactive white board. It can be used from foundation aged children to year six children, aged ten and above. Clicker is a most interesting resource for bilingual learners as it has the feature of sound, so the children can actually listen to it as well as view what is on the monitor.