The Value of Art in the Play-Centered Curriculum

1. In literate behavior, as developed and expressed through play, children are introduced to language as the medium through which all humans construct a personal identity and participate in the social forms of their culture. Discuss the six ways the authors suggest that this occurs.
Literate behaviors deal with communication. Children express themselves through play. Communication expresses a child thoughts or feelings. These behaviors can be verbal or non-verbal through play. Literate behavior may be expressed in different cultures. For instance, children from different cultures can play and learn how to communicate while they are playing. Let’s say that one student speak very little English. After, the student started making friends and playing the student learned how to communicate better and learn how to speak English more.
Literate behavior also includes learning language. As children learn to communicate they learn how to speak words clearly. For instance, the child had a hard time communicating. The more he played in a group he learned how to communicate in a non-verbal way. For example, he did not need to say that his head was hurting. He just learned to hold his. Through play children learn how to build relationships. Children learn how to work together through play.
“Language in play enable children to share and exchange their knowledge about literacy skills” (Hoorn, Nourot, Scales & Alward, 2011, p.180). Children develop certain skills when they interact with each other. Children are able to convey and communicate in different ways. They may use hand gestures, facial expressions, or evening through writing. Play base curriculums helps children learn language. Children are introduced to language through play. Play helps foster communicate whether in a verbal or non-verbal way. Children also participate in the social form of their culture. “Through a play-centered language arts curriculum, we tap into the richness of the full range of diverse cultures and languages in our classrooms and communities” (Hoorn, Nourot, Scales & Alward, 2011, p.205).

2. Compare the consequences of arranging the arts environment so that it provides cues to children for the kinds of play that are expected to occur, versus environmental arrangements that primarily facilitate teacher-directed activities and convenient storage of supplies.
Art environment should be arranged so that children can play and learn at the same time. Teachers might provide children with music. An art environment must contain material for children to paint and draw. An art enviroment should have different pictures to show children artwork.