Active Learning Study Group - January 2019 Description of graphical content is included between Description Start and Description End. Transcript Start [Music] Fade up from black. Animation: Text for TSBVI transform into braille cells for TSBVI. [Music face out] Fade to black. Chapter 1. Introduction Charlotte: Hi, everyone! And welcome to our Active Learning Study Group. I always love looking at the comments in the chat box and seeing where everyone's is from. A big shootout to a friend who is here from Rome tonight and some folks from Canada. I know we have a number of people from Australia who will be joining us. I recognize a lot of families and parents here. TVIs, therapists, lots of different people, so everyone, welcome. Today's topic is constructive play. And I would like to introduce our two presenters. [ Slide start: ] Description Start: Title: Co-Hosts Content: Figure 1: Photos of Patty Obrzut and Jessica McCavit Description End: We're going to see them on a slide here. We have Patty Obrzut and Jessica McCavit, who are both joining us from Penrickton Center for Blind Children in Michigan. And Patty is the assistant director and she and Jessica are both OTs. So they have lots of good content for us today. [ Slide end: ] We have one more webinar scheduled for this year. And that's going to be on April-- April 18th, there we go. There's the date right there. Oral motor activity. That's another one that's going to be really wonderful content. Created by Patty and by Jessica. Just a reminder that you need to register separately for that. The link is there on your screen and in your hand out. And I know some of you, especially in Australia, have had some difficulties registering. If you do have difficulties, we would also appreciate a screen shot with any email message that you send us so we can try to troubleshoot and figure out what's going on. We also wanted to remind folks that we record all of our webinars. And those are visible on the Active Learning Space site. This one will be recorded and up in a couple of weeks. You can look at the past ones there. A lot of people like those to share with teams and people who couldn't have joined us today. Also, I want to remind folks about the active learning newsletter. That goes out about once a month. And it's free. It's a really good place to keep up to date with the latest developments on the site. We like to tell you about new videos we've got, new resources, articles, all sorts of things. So if you're not already subscribed, please do and please share this information with teams that you work with. We would always welcome anyone to join us. And I would also like to mention, we've talked in past webinars about our online modules. And we continue to add to the collection. Right now there are two that are available. The Principles of Active Learning is an introductory module and then assessment, using functional scheme is up. And we have a bunch of them in the pipeline that we anticipate will be up in early February. That includes program planning, implementation, documenting progress, materials, equipment, and I think that's it. So keep-- stay tuned and we'll send out that information in our next newsletter. So we have prerecorded the bulk of today's presentation. We'll be monitoring the chat window, so please go ahead and put your questions in there. And depending on time, we may have a minute or two at the end to check in again. So enjoy! Chapter 2. Development of Constructive Play Jessica: In the last webinar, we discussed the development of grasp and identified how a child progresses from moving an arm or hand, to picking up objects using grasping techniques. Next, a child must use that grasp to apply materials to build, stack, and create. Constructive play involves manipulating elements of the environment to generate something new. Using constructive play, a child expands his or her knowledge of the world to produce new possibilities. [ Slide start: ] Description Start: Title: Goals for Today’s Session Content: ● To understand how a child learns to play constructively ● To identify how to create Active Learning environments at an early age, to provide the basis for construction skills Description End: The goals for today’s webinar will be to understand how a child learns to play constructively and identify how to create Active Learning environments at an early age, to provide the basis for construction skills. [ Slide end: ] When thinking about a child playing constructively, the image of using lego blocks to build a spaceship, or shaping sand into a sandcastle on the beach, may come to mind. These two tasks are extremely complex. The skills necessary to complete these activities require years of experimentation and repetition to achieve. Children should be given the basic building blocks to play constructively at a young age and understanding how each of these skills emerge is imperative. Here is a brief summary of how constructive play develops. We will go into a more detailed explanation of certain elements in a few moments. [ Slide start: ] Description Start: Title: Constructive Play Content: Child learns to: ● Put one object inside another ● Move objects from one hand to the other ● Place objects between spaces, isolate fingers, find tiny holes in objects ● Place small objects into openings ● Remove objects from container & place objects back inside ● Move objects from one container to another ● Place objects on top of one another Description End: Patty: Constructive play begins with a child first learning to put one object inside another. As a child gains fine and gross motor skills, he or she becomes able to move objects from one hand to another. The child places objects between spaces, isolates a finger, and finds tiny holes in objects. [ Slide end: ] Eventually the child begins to place small objects into openings. As a child becomes more skilled he or she may begin to remove objects from containers, which leads to placing objects back into containers, moving objects from one container to another, and placing objects on top of one another. Children may initiate stacking with two objects at about one and a half years of age. Complex stacking and building structures begin after a child reaches two years of age and older. The ability to adjust the position of an object, depending on its surroundings, leads to being able to work a shape sorter or puzzle, build a tower with blocks, and snapping beads together. Jessica: The ability to play constructively builds on earlier learned skills and follows a developmental progression. [ Slide start: ] Description Start: Title: Key Developmental Elements Content: ● Putting one object into another one ● Separating simple construction toys ● Playing banging & sequencing games ● Playing pouring & quantity games ● Emptying a box with toys & objects ● Filling a box with toys & objects ● Stacking objects ● Putting two or more objects together ● Arranging objects in particular orders ● Using tools for constructing new devices Dynamic Learning Circle Description End: The key developmental elements to playing constructively include: putting one object into another one; separating simple construction toys; playing banging & sequencing games; playing pouring & quantity games; emptying a box with toys & objects; filling a box with toys & objects; stacking objects; putting two or more objects together; arranging objects in particular orders; and using tools for constructing new devices. [ Slide end: ] Before we breakdown these key elements further, it is important to remember the stages of the dynamic learning circle, so that you can identify and eliminate barriers, fill in missing gaps, and promote continued learning. If you are unfamiliar with the dynamic learning circle, a detailed explanation can be found at activelearningspace.org. Active Learning activities should always reflect the current developmental level of the child; allow for enough time for repetition-- daily, weekly, monthly and even yearly-- include materials that reflect the physical, sensory and emotional needs of the child; and take into consideration a child’s likes and dislikes. Chapter 3. One Object Inside Another Patty: Now let’s look in detail at some of the key elements to constructive play and the developmental progression in which they emerge. [ Slide start: ] Description Start: Title: Constructive Play Content: Child must first be able to put one object inside another. How does this skill develop? Description End: To play constructively a child must, first, be able to put one object inside another. How does this skill develop? [ Slide end: ] Bringing the hand to the mouth is probably the first experience a child has with putting one object into another. The first three months of life are spent practicing the skill of bringing the hand to the mouth. A child then progresses to putting one hand inside another hand, or moving the hand between holes or slots in a crib, toys or furniture. The hand goes inside, or under a blanket, or into a container. Eventually, a child learns to grasp and hold an object in his or her hand. The child continues this learning by bringing an object to the mouth. These are the child’s initial experiences of putting something inside something else. The mouth and the hands plays key roles in understanding sensory feedback from items in the environment. Children are learning about size, shape, texture, taste, temperature, smell and construction of objects. Let’s watch a few videos of children in environments where they can work on the constructive skill of putting things inside one another. In the first video Jack is in the little room. Notice his hands going in his mouth, objects going in his hands, and the hands bringing objects to the mouth. [ Video start: ] Narrator: Jack lays on his back on a Resonance Board, and explores items in a Little Room. Jack is attempting to grasp items and hold onto them. He is beginning to use two hands at midline and bringing an item to his mouth. At this stage, the time he is active in the Little Room has doubled from the earlier clip to about 20 minutes. [teacher, student and music in background] Jack has his hands near his mouth. When he moves his hands he becomes aware of the items hanging near his face and hands. He seems to be especially interested in a metal bell, a wooden shaker, and a kickstand plate His grasping takes place in intervals of 2-3 seconds before he lets go. Here he is grasping a shaker and bringing it to his mouth. [ringing and rattling sounds] As he encounters a variety of objects in this space, he is developing an awareness of spatial relations. [bell ringing] As Jack moves his arms, his left hand touches something and he discovers items a bit further away from his face. He taps his mouth with his finger. He then starts to kick his feet and discovers that there are more items hanging above his legs. He alternates between mouth and feet for a time. Jack moves both arms and legs, as he continues to explore the many interesting items in his immediate environment. He is vocalizing as he does this, and the Resonance Board provides increased tactile and auditory feedback as he moves and experiments with sounds. [ringing and rattling] [vocalizing] Jack lifts both legs up and brings them back down again a number of times. This movement helps him to develop gross motor skills, while he also works on fine motor, and cognitive skills. [ringing and rattling] [vocalizing] [Silence] [ Video end: ] Jessica: Next, we have Zain understanding to put his hand inside a container to pull small Orbeez out of the container. Notice how Karen, the dance and movement therapist, must hold and position the container for Zain so that he can be successful. [ Video start: ] Karen: [whispering] Okay, here you go. [balls bouncing] There you go! Zain: Hey! Karen: Aaa... Zain: Ge... Get a ball. Karen: Go ahead. [balls bouncing] Zain: Ee-huh... [balls bouncing] Ok! [balls bouncing] Uh! [balls bouncing] Zain: Ok. Karen: [whispering] Okay, here we go. Zain: Now. [balls bouncing] [balls bouncing] Zain: Mama, go ball. Karen: Okay, go ahead. [balls bouncing] Zain: [indiscernible] Karen: Try again. [ Video end: ] Jessica: The adult must set up the environment so that a child can achieve the next developmental steps. In this next video of Zain, you will notice that the environment was not initially set-up so that Zain could put objects in his hands, or put objects into a container. Watch how as the environment changes to a more appropriate one, Zain’s skills also change. [ Video start: ] [staff & student voices, music playing loud] [metal clang] Zain: [laughing] [staff & student voices] Zain: [laughing] [laughing hard] [staff & student voices] Patty: Are you bouncing it? I saw you tapping it. I should say you were tapping it-- tap, tap, tap. [staff & student voices, metal clanging] [metal clanging] [metal clanging] [staff & student voices] Zain: [laughing] Patty: You got the ball with the left hand? You're working hard. I thought you were going to get the other one with the left hand. No, you got the ball instead? Zain: [laughing] Ozzie! Patty: What? [student vocalizing] [metal clanging] Zain: [laughing] [ Video end: ] Jessica: As you just saw in the video, the containers were first located on the floor. Although this made good sound, Zain was in a wheelchair and he was unable to reach the containers. The environment was changed to raise the containers to within his reach. Next, the balls selected were changed to O-balls and various other materials that had openings. This gave Zain a greater ability to put the objects in his hands. This allowed Zain to more easily grasp the objects, drop the objects into a container, and then retrieve the objects. These small changes to an environment allowed Zain to repeat his actions and work on two other essential elements to constructive play-- taking things apart, and putting things back together. Chapter 4. Take Apart & Put Back Together [ Slide start: ] Description Start: Title: Key Concepts of Constructive Play Content: Child must be able to: ● Separate objects ● Put things back together Description End: Patty: The ability to separate objects is the basis for being able to put things back together again. [ Slide end: ] These are two key concepts needed to play constructively. From an early age, children should be given objects that will separate. Don’t immediately think of construction materials like snap beads or Duplo blocks for a child with disabilities, as these can be too difficult for a child with cerebral palsy to grasp or hold. You can create simple items that come apart by hanging two items together. For example, attach two spoons together with a ring or elastic. When pushed or bat at, the spoons will make noise. When grasped, they can come apart into two separate spoons, but they will also go back together again when manipulated. Many items can be created using rings, zip ties or elastic. The activelearningspace.org website, as well as the book, The Comprehending Hand, by Dr. Lilli Nielsen, provide many examples of items that can be separated. Here are just a few simple take apart materials. Two nail brushes stuck together. A bottle brush in a bottle. Keys hanging together in a ring. Measuring cups or spoons on a ring. Magnetic items. Velcro items; Velcro boards and vests. Containers of all shapes, materials and sizes with, and without, lids. [ Slide start: ] Description Start: Title: Development of Constructive Play Content: ● Child must take apart before putting back together ● Adult will need to refill, reassemble, attach ● Child requires frequent repetition ● Child learns through imitation ● Avoid hand-over-hand techniques Description End: Jessica: As a child will always take apart before putting back together, initially, the adult will need to refill the container, reassemble the object, or attach the lid to the container. [ Slide end: ] A child with special needs requires that the adult to do this many, many times to allow the child to repeat the skill of separating. Because children learn though imitation, allow the child to feel, hear and see, if possible, what you are doing. Over time, the child may then attempt to imitate your actions. It is important to stress that you learn to separate, before you learn to put back together. Avoid using hand over hand techniques. These actions control a child’s activity instead of encouraging independent engagement. In this short video, watch as Dureyea takes objects apart by pulling wooden shapes off dowel rods. Only after he removes all of the shapes, does he then discover how to rotate the shapes in order to drop them back onto the dowel rod to begin practicing putting back together. [ Video start: ] DUREYEA with Karen Dureyea: [vocalzing] Karen: Yeah. Dureyea: Eee... yeah! Eee... yeah! Karen: [giggling] Dureyea: [vocalizing] Yeah... yeah! [vocalizing] Yeah... yeah! Yeah... yeah! Yeah. Karen: [chuckles] Dureyea: Yeahhh! Karen: Good job. Dureyea: Eee... Yeah! [vocalizing] Yeahhh! Karen: Yeah! Dureyea: [vocalizing] Yeah. Yeahhh! Karen: Yeah. Dureyea: [vocalizing] Yeah! Yeah. Karen: Yeah. Dureyea: [grunting] Yeah. Karen: Yeahhh... Dureyea: [vocalizing] Karen: You need help? Dureyea & Karen: Yeahh! Karen: Can you put it back on? Dureyea: [vocalizing] Karen: There you go. Put it back on. Dureyea: Yeah! Karen: Good job! Dureyea: [laughing] Karen: Yeahhh, that was good! Dureyea: [soft grunts] Karen: Yeahhh! Dureyea: Yeah! [laughing] [ Video end: ] Jessica: Pouring is also separating. A child will never fill his or her glass with milk, if the child is not allowed to dump out the contents of a container, and then refill it. Watch as Adrianna practices refilling and pouring rice and beans onto noise making surfaces. [ Video start: ] [marbles clang in metal bowl] [marbles clang in metal bowl] Adrianna: [laughing] Cindy: [chuckles] [marbles clang in metal bowl] Cindy: [chuckles] [marbles clang in metal bowl] [marbles rattle in metal bowl] Adrianna: Uh-oh! Cindy: Uh-oh! This one doesn't fit. I need a little one. [crackle] [thump] [whispering] Ohhh! [crackle] [crackle] [clang] [metal clanging] [marbles rattle in metal bowl] Cindy: Ohh! [ Video end: ] Patty: Toward the end of the video Adrianna attempted to fill a pop-tube with objects that were too big in diameter. This activity provided an opportunity for her to learn about what shape, and what size objects, effectively fit into or fill a container. In this next video of Katy, she is provided with a container full of objects. The items are of different materials, shapes and sizes and they have been strung together in groups of two or three with elastic and rings. Katy is still in the oral motor phase of exploring objects, however, stringing the items together allows for her to feel that there is more than one item present. Items can be transferred from hand-to-hand or hand-to-mouth. They can come apart or go together, be thrown, mouthed, pushed, scratched or discarded. These items provide the necessary tools for future constructive play. [ Video start: ] [metal items rattling in bucket] [staff & student voices] [metal cups clanging] [metal servers softly pinging] [objects rattling in bucket] [staff & student voices] [ball clangs in metal cup] [objects rattling] [ball rattles in cup] [staff & student voices] [thump] [ball clangs in metal cup] [staff & student voices] [ball rattles in bucket] [objects rattling] [ Video end: ] Chapter 5. Concept of Quantity Jessica: Learning about the concept of quantity is important for constructive play. At an early age, a child kicks his or her legs or bangs on an object, and then takes a short break. A child can hold his hand fisted as one item, or separate the fingers to see five individual fingers. When emptying a container, a child may understand there are a few toys, or many. Between the ages of one and two, a child will start to hold more than one object in his or her hand. A child gains an awareness of counting by interacting with multiples of objects. Because a child with disabilities may have difficulty holding onto more than one toy at a time, care should be given to create an environment where multiples are available. In the little room, hang items in groups of at least two or three. Provide position boards with items of many shapes and sizes. When filling containers, be sure to have various balls, sticks, cups, plates, tubes, and so forth. Use of a Velcro or magnetic board may help a child learn about adding objects, or removing objects. This is the basis for addition and subtraction. Only by providing a multitude of objects can a child with special needs truly understand quantity. Watch as Oliver compares playing with a variety of balls, and using a variety of containers. Oliver is provided with balls of various sizes, containers of different shapes and sizes, and with different sized openings. He begins to discover which objects will fit into which container. [ Video start: ] [loud drumming & student vocalizing] [balls rattle in bottles] Amanda: Ohh! Two different sounds. [balls rattle in bottles] [patting] [rattling] [loud drumming & cymbols] [balls rattle in bottles] Amanda: Loud. [balls rattle in plastic & metal bottles] [balls rattle in plastic bottle] [balls rattle in plastic bottle] [vibrator in plastic bottle] [balls rattling] [bang] [balls rattle in pitcher] [balls rattle in metal bottle] [students vocalizing loudly] [balls rattling] [ Video end: ] Chapter 6. Importance of Banging Games Patty: Next let’s look at the importance of banging games and how they influence constructive activities. From the age of eight months to about two years, children engage in banging games. Everyone can picture a child sitting at the dinner table banging his or her spoon on the high chair. Who hasn’t emptied out the pots and pans from a cupboard to have a child bang away on them with a wooden spoon? Children bang toy cars on walls, and bang toys on the side of the bathtub. [ Slide start: ] Description Start: Title: Purpose of Banging Games Content: ● To facilitate the child’s understanding of auditory qualities of objects and surfaces ● To enhance the child’s babbling and later his or her vocalizations ● To enhance the development of muscle strength in the arms and hands ● To enhance the child’s knowledge about quantity ● To facilitate learning how to use a tool Description End: Banging games serve many purposes. To facilitate the child’s understanding of auditory qualities of objects and surfaces. To enhance the child’s babbling, and later his or her vocalizations. To enhance the development of muscle strength in the arms and hands. To enhance the child’s knowledge about quantity. And finally, to facilitate learning how to use a tool. [ Slide end: ] For a child with visual impairments, banging games are precursors for using a cane for ambulation. Jessica: When introducing banging games, it is important to observe the child in order to learn which kind of banging game would be the most beneficial. Does the child need to strengthen muscles or does the child need to distinguish between auditory qualities? Does the child need to learn to use a tool? Some children with special needs become stuck in the stage of banging. They may head bang, or bang the face or body with the hand. When you realize the role banging games have on learning to play constructively, you can guide a child through the dynamic learning circle to use banging to explore new objects, in varied environments, and to play more constructively. In this video, Matthew is introduced to a new drum for the first time. Notice how he uses banging activities to learn about the auditory property of the drum. Observe the extension of the wrist and fingers. Banging the drum is important to build muscle strength for Matthew, whose tone is influenced by spasticity. [ Video start: ] [metallic scratching echos] [metallic drumming echos] [metallic scratching echos] [metallic drumming echos] [louder] Matthew: [softly vocalizing] [metallic scratching echos] [metallic drumming echos] [metallic scratching echos] [metallic drumming echos] [ Video end: ] Chapter 7. Stacking of Objects Patty: Stacking of objects is another key element to constructive play. Children begin to imitate an adult stacking objects around the age of 12 to 15 months. Although children without disabilities frequently start by stacking blocks, these objects can lack inspiration for a child with visual impairments. Blocks may also be too physically challenging for a child with cerebral palsy to hold. Try to introduce items for stacking that provide auditory or tactile inspiration. At first, the adult will do all of the stacking, and the child will knock the tower down. Eventually the child may attempt to place one item on top of another. Cups and saucers make great stacking blocks, especially when used on a resonance board. Watch the following video of Dureyea and Sharlene stacking cups and plates. Notice how Dureyea motions for Sharlene to do most of the stacking, and Dureyea is knocking the tower down. Dureyea’s stacking skills are still emerging. [ Video start: ] [electronic beeping] [plastic clattering] Dureyea: [voclazing] [plastic clattering] Sharlene: [bang] Two. [bang] Three. [plastic clattering] Sharlene: [bang] One. [bang] Two. [bang] Three. [bang] Four. [bang] Five. [plastic clattering] Ohhh! [clapping] [laughing] [banging] Sharlene: One. [bang] [bang] Two. [bang] Three. [plastic clattering] [giggling] Sharlene: One. [bang] Two. [bang] Three. [bang] Four. [bang] Five. Dureyea: [laughing] Sharlene: [laughing] [bang] Six! Here? Seven? [plastic clattering] [laughing] [banging] [ Video end: ] Jessica: A child without disabilities may learn to stack blocks, or plates and cups, in just a few hours. But a child with multiple special needs may require years to learn such a skill. To keep a child’s interest, you may need to substitute new materials for the plates and cups. The only limitation is your imagination. Watch as Trevor practices stacking large foam blocks. While Trevor understands to place the blocks on top of one another, you will notice that his ability to motor plan, and understand what will happen if certain shaped blocks are used, is still a skill to be further developed. [ Video start: ] TREVOR with blocks Patty: Wow, it's taller than you! Whoa! Crash landing. [bang] Try a new one? Okay. Can you hand me the yellow one? Alright. Thank you. Want to put it on? Oops! Oops! Crash landing! [giggling] Patty: Uh-oh, fell down. Whoa! Crash! [giggling] [ Video end: ] [ Video end: ] Jessica: Watch now as Trevor practices stacking magnetos. You will notice him observe intently, before attempting to stack them himself. The magnetos are another alternative to blocks, as they provide different auditory, tactile, and proprioceptive feedback. They also do not tip over as easily, allowing Trevor to be more successful with stacking. They provide an opportunity for Trevor to problem solve which end of the magnet he should use, in order to successfully stack them on top of each other. [ Video start: ] Patty: Look at these. These can go like this. [clang clang] Let's try this one. [clang] There we go! Now we can build with these. [clang... clang... clang... clang] Patty: [giggling] [clang... clang... rattle... clang] [staff & student voices] Patty: Watch this one. [clang] Need another ball. I put it together. See how the ball... I put a ball. Patty: Whoops! [laughing] Patty: Should I knock this one over. Crash. Patty: Red. [clang] [clang... clang] [clang] [clang] [ Video end: ] Chapter 8. Introduction of Tools Patty: Once a child has the dexterity to utilize one object to act on another, tools should be introduced to facilitate constructive play. This is the last key element we will discuss today. [ Slide start: ] Description Start: Title: Introduction of Tools Content: ● Examples of early tools: ○ spoons, pacifiers, bottles, plates, toothbrushes, washcloths ● Explore tool, just as they would any object ● Hold, bang, push, pull, drop, manipulate to identify its characteristics ● Need to understand qualities of tool before learning how to use it Description End: Some early tools that children come in contact with are spoons, pacifiers, bottles, plates, tooth brushes, and wash clothes. Children learn to pull a blanket to get a toy resting on the blanket to come within reach. Children with special needs should be introduced to a variety of tools, but first they need to explore the tool just as they would any other object. [ Slide end: ] It needs to be held, banged, pushed, pulled, dropped or any other method of manipulation to identify its characteristics. Is it hard, soft, long, short, bumpy, or smooth? How does it taste when it's placed in the mouth? What does it sound like when you drop it? Once a child understands these qualities of a tool, the child can learn through imitation how to use the tool. In this video of Jalen making Sesame Street puppets, Jalen is learning to use a glue stick as a tool to adhere construction paper to a brown bag. Notice how Jalen tastes the glue several times to discover what happens. Jalen also has emerging handwriting skills. He is encouraged to use a crayon as a tool to draw a cookie. The use of scissors is still very difficult for Jalen due to the effects of cerebral palsy, therefore most of the shapes have been precut, to ensure a positive outcome. [ Video start: ] Narrator: Here we see Jalen making Sesame Street paper bag puppets with Patty Obrzut at the Penrickton Center for Blind Children. Note that Jalen is given the opportunity to participate in each activity, but is not expected to do everything perfectly. Patty: Alright! Do you want me to put the glue on, or do you want to put the glue on? Jalen: You! Patty: Me? Alright! You rub it. You go like this. You rub-- oh, I got a stick for me too. Yep. Perfect. We can do it together. Jalen: What's Trevor gonna make? Patty: This one's going to be Elmo. Narrator: Patty and Jalen both rub their glue sticks on the paper. Jalen: I wonder what Trevor's gonna make? Patty: Oh, Trevor! What do you want him to make? Jalen: Grover. Patty: Grover? I think that's enough glue. What do you think? Good? Is it sticky? Jalen: Yeah. Patty: Yeah. Okay, then we got to put this one, here, on the bag. Narrator: Patty lines up the paper bag puppet for Jalen to add the new piece of paper. Patty: I'm gonna put it down like this. Jalen: I want to take it home. Patty: You can take it home. Push! [slap] Alright! Like that. [patting] Okay, now we need. Do you want to do his eyebrows, his eyes? Jalen: I'm checking. Patty: Do you want to do the eyes? Jalen: Where's Ernie at? Patty: Ernie? We're going to have to make Ernie. Ernie's orange, right? I have orange. We can make an orange one for Ernie. Do want to put his eyes on? Jalen: Yeah. Patty: Okay. So here's his eyes. We've got put glue on the back. Narrator: Patty demonstrates to Jalen how to add the glue to the back of the puppet’s eye. Here's glue, and here's glue. Oh, you're going to do it that way? How about this way? I'll do mine. If I put the glue on, do you want to push 'em on? After I put the glue on. You put it on the bag. Jalen: Right here? Patty: Uhhhh? Jalen: Right here? Patty: I would put his eyes up here. Narrator: Patty points to the top of the puppet for Jalen to place the eyes. Patty: Okay. Do you want to put the glue on that one? Jalen: No, you do it. Patty: I do it, okay. Jalen: How many [Indiscernible] you gonna make. Patty: I don't know. Alright. glues on! Narrator: Patty rubs the glue on the other eye and shows Jalen where to place it. Patty: Perfect. [patting] Okay. Now he needs his eyebrows. Jalen: How now brown cow?! Patty: [laughing] Jalen: [Indiscernible] Patty: Eyebrows are up here, yeah. [bump] Patty: Whoops. Okay. How about you do the glue on this one? You got to hold it. [telephone ringing] You probably need some more glue over here. Narrator: Jalen rubs glue on the eyebrow and places it at the top of the paper bag puppet. Push down. Jalen: [patting] [Indiscernible] Patty: Okay. Did it stick? Jalen: Yep. Patty: Good job! Alright, now what do we need? Alright, let's get back and make you big hands. Narrator: Patty cuts out a hand for the puppet. Patty: Oh my gosh! You give me a hug? Wait, let me give you a big hug. Ohhh! Mmmm. Are you having fun? Jalen: I... l want to stay here all day! Patty: Okay! Jalen: I can? Patty: You can. How many fingers does Cookie Monster have? Jalen: One, two. Patty: I think he might have-- We're gonna give him four. Jalen: No! Patty: No? Jalen: He has... he has one! Patty: He has one hand? Jalen: No, no. Two hands. Patty: One finished! [pat] are those good hands? Jalen: [pat] Yeah. Patty: [laughing] That's a good hand. Okay, we'll use that for a hand. It's kinda crazy that-- Jalen: It's a "Y"! Patty: It's what? Jalen: It's a "Y". It's a "Y". Patty: It's a "Y"? Jalen: Yes. Patty: It kinda looks like a "Y," but a "Y" only has two little spots on top. I did four. Jalen: You do yours. Patty: Okay. Hand on, I'm almost done. Jalen: You're doing yours? Patty: Okay! This time-- yep, you glue them on however you want. Jalen: Look at this? Patty: You put glue on your tongue? [patting] Glue is for gluing things. Usually not for eating. Okay? [patting] Patty: You already had glue on there. Okay, you going to put your hand on? Where is it going to go? Remember, glue, sticky side goes down. You've got to turn it over. Narrator: Jalen places the puppet’s hand on the paper bag. Patty: His hand's going there? [patting] And then where is the cookie going to go? Cause, so far, he looks like that. Audio Description: Patty holds up the puppet to show Jalen. Jalen: I'm gonna stick it. Patty: Okay, you stick it. Narrator: Jalen puts the glue stick in his mouth and looks at Patty for a reaction. Patty: Usually the glue goes down here. Up here-- wait. You need more glue. See... at the bottom, we turn the bottom so more glue comes out. There you go. Narrator: Jalen vigorously rubs the glue stick back and forth on the paper. Patty: You're going to make sure that... cookie-- that's enough glue, I think. Jalen: I'm doing LOTS of glue. Patty: Oh, to make sure it sticks? Okay! Okay, where's the cookie going to go? [laughing] In his hand? Okay. [patting] Narrator: Patty holds up the puppet to show Jalen the placement of the cookie. Patty puts the puppet on her hand and makes it say. Patty: Cookie [laughing] I like my cookie! [ Laughter ] Patty: You want to try? Put your hand in? Jalen: [laughing] Cookie! Narrator: Jalen puts the puppet on his hand. Jalen: ... eat it now? Patty: Yum, yum, yum... Jalen: ... eat it now? [ Laughter ] Jalen: Yeah. I'm gonna go see Oscar the grouch! [ Video end: ] Jessica: What happens when you put all of these essential elements of constructive play together? Let’s watch Trevor as he does just that using a pretend car set. This video takes place years after the previous ones you have watched with the blocks and magnetos. Observe how his skills have increased over time and what skills he still needs to work on. He has the opportunity to decide how to construct the track and his cars, problem solve which pieces will fit where appropriately, and then participate in an imaginative play activity driving his cars on the track he constructed. [ Video start: ] Karen: Where should we set this. Okay, point it right into the nook. Alright! What should we start with? Karen: You want me to pull those apart? Those are the hard ones. I'll pull those part, and you can put the roadway together. Does that sound like a plan? Trevor: Okay! [Indiscernible] Karen: You have some pieces to start with? Trevor: Yeah! Karen: Okay. Trevor: [Indiscernible] Karen: There you go. Okay. Which one you want to start with? Trevor: ... a tunnel. Karen: I think you got to do the roadway first, though. Trevor: Oh! Karen: So, you have someplace to put the tunnel over. We're going to attach-- You're handing them to me!? [laughing] Okay, I'll put the first one on. How about that? I'll put the first one on and you build on that. Trevor: [Indiscernible] Karen: Should we take turns? Trevor: Yeah. Karen: Okay. Where do you want to put that? Trevor: This one is... here. Karen: Okay. Alright. Trevor: This is... this is the tunnel. Karen: Yep, you can put the tunnel on there. Trevor: Where can this go? Karen: Whoop! That won't work. Will it? Can you get a car under there. [laughing] Trevor: There. Karen: There! Trevor: Yeah! [Indiscernible] Karen: A car. What's that? Trevor: That's a fireman. Karen: Alright. Trevor: And a fire truck. I wonder... Karen: Wonder what? Trevor: Does he fit in the fire truck? Karen: Do you think he can go inside there? Trevor: Hmmm... hmmm. Hmmm. I know he's just too big for the fire truck. Karen: He can sit in 'a' truck. I think, maybe, that one's small. You think that one's pretty little. I don't know. He doesn't seem to quite to fit in those. Does he? Will he fit in the car? Trevor: Aaa... Karen: He might have to ride in the car. Does he fit in that one? Trevor: Aaa... [Indiscernible] This one is smaller. Karen: It is smaller. Here we have these other people. Let's see if we can get these people set in the middle, and see if there's something left over for the fireman. I might have to get a little fire truck that that fireman sits in. Huh? Trevor: Yeah! Karen: Yeah. Trevor: [Indiscernible] Karen: Does he fit in there? Trevor: Aaa... Yeah. Karen: Yep. He does! Audio Description: New video segment. Trevor: Hey! Karen: [giggling] Trevor: [giggling] Karen: [laughing] Did he bump the fireman? Uh-oh! [Indiscernible] [ Video end: ] Patty: Constructive play requires both fine and gross motor skills, problem solving, flexible thinking, the ability to plan, the ability to test ideas, perseverance, and the ability to work with others. With its rich capacity to teach children, constructive play is an important part of any Active Learning environment. Key elements should be introduced early in life, and evolve over time to promote continued learning. Chapter 9. Closing Comments Charlotte: Well, I really enjoyed that, I have seen those videos quite a few times, every time I watch them I get a little more out of them. I wanted to highlight a couple of things that popped up in the chat window. I know some people weren't able to see all of the comments. But a number of you commented on how much fun the kids were having and how much fun it would be to go to work every day if you were working there and how much fun it would be to go to school if you were one of the kids. And I think that's a really key part of active learning. It was a lot about that early example of showing how to make Zain the boy lying on his back in his hand in the container, showing how to make a child or a learner successful by arranging the environment, by getting the materials. A number of people commented on that amazing drum, the Elysium drum. We all want those in the classroom. Also a lot of reminders of how much could be done with really just household items, things that you could make yourself or have available pretty easily. Another thing that popped up quite a few times in the chat window was about math. Right? You know, people are always saying oh, I don't know how to fit standards to the students I'm teaching. Well, my gosh, you know, you look at quantity and size and shape and comparison and that's math, right? That's all the foundation of math. So when you call it math, it's easier to write those IEP goals and to show how it aligns with the general curriculum. I'm trying to think-- those were the key things that I really noticed. I think one person, Jennifer had written in, a number of people said this, how much these kids really persisted at what they were doing. They didn't give up. They seemed to be having fun and laughing and playing and you know I think we always have heard that quote that play is a child's work. Sometimes it maybe is a little hard when other teachers, administrators walk by the classroom and you are on the floor playing, but I think that it's really clear just how much is being learned when you watch what these kids are doing, what these learners are doing. So Laurie and [indiscernible] has a reminder a couple of great things in the chat window I wanted to call out to all of you. One is that there is a Facebook group that's really devoted to active learning that Laurie manages, it's a great place to put your questions or continue this discussion. And Laurie also reminded us about Lilli works the vendor for a lot of this equipment in the United States and there also are vendors in Europe and Australia, so I encourage you to look-- we have those links on the active learning site in the sources section. A number of you commented on things that you discovered when you were on the active learning site recently and that makes me so happy because we put a lot of things up, we put things up yesterday, so we are adding things all the time. And that's a good reason to subscribe to a newsletter because you will be reminded or told about all of the new things that are popping up. So-- so please-- please keep going with those discussions. Patty also made a comment that Trevor, the boy in the last video we watched, said he was working on storytelling by putting the fireman in the truck. I love the way that his-- Karen, the adult there, was not redirecting him, was not doing it for him when he was setting up the track. But she was allowing him to figure that out. That's all part of this. Somebody commented when Jalen licked the glue stick, he wasn't reprimanded, that was just part of the process. It wasn't a big deal. So we are wrapping up now and again I just wanted to thank everybody for coming. It's always a pleasure to-- to have everybody in one place, even if it's virtually, to discuss these things that are near and dear to all of us. I hope we'll see you in April for the next webinar. Thanks again for being here today. [Silence] Fade up from black. Animation: Text for TSBVI transform into braille cells for TSBVI. Fade to black.