Play-Based Teaching Resources for Literacy Development

Running Head: PLAY-BASED TEACHING RESOURCES
Play-Based Teaching Resources
Name
Institution

PLAY—BASED TEACHING RESOURCES 2
Introduction
Essentially, play based learning is to learn aspects such as language among others while
playing. It distinguishes itself from the general meaning of playing. It is not mandatory for
learning to take place so that an activity can be considered a play though it is necessary for it to
be there when defining the term. There are two distinct types of play namely; free play and
guided play. Guided play denotes some level of restrictions in the environment by the teacher.
Play best learning can also be defined as the contextual environment for learning in which
learners arrange and try to create meaning of their social world, as they get involved actively
with people, objects and models.
The major aim of literacy resource teaching kit is to help both the preschoolers aged
between 3-5years old to children in elementary school to build and develop their skills in
reading, writing, speaking and listening. Since language among the basic tools that can be used
to facilitate interaction on a daily basis between children and adults, it is therefore necessary to
create opportunities for learning language (Wolfson et al., 2018).
Oral language teaching resources
Use of puppets and stuffed animals to enhance oral language
Rationale
The incorporation of puppets into children’s hands enhances rather sets the foundation of
valuable learning potentiality in many literacy development. Indeed puppets are engaging toys
that are able to develop and support oral language skills in addition to communication and social-

PLAY—BASED TEACHING RESOURCES 3
emotional growth. It further enhances the understanding of the environment that surrounds
children (King & Gleason 2015).
Concepts and learning outcomes to be developed through the use of puppets and staffed
animals
With puppets and staffed animals in teaching, students will be able to develop their
creativity skills through imagination that enhances their ability to differentiate between fantasy
and imagination. The use of puppets as a play-based literacy learning will also enable children to
develop their social and communication skills. (Nolan & Paatsch 2018), argues puppets tend to
be controlled using hands or remotes thus students can be able to associate certain lip movements
with words thus developing their listening skills and pronunciation of words in a certain
language. It is also expected that by the end of the presentation, the learners will have developed
confidence when communicating in addition to the development of control over their world
through working out fear, as they will have mastered the art of controlling uncomfortable
feelings.
Teaching strategies and preparations required when using puppets as a teaching resource
Before using puppets to facilitate learning, it is necessary to establish the learning
objectives for instance, after the completion of the lesson plan; the students should be able to
identify the types of stories performed in the puppet theaters. Describing the describing the
different types of puppets. It is also important determine the amount of time required for the
performance and any other additional activity. The third step is to try to converge the different
sources to come up with a rational understanding to be able to address the problem at hand in this
case is oral literacy (Thilagavathy & Ravindran, 2017).

PLAY—BASED TEACHING RESOURCES 4
Upon completion of this step, selection of vocabularies and phrases that you intend your
learners to know is the next step. Selection of puppets to be used, acquisition of materials
necessary for preparing the theatre and issuing of instructions to the students is the next step.
When all has been done, the play can be performed while learners are asked questions to
determine whether learning is taking place or not.
With reference to blanks level of talk, the teacher is able to determine the level of
language acquisition the learner is. The teacher will be forces to modify his language so that the
pupil will not lose his concentration, fantasize not learn or misbehave. The questions and diction
of words should start from simple towards complex in level one. In the first level, with puppets,
the children will display shallow, partial understanding and find it difficult to comprehend
aspects that are not quite visible. Within the second level of, the use of puppets should include
basic concepts that the kids can relate with such as incorporation of sematic skills for instance;
category names, synonyms and differences. When using the puppets you should be able, ensure
that the children are able to differentiate perceptions, concepts, pronouns and categories. When
using the puppets in level three, you have to evaluate whether the students are able to retell or
recall certain information. Assessing whether the children can infer or not.
Figure 1: The levels of blanks language development adapted from (Fesseha & Pyle, 2016)