“The development of play overlaps all areas of development – physical, social, emotional, and intellectual, which includes cognitive and language development. In fact, we often determine where a child is on one or more developmental continua by watching him play. The developmental process guides play behavior from the simple to the complex, from the concentrating on the self to interacting with others, and from concrete to abstract” (Rogers & Sawyers, 1988).
Bodrova E., Germeroth, C., & Leong, D. J. (2013) Play and self-regulation: lessons from Vygotsky. American Journal of Play, 6(1). Retrieved from http://www.journalofplay.org/sites/www.journalofplay.org/files/pdf-articles/6-1-article-play-and-self-regulation.pdf
Honig, A. (2007). Play: Ten power boosts for children’s early learning. Young children, (September 2007), 72-78. Retrieved from https://mymission.lamission.edu/userdata/mermelrd/docs/NAE51.pdf
Leong, D.J. & Bodrova, E. (2012) Assessing and scaffolding make-believe play. Young Children, 67 (1), pp. 28-34.
Rogers, C. & Sawyers, J. (1988). Play in the lives of children. Washington, D.C.: NAEYC.
Sawyers, J., & Rogers, C. (2003). Helping babies play. Beyond the journal, (May 2003), 1-2.
“Prop Boxes” are essentially a box full of materials related to the same theme or topic. The children play with the materials, act out scenarios related to the theme and add the materials to their own play. This link provides additional information and examples of Prop Boxes for preschool classrooms, but the information easily translates to toddler classrooms: http://www.parentphd.org/2012/04/prop-boxes-in-early-childhood-classrooms/
Seasonal play experiences and explorations for infants and toddlers organized by month from Zero to Three: http://www.zerotothree.org/child-development/play/play-year.html
Music and Movement Resources:
eXtension Alliance for Better Child Care Database of Fingerplays and Songs: http://campus.extension.org/mod/data/view.php?id=9296&username=guest