Play

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Play Language The Roots Literacy

• Carol Westby
• carol_westby_at_att.net
• Denmark
• April 2009

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2003-2012United Nations Literacy Decade
Literacy as Freedom
Illiteracy eradication is an essential basic
condition to provide correct answers on every
issue pertaining to world security, ensuring
human rights and sustainable development,
promoting dialogue and mutual understanding
between civilizations.
President Bagabandi of Mongolia, opening of the
United Nations Literacy Decade
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Literacy in the Nordic Countries

• Among industrialized countries, Nordic countries
  almost always rank highest in literacy
• Sweden has the highest overall scores
• Even in these countries at least 25 of adults
  didnt reach the minimum threshold.
• Literacy levels in Nordic countries tend to be
  more equally distributed among their populations
  the differences between the least literate and
  the most literate are smaller than elsewhere.

http//www.oecdobserver.org/news/fullstory.php/aid
/366
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National Reading Panel ReportAreas of reading
instruction

• Phonemic awareness
• Phonics
• Fluency
• Vocabulary
• Text comprehension

Snow, C. (2002). Reading for understanding
Toward an RD program in reading comprehension.
Rand Corporation. www.rand.org (Retrieved
11/12/04). National Reading Panel (2000).
Report of the national reading panel Teaching
children to read. Washington, DC National
Institute for Literacy.
5
Comprehension Requires That

• Readers build a mental model or representation
  of the situation or world (real or imaginary)
  described in the text.

Perfetti, C., (1997). Sentences, individual
differences, and multiple texts Three issues in
text comprehension. Discourse Processes, 23,
337-355.
6
World Health Organization International
Classification of Functioning
Condition (disorder/disease)
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Givens

• Flexible (easy)
• regular rhythms
• quick to adapt
• positive mood
• low intensity
• low sensitvity
• Fearful (slow-to-warm up)
• slow to adapt
• withdraws
• Feisty (difficult)
• active
• intense
• irregular
• moody
• distractable
• sensitive

• Basic biological drives
• Culture
• Temperament
• Flexible (easy)
• Fearful (slow-to-warm up)
• Feisty (difficult)

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Children are not resilientChildren are malleable
Perry, B. (1997). Incubated in terrorNeurodevelop
mental factors in the cycle of violence. In
J.D. Osofsky (Ed.), Children in a violent
society. New York Guilford Press.
11
Alexithymia

• Deficiency in using emotion-descriptive language
  due to severe trauma
• Near amnesic quality to being able to describe
  inner experience
• Limits ability to benefit from sympathetic
  understanding

12
Areas of Function

• Physical
• Cognitive
• Linguistic
• Emotional

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Children shown photographs of expressions
Michalson, L., Lewis, M. (1985). What do
children know about emotions and when do they
know it. In M. Lewis C. Saarni (Eds.), The
socialization of emotions. New York Plenum.
14
Recognizing Emotions (approx recognizing)
Michalson, L., Lewis, M. (1985). What do
children know about emotions and when do they
know it. In M. Lewis C. Saarni (Eds.), The
socialization of emotions. New York Plenum.
15
Labeling Emotions (approx labeling)
Michalson, L., Lewis, M. (1985). What do
children know about emotions and when do they
know it. In M. Lewis C. Saarni (Eds.), The
socialization of emotions. New York Plenum.
16
Michalson, L., Lewis, M. (1985). What do
children know about emotions and when do they
know it. In M. Lewis C. Saarni (Eds.), The
socialization of emotions. New York Plenum.
17
Matching Faces with Situations
Michalson, L., Lewis, M. (1985). What do
children know about emotions and when do they
know it. In M. Lewis C. Saarni (Eds.), The
socialization of emotions. New York Plenum.
18
Matching Faces with Situations (approx correct)
Michalson, L., Lewis, M. (1985). What do
children know about emotions and when do they
know it. In M. Lewis C. Saarni (Eds.), The
socialization of emotions. New York Plenum.
19
Areas of InteractionIntersubjectivity

• The sharing of personal content
• feelings
• perceptions
• thoughts
• linguistic meanings
• among a number of persons

Zlatev, J., Racine, T.P., Sinha, C., Itkonen,
E. (2008). Intersubjectivity What makes us
human? (pp. 1-14). In J. Zlatev, T.P. Racine, C.
Sinha, E. Itkonen (Eds.), The shared mind
Perspectives on intersubjectivity. John
Benjamins Amsterdam.
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Primary intersubjectivity

• Affective coordination between the gestures and
  expressions of the infant and those of their
  caregivers
• Remains primary across all face-to-face
  intersubjective experiences
• Map visually perceived motions of others onto
  ones kinesthetic sensations
• Linked to mirror neurons

Gallagher, S., Hutto, D.D. (2008).
Understanding others through primary interaction
and narrative practice (pp. 17-38). In J. Zlatev,
T.P. Racine, C. Sinha, E. Itkonen (Eds.), The
shared mind Perspectives on intersubjectivity.
John Benjamins Amsterdam.
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Relationships are the cradle of all learning,
and the relationship between the child and the
adult is the driving motivator behind achieving
maximum development and learning.
Dr. Becky Bailing
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Fostering Components of TOM
Episodic Memory
Reflection on self And others
Flexible Dynamic Thinking
Coordination
Referencing
Emotional Sharing
Based on concepts from Gutstein, S. (2005). The
heart of autism. www.rdiconnect.com
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Emotional Sharing

• Amplify excitement in positive experiences
• Soothing facial gazing and vocal tones to calm
  when distressed
• Universal emotional sharing around happy, sad,
  mad/angry, afraid, disgusted, surprised
• The Highlight of Interactions

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Intentional Relations/Simulation Theory

• Explains how children begin to predict what
  others are thinking and feeling
• As children observe others, they match their own
  intentions and the intentions of others
• They predict what others do by predicting what
  they would do in the same situation
• They must reflect on their own mental states

But how do children come to understand that
others might have thoughts and feelings that are
different from their own
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Secondary Intersubjectivity/Referencing

• Shared contexts of attention
• Borrowing the perspective of another person
• Using others reactions as a reference point to
  resolve uncertainty
• Intentionality is perceived in the actions of
  others

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Coordination/Coregulation

• Taking regulatory actions to preserve
  coordination during parallel and complementary
  activities
• Referencing while engaged in ongoing activity

Dont over-compensate for the child. Observe if
the child acts to remain coordinated with you.
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Narrative Practice Hypothesis

• Stories are natural extensions of childrens
  earlier experiences of sharing
• Engaging in story-telling with the support of
  others enables children to develop understanding
  of what it is to act for a reason
• Narrative experiences influence development of
  theory of mind skills

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Theory of Mind (4 years of age)

• Attributing mental states (beliefs, intents,
  pretending, knowledge) to oneself and others and
  understanding that others have beliefs, desires,
  and intentions that are different from ones own
• Predicting what others are thinking and feeling
  from what we know about them and the world

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Dynamic, Flexible Thinking

• Improvising problem solutions when needed
• Developing new problem solving strategies when
  old strategies are not working

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Types of Memory

• Semantic memory memory for words and concepts
• Procedural memory memory for how to do something
• Episodic memory memory for subjective
  experiences throughout time
• enables person to perceive the relationship
  between the present moment and past and future
  experiences

McGuigan, F., Salmon, K. (2004). The time to
talk The influence of the timing of adult-child
talk on childrens event memory. Child
Development, 75, 669-686.
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Required for TOM

• Ability to read emotional cues
• facial expressions
• body postures/gestures
• vocal tones
• Ability to put emotional labels on
  expressions/behaviors
• Social cognition knowledge
• understanding how situations cause emotions and
  emotions cause situations
• expected emotions/behaviors in particular
  situations
• Much social cognition is learned through complex
  language
• James knew where the dog was hiding.
• Does he know what you are going to do?
• Little Red Riding Hood thought it was grandma in
  bed, but it was the wolf.

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TOM in Childrens Books

• Books for preschool children contain many
  references to mental states
• In 317 preschool books, 78 referred to internal
  states
• 34 contained a false belief
• 31 contained deception

Cassidy, K.W., et al. (1998). Theory of mind
concepts in childrens literature. Applied
Psycholinguistics, 19 (3), 463-470.
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Play for young children is not recreation
activity,... It is not leisure-time activity nor
escape activity.... Play is thinking time for
young children. It is language time.
Problem-solving time. It is memory time, planning
time, investigating time. It is
organization-of-ideas time, when the young child
uses his mind and body and his social skills and
all his powers in response to the stimuli he has
met. James L. Hymes, Jr. (1968). Teaching the
Child Under Six.
34

• The most effective kind of education is that a
  child should play amongst lovely things.
• - Plato

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What children need for comprehension of text

• Decontextualized language
• Language for reporting, reasoning, predicting,
  and projecting into thoughts of others
• Thematic content and organization of content
• Episodic memory
• For temporal and cause/effect physical and
  emotional relationships
• For telling your stories
• Theory of Mind
• Recognizing emotions
• Social Cognition
• All of these components develop in the social
  interaction of play

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Pretend Play and Reading both require and
facilitate
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Roles of Play

• As expression
• Provides a way for children to show their mental
  representation of the world
• As interpretation
• Provides a way for children to learn about
  people, objects, events, and relations in the
  world

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Purposes of Play Assessment

• To determine the childs understanding of the
  world and the skills that are currently mastered
• To observe the child's strategies for
  problem-solving
• To observe how the different developmental
  domains interact
• To obtain information for supporting the childs
  development
• To answer specific assessment questions

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Steps in a Play Evaluation

• Interview those who know (parents, teachers)
• childs normal activities
• childs preferences
• description of functioning
• Determine specific purpose for play assessment
• Explore the most appropriate format and sequence
  for the play assessment
• Determine the materials to be used
• Set up assessment to include process, materials,
  roles, responsibilities, and desired outcomes

40
Types of Play Problems

• Child who wanders Child has difficulty getting
  involved or in unable to make choices or stick to
  a choice
• The child who dabbles Child stays at an activity
  but the play lacks depth actions may be
  repetitive child looks disinterested
• The child who is aloof Child chooses to be alone
  and turns away from others seem to be on
  periphery of room

From Educational Productions Hand-in-Hand Play
Series (http//www.edpro.com)
41
Types of Play Problems

• The child who is anxious Child is tense and
  unable to enjoy play may withdraw
• The child who is rejected Child rejected by
  peers sometimes do not know how to insert
  themselves into play in a positive way sometimes
  dont have the skills to express themselves or
  maintain appropriate behaviors and are pushed
  away by peers
• The child who is ignored Child ignored by
  others may want to play but ends up standing
  back and watching

From Educational Productions Hand-in-Hand Play
Series http//www.edpro.com
42
Moving from Intersubjectivityto Theory of Mind
Play Mediated Learning
Action
Thought
Vygotsky, L. (1978). Mind in society The
development of higher psychological processes.
Cambridge, MA Harvard University Press.
43
Aspects of Object-Based Play

• Attention
• Motivation
• Imitation

Embracing Play Teaching Your Child with
Autism http//www.woodbinehouse.com
44
Symbolic Behaviors

• Allow one thing to stand for something else
• Transform and transcend reality

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H Heather K Kathy A Andy H (to K) Youre
crying in the wedding place. Make the
crying Sound. (K cries). H Whats the matter?
You want to get married is why. (to A) She wants
to get married so shes crying. You should Get
married. Lets say you guys were already married,
OK? A No, Im going to put on the song. (the
play stove becomes the disco booth) H Andy has
to put on the song and then well dance. (to
Andy) Give me the song. K You have to come dance
with me Andy. H and he cant dance. And you say
Whats the matter with me Andy? (H cries) H My
mother yelled at me. Lets say you gave me a
spanking Kathy. K No, my name is Annie.
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Strands of Discourse

• Narrative children speak as the author of the
  play story
• Character dialogue children speak for the
  characters
• Stage managing children speak as themselves,
  outside the story

Wolf, D., Hicks, D. (1989). The voices within
narratives The development of intertextuality in
young childrens stories. Discourse Processes,
12, 329-351.
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Metacommunication

• Statements used to structure and organize the
  play episode
• Designate the make-believe identities of objects
  (e.g., Lets pretend the rope is a snake)
• Assign roles (e.g., Ill be the Daddy, and you
  be the baby)
• Plan story lines (e.g., First, well go to the
  market, and then well go to the toy store)
• Rebuke players who act in an inappropriate manner
  (e.g., Mommies dont talk like that! or Thats
  not a hose, silly. Its a snake.)

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Metacommunication in Play

• Explicit
• A Lets play teenage mutant ninja turtles
• B OK!
• Implicit
• A Im Donatello!
• B Im Raphael!

Goncu, A.(1993). Development of intersubjectivity
in social pretend play. Human Development, 36,
185-198.
51
Measures of Literate Language

• Conjunctions
• temporal connects events in time-related manner,
  e.g., and, then
• causal connects events in cause-effect, e.g.,
  because, so
• Noun phrases
• adjectives the red dog the big, brown bear
• qualifiers the dog in the window the boy
  throwing the ball

Pellegrini, A. (1985). Relations between
preschool childrens symbolic play and literate
behavior. In L. Galda A. Pellegrini (Eds.),
Play, Language, and Stories. Norwood, NJ Ablex.
52
Measures of Literate Language

• Reference
• endophora linguistic tie between presupposed and
  presupposing elements (The boy chased the girl.
  He caught her).
• exophora presupposed element is not
  linguistically coded (He got one other there).
• Verbs
• mental/linguistic verbs denote cognitive and
  linguistic processes (think, say, remember, ask)
• verb tense past, present, future

Pellegrini, A. (1985). Relations between
preschool childrens symbolic play and literate
behavior. In L. Galda A. Pellegrini (Eds.),
Play, Language, and Stories. Norwood, NJ Ablex.
53
Language Functions

• Self-maintaining (used 2 ½ time more by low SES)
• I wanna another cookie.
• Give it to me, its mine.
• Directing (used 5 times more by middle SES)
• Im looking for a big box.
• Ill hold the car and you put the man in .
• Reporting (used 8 times more by middle SES)
• Julie cooked spaghetti for lunch.
• The doctor gave the cat a shot.

Tough, J. (1979).Talk for teaching and learning.
Portsmouth, NH Heinemann.
54
Language Functions

• Projecting into thoughts and feelings of others
  (used 2 times more by middle SES)
• Teddy doesnt like peas.
• Baby feels sick.
• Reasoning (used 9 times more by middle SES)
• We dont have a boat so well have to pretend.
• He needs a bandaid cause he got cut.
• Predicting (used 2 times more by middle SES)
• Well go on a neat vacation in July.
• The puppys gonna grow really big.

55
Language Functions

• Reporting What did Mrs. Wishy-Washy do to her
  animals?
• Reasoning Why did Mrs. Wishy-Washy wash her
  animals?
• Projecting How did the animals feel when she
  washed them?
• Predicting The animals are all clean. What do
  you think they will do next.

56
Play Styles

• Dramatists
• interested in human surroundings--what others do,
  how they think, how they feel, how others can be
  contacted
• energies devoted toward effective communication
  with others and sharing of experiences

Wolf, D., Gardner, H. (1979). Style and
sequence in early symbolic play. In N.R. Smith
M.B. Franklin (Eds.), Symbolic functioning in
childhood. Hillsdale, NJ Erlbaum.
57
Play Styles

• Patterners
• interest and skill in configurational uses of
  materials--making of patterns, structures, and
  orders
• curiosity about about objects--want to know how
  things work, how they are named, how to explore
  and vary them

Wolf, D., Gardner, H. (1979). Style and
sequence in early symbolic play. In N.R. Smith
M.B. Franklin (Eds.), Symbolic functioning in
childhood. Hillsdale, NJ Erlbaum.
58
Play-Language Relationships

• Play Language (form, content, function)
• Language form, function, content gt play
• Play gt Language (form, content, function)
• Play gt Language form, but to content function
• Language form gt Play

59
Literacy Preparation in Play

• Theory of Mind
• How do you feel when the bus goes fast?
• What do you do or say to someone when you dont
  like what theyre doing?
• Decontextualized play
• Chairs boxes are bus seats
• Toy police car
• Memory
• Semantic memory for words
• Procedural memory for going home
• Episodic memory for cause-effect relations

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Language Characteristics

• Oral
• Function
• social, need meeting
• Topic
• talk about here and now
• meaning in context
• Structure
• simple syntax
• deictics, jargon

• Literate
• Function
• reflecting planning
• Topic
• talk about there then
• meaning in text
• Structure
• complex syntax
• explicit vocabulary

61
Newstelling
Oral Literate

• Object Based Activity Based Event Based
• News Sharing News/Recount
• describes talks about an talks about
  object activity they have something they
• completed did or something
• that happened

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SCUMPS for Object Based News
63
Activity Based Sharing
label the work describe the work explain how
it was produced reflect on the process
product
64
Event-Based News
Event-Based News
65
Perceptual-language distance
I
II
III
IV
perceptual
Matching Perception
Selective Analysis of Perception
Reordering Perception
Reasoning about Perception
language distance
Label Locate Notice Counting
Describe characteristics Describe
scene Complete sentences
Infer Summarize information Judgement/
evaluation Id similarities
Predict Explain
Blank, M., Rose, S.A., Berlin, L.J. (1978). The
language of learning The preschool years. New
York Grune Stratton.
66
Blank, M., Rose, S.A., Berlin, L.J. (1978). The
language of learning The preschool years. New
York Grune Stratton.
67
Abstraction Levels

• Level 1
• Requires matching perception (answer immediately
  available
• Level 2
• Requires selective analysis of perception

• Example
• Where did the Berenstain Bears go on vacation?
• Find one that is the same?
• What color are the berries?
• What is happening in this picture?

68
Abstraction Levels

• Level 3
• Required reordering of perception (prediction or
  reworking thoughts)
• Level 4
• Requires reasoning about perception (reflect or
  interpret)

• Examples
• Which animals do not sleep at night
• What do you think might happen next
• Why didnt Pappa get a good nights sleep?

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Level 1
Level 2
Show me what you touched. Show me what you
heard. Some me a. Whats this called? What
did you touch? What did you hear? Can you find
one like this? Say this. What did you
see? What is this?
What is s/he doing? Find one that is and
(e.g., long and blue) Tell me its. (color,
size, shape) How are these two
different? Finish this.(e.g., I like
to.) Where? Who? What things. (e.g.,
fly) Find one that can (e.g., cut) What is
happening?
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Level 3
Level 4
Which one is not. Do this, then this Tell the
story. What happened to all of these? Tell me
how.(e.g., to make cakes) How are these the
same? What could he/she say? What else.(e.g.,
flies) What will happen next? What is.(e.g., a
car)
What could we use.(e.g., to fix) What could
you do if? Why cant we.(e.g., find the
dog?) What could he/she do? How can we
tell.(e.g., it will rain)? What made it
happen? Why wouldnt.(e.g., the boy run)? Why
will(e.g., she have to go)? Where will (e.g.,
the ball go)? What will happen if?
71
Strategies to Help Children Who are Ignored

• Help children enter play by
• Teaching them the skills needed to enter play
• Helping them find appropriate roles in the play
• Support childrens communication by
• Showing children how to get anothers attention
• Helping children give clear messages
• Help children build self confidence by
• Helping them build play and communication skills
• Acknowledging and valuing each child

FROM Strategies to Support Play-Based Learning
The Child Who is Ignored Educational Productions
www.edpro.com
72
Implement these 3 strategies by

• Modeling behavior for child
• Coach child by supplying words or interpreting
• Prompt a child with a word, hint, or action
• Value child by showing interest and responding to
  what the child is doing or saying

FROM Strategies to Support Play-Based Learning
The Child Who is Ignored Educational Productions
www.edpro.com
73
Skills Needed by Child Who is Rejected

• Becoming aware of others child so intent on what
  they are doing, they dont see/consider reactions
  of others
• Teachers can help child become aware of
• What others are saying
• What others are feeling
• The rights of others
• The consequences of their actions

From Strategies to Support Play-Based Learning
The Child Who is Rejected Educational Productions
www.edpro.com
74
Skills Needed by Child Who is Rejected

• Learning to share appropriately
• Teachers help by
• Teaching turn-taking
• Facilitating sharing by prompting with language
• Providing opportunities for sharing and by
  supporting appropriate sharing behavior

From Strategies to Support Play-Based Learning
The Child Who is Rejected Educational Productions
www.edpro.com
75
Skills Needed by ChildWho is Rejected

• Learning to problem-solve
• Teachers help children learn to problem-solve
  by
• Helping children define the problem
• Help children listen to one another
• Providing opportunities for each child to speak
• Asking for possible solutions.

From Strategies to Support Play-Based Learning
The Child Who is Rejected Educational Productions
www.edpro.com
76
Nurturing Symbolic Play When to Act

• When it does not involve disengaging the child
  from what he/she is involved in
• When the child appears to find the next step
  overwhelming
• When play seems to be proceeding at a restricted
  level
• in terms of limited nature of childs knowledge
  of the role(s), setting, etc.
• in terms of the level (representational,
  interactive) of the make-believe

77
Nurturing Symbolic Play What to Do

• Provide opportunities for sustained symbolic play
• Provide experiences that prime the pump for
  dramatic play
• Provide props for symbolic play
• not all play objects should be at the same level
  of realism
• representational level of play objects should
  change throughout the year

78
Wolfberg, P.J. (2003). Peer play and the autism
spectrum. Shawnee Mission, KS Autism Asperger
Publishing.
79
Integrated Play Groups

• Monitor play initiations
• Recognize play initiations
• Interpret play initiations
• Respond to play initiations

Wolfberg, P.J. (2003). Peer play and the autism
spectrum. Shawnee Mission, KS Autism Asperger
Publishing.
80
Play Scaffolding
81
Integrated Play Groups

• Social communication guidance strategies to
• Encourage extending invitations to play
• Persist in enlisting reluctant players to play
• Maintain and expand interactions with each other
• Entering and joining established play event

Wolfberg, P.J. (2003). Peer play and the autism
spectrum. Shawnee Mission, KS Autism Asperger
Publishing.
82
Examples of Social-Communication Cue Combinations
Wolfberg, P.J. (2003). Peer play and the autism
spectrum. Shawnee Mission, KS Autism Asperger
Publishing.
83
Examples of Social-Communication Cue Combinations
84
Integrated Play Groups

• Play guidance strategies
• Orienting (watching peers and activities)
• Mirroring (mimicking the actions of a peer)
• Parallel play (playing side by side in same play
  space)
• Joint focus (active sharing informal turn
  taking)
• Joint action (formal turn taking)
• Role enactment (portraying real-life activities
  through convention actions)
• Role playing (pretend roles and scripts)

85
Play Guidance
86
Play Guidance
Wolfberg, P.J. (2003). Peer play and the autism
spectrum. Shawnee Mission, KS Autism Asperger
Publishing.
87
Playscripts

• Getting ready for school
• getting dressed
• brushing teeth
• waking children
• packing lunches
• locating assignments
• taking care of chores
• eating breakfast
• Operating a store
• set up store
• describe product
• locate product
• request information
• inspect products
• give money to cashier
• load purchases

• Potential problems
• cant wake children
• burn toast
• cant locate shoes
• dog runs away
• cat wont start
• child is sick
• Mom is in a bad mood
• Potential problems
• put things in wrong places
• cant locate product
• find damaged merchandise
• cant find list
• break something
• find unusual items
• give wrong amount in change
• get flat tire on way home

88
Grocery StorePhrases to Model

• The clerk says
• The milk is next to the butter
• I will put her bags into her car.
• Our fluffy marshmallows are on sale.
• I stocked all the shelves last night.
• The bagger says
• I will get some bags from under the counter
• I will put your groceries into the bag.
• These bags are heavy.
• I will follow you to your car.
• The cashier says
• Please slide your credit card through the slot.
• He will put your groceries into the bag.
• Those are crisp cookies.
• Put your groceries on the belt.
• The customer says
• I pushed my cart around the store.
• They are very helpful at this store.
• I like the green lettuce and the orange carrots.

Wiggins, A.K. (2006). Preschoolers at play
Building language and literacy through dramatic
play. Greenville, SC Super Duper.
89
Restaurant/Fast FoodProps

• bowls
• chefs hat
• cooking utensils
• cups, plates, utensils
• fake food
• measuring cups/spoons
• menus
• money/checks/credit cards
• napkins
• pads/pencils
• placemats/tablecloth
• salt and pepper shakers

• aprons
• artificial flowers for table
• baking pans
• cash register
• chalkboard for specials
• cook book
• doggy bag containers
• ketchup/mustard bottles
• meat thermometer
• stove/refrigerator
• telephone

Wiggins, A.K. (2006). Preschoolers at play
Building language and literacy through dramatic
play. Greenville, SC Super Duper.
90
Restaurant/Fast Food

• Introduce the Play
• Cook is in the kitchen. He is taking food out of
  the oven. He will read the order the waiter
  brings him.
• Cashier is behind the counter.
• The waiter is trying his apron around his waist.
  He has straws inside his pocket. He will give us
  straws with our drinks. He will write our order
  on his pad and take it to the kitchen.
• Customers drink their drinks while waiting for
  their food. When they are eating, they will talk
  about their busy day.

Wiggins, A.K. (2006). Preschoolers at play
Building language and literacy through dramatic
play. Greenville, SC Super Duper.
91
Restaurant/Fast FoodPhrases to Model

• The waiter/waitress says
• I tied my apron around my waist.
• Did he take your order?
• The soup is delicious.
• I wrote down your order
• The cashier says
• I am working behind the counter.
• They will pay before they leave.
• That was an expensive dinner.
• Write your name on the bottom of the check.
• The cook says
• Ill put the hamburger between the bun.
• I will put ketchup and mustard on it.
• The French fries are hot. The pickle is sour.
• I fried the hamburger.
• The customer says
• I would like ketchup on that.
• We would like our check please
• The lettuce was crispy and the tomatoes were
  juicy.

Wiggins, A.K. (2006). Preschoolers at play
Building language and literacy through dramatic
play. Greenville, SC Super Duper.
92
Restaurant/Fast Food

• Vocabulary
• apron
• check
• menu
• order
• restaurant
• specials
• tip
• waiter/waitress
• bake, broil, boil
• host/hostess
• reservation
• portion

• Alphabet
• Hh hamburger, hotdog, hungry, host, hurry
• Kk ketchup, kids, kitchen
• Rr restaurant, register, relish, ripe, ring

93
Pizza ParlorPhrases to Model

• The cook says
• The tomatoes are under the cheese.
• I put extra cheese on his pizza.
• I put green peppers and black olives on the
  pizza.
• I sprinkled cheese on the pizza.
• The waiter/waitress says
• I will pour the water into your glasses.
• The cook made his specialty today.
• The cheese is stringy and the crust is crunchy.
• I will bring your drinks to you first.
• The customer says
• I will pick the olives off the pizza. I dont
  like them.
• We will eat here again.
• The waiter brought me a cold drink.
• I will sprinkle some cheese of the pizza.

Wiggins, A.K. (2006). Preschoolers at play
Building language and literacy through dramatic
play. Greenville, SC Super Duper.
94
Veterinarian OfficeProps

• animal posters
• appointment pad
• bandages
• band-aids
• clipboard
• cotton
• dry pet food
• empty pill bottles
• lab coat (white shirt)
• Q-tips
• rubber gloves
• stethoscope
• stuffed animals
• telephone
• tongue depressors for splints

• animal care brochures
• birdcage
• blankets
• overturned laundry baskets for cages
• dog bones
• empty pet food cans
• leashes
• money/checks/credit cards
• old animal x-rays
• pet carrying case
• small flashlight
• surgical mask
• thermometer

Wiggins, A.K. (2006). Preschoolers at play
Building language and literacy through dramatic
play. Greenville, SC Super Duper.
95
Veterinarian OfficeVocabulary

• beak
• care
• claw
• collar
• emergency
• feathers
• fever
• first-aid
• flea
• fur
• groom
• heartworm
• immunization
• kennel
• leash
• examine

• license
• paw
• perch
• prescription
• scales
• stethoscope
• surgery
• temperature
• tick
• treat
• vaccination, vaccinate
• veterinarian
• vitamins
• whiskers
• x-ray

Wiggins, A.K. (2006). Preschoolers at play
Building language and literacy through dramatic
play. Greenville, SC Super Duper.
96
Veterinarian OfficePhrases to Model

• The veterinarian says
• I will look into your dogs ears/
• He may need a vaccine.
• He sure is furry.
• The pet owner says
• I will take him out of his cage.
• Can you help me with my sick kitten? She isnt
  feeling well.
• I am brushing her fur.

Wiggins, A.K. (2006). Preschoolers at play
Building language and literacy through dramatic
play. Greenville, SC Super Duper.