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Dramatic Learners

Published on March 9, 2017 under Bears

It’s no secret that we have had a rough few days .  Let’s blame it on all the crazy weather changes !  I won’t say it has been unbearable but I will say ” Conscious Discipline teaches us when children are having struggles that they are asking for love or needing skills taught ” and well… your littles have needed MUCH love and MUCH guidance in the skills department.  🙂   It’s all good. This is why we are here.   I will let you know that I left my house at 7 am and drove to get donuts and then sonic for a diet coke with vanilla to self medicate before my day got started.  I was determined to intentionally do all I could do to be successful in making it a great day.  And of course… a coke and a donut are always critical tools.  🙂

One of the ” tools ” we have in our  teachers apron is the ability to adapt our schedule to the needs of  our littles.  When we are outside we listen to the ” hum” of the children and let that tell us when we have wound down enough to safely  go inside .  Inside play is a little more restrictive when it comes to voice levels and speed and it requires the children to have a little more control.  Why bring them inside when we see it will be a struggle ?  So, there is a lesson plan. The ” meat ” of that lesson plan usually takes place during center time inside.   There are ” things” that we hope to introduce the children to – perhaps even some kindergarten readiness skills.  Today, our plan included taking the story of the three bears (which we have heard a lot the past two weeks ) and use pictures to put them in sequence. I put on my thinking cap and said….”  I can do this outside. How can I make this work ?”


It did work and it was so much more beautiful than a few pictures lined up on the table.  First we talked about the story and I explained that I wanted to act out the story in sequence ( or order ) but I needed stuff.   I asked what props we had outside that could work for our story.  What are props? Great question kids !  Props are objects used to tell a story.  So.. I need …..  YES!  I need bowls.  What sizes of bowls do I need ?  We need chairs and we need beds to tell our story.    I put three different groups in charge of finding our props.

Smart Smart Smart Littles !

The bowls were pretty easy since we have the mud kitchen .  (  Ok, Stop.  Do you see in addition to acting out the story the problem solving and the math skills that are involved here ? )

The chairs were a little more of a challenge.  I mean, kids sized chairs are kid sized.  Finally , I suggested that I take one off the porch.  Which role would the large chair off the porch play ?  The LARGEST DADDY chair !   There was still a problem to be solved.  Two of the chairs were still pretty much the same size.  BRILLIANT! Look what they decided to do  !

Then we had to decide what could be used as  beds.  As I helped the kids get the blocks box lid thinking it would be the largest piece for the daddy bear bed I see Simon all alone pulling and tugging the huge long board from the other side of the play yard. He had the board that usually is used for balancing on the log.  FOLKS! This board is heavy and it is 7 or more feet long. ”  Yes, it… is the largest board so it will be the daddy bear bed.  ” And precious… look at the little board pillows they added.

We had four families of bears that acted out the story. The friends not on ” stage ” watched and laughed and cheered ( and sometimes corrected ) the other players. This … this was SO much better than those stupid pictures we were going to look at and put in order on a table.






If you need a recap of the early learning standards this activity hit : ( If I had followed the original plan we would have hit 2 . )


Social and Emotional Development

SE1. Relationships with Others
SE1.1 Forms trusting relationships with nurturing adults SE1.2 Interacts with peers

SE2. Emotional Expression and Understanding
SE2.1 Experiences, expresses, and regulates a range of emotions SE2.2 Interprets and responds to the feelings of others

SE3. Self-Awareness and Self-Concept
SE3.1 Shows awareness of self as unique individual SE3.2 Demonstrates competence and confidence

Cognitive Development

CD1. Approaches to Learning
CD1.1 Shows curiosity and a willingness to try new things CD1.2 Shows persistence in approaching tasks

CD2. Executive Function
CD2.1 Focuses and sustains attention
CD2.2 Shows flexibility in adjusting thinking and behavior to di erent contexts CD2.3 Regulates impulses and behaviors
CD2.4 Holds and manipulates information in memory

CD3. Logic and Reasoning
CD3.1 Uses reasoning and planning ahead to solve problems and reach goals CD3.2 Engages in symbolic and abstract thinking

Physical Development and Health

PH1. Gross Motor
PH1.1 Demonstrates locomotor skills
PH1.2 Shows stability and balance
PH1.3 Demonstrates gross-motor manipulative skills

Emergent Literacy

EL1. Engagement in literacy experiences and understanding of stories and books EL1.1 Shows interest in literacy experiences
EL1.2 Engages in read-alouds and conversations about books and stories

Social Studies

SS1. Family, Community, and Culture
SS1.1 Demonstrates positive connection to family and community

Mathematical Thinking

MT1. Number Concepts and Operations
MT1.1. Demonstrates number sense and an understanding of quantity MT1.2. Explores combining and separating groups (numerical operations)

MT2. Algebraic Thinking
MT2.1. Uses classification and patterning skills

MT3. Measurement and Comparison
MT3.1. Participates in exploratory measurement activities and compares objects

CA3. Drama

CA3.1 Explores feelings, relationships, and concepts through imitation, pretend play, and sociodramatic play

Developmentally appropriate practice ( DAP ) is always in the best interest of the child.


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