| A Child's work
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| | COPING SKILLS
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| Every parent wants to see their kid excel
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| | Growing up is an exciting and scary
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| at what they do. As parents, we spend
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| | venture. Consider a child's first day of
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| time reading to them, helping them learn
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| | school. A soon-to-be kindergartener may
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| the alphabet, teaching them math, and
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| | ask himself, "Is the teacher going to be
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| enrolling them in the very best schools
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| | nice?" Or "Will I be able make friends
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| possible. While all of these thing are
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| | that will play with me. These are just a
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| important, Vivian Gussin Paley suggest
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| | few questions that kindergarteners might
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| that children's work is to play! Vivian,
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| | ask themselves. Paley recounts a story of
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| who has been teaching kindergarten and
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| | a boy named Elliot with these same fears.
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| nursery for thirty seven years, has
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| | The day before Elliot goes to school, he
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| studied children develop as they play
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| | tells his mother a story of a boy who
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| fantasy with other children. (Fantasy
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| | sees his new teacher and runs away out of
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| play is...) Vivian suggests that children
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| | fear. Later that evening he retells his
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| who play fantasy learn skills that will
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| | story and than acts it out with his
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| stay with them through out their lives.
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| | sister. After telling and act out his
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| PLAYFUL IMAGERY
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| | story he seemed ok with the idea of going
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| Have you ever taken the time to watch
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| | to school. As children tell and act out
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| children pretend to battle with a dragon,
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| | their story, they have an incredible
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| dance like a ballerina, act like a
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| | ability to work through the problem on
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| character from their favorite book? Have
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| | their own.
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| you noticed how creative they become and
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| | COMMUNICATION
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| how quickly they jump from story to
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| | Another wonderful benefit of fantasy play
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| story? Paley states that "children are
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| | is its ability to teach children how to
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| intoxicated by the seemingly endless
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| | communicate with other children.
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| supply of plots available just for the
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| | Communication is a skill that will be
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| thinking. Making up stories is the skill
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| | important through out everyone life.
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| most admired by other children, who do
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| | Vivian asked mentors of a head start
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| not doubt the value of characters who
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| | program what aspect of classroom practice
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| jump higher than the moon during school
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| | concerns them the most. They responded Ò
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| time. ... The mind that has been freely
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| | Conversation! We don't hear good
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| associating with playful imagery is
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| | conversations. There are mostly one-line
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| primed to tackle new ideas. Fantasy play,
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| | questions and answers, but the teachers
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| rather than being a distraction, helps
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| | don't simply converse with the children.
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| children achieve the goal of having an
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| | And they don't encourage children to talk
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| open mind, whether in the service of
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| | to one another, either." Fantasy play
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| further storytelling or in formal
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| | starts with one person ideas and than it
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| lessons." How can an open mind and a
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| | snowballs as other children had in their
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| good imagination help with formal
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| | own little twists. As they change the
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| lessons? Take for example learning a
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| | story line they learn how to communicate
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| physics concept. If you can visualize
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| | with other and how to work with other
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| the concept, then the concept is easier
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| | ideas. Sound like a great way to teach
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| to remember and understand. While those
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| | children how to communicate with their
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| concepts that are to abstract to
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| | friends. Vivian states that "the need to
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| visualize, are difficult to understand
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| | tell one another a story exerts a
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| and soon will be forgotten. A vivid
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| | tremendous pull among children, powerful
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| imagination can help a child conquer many
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| | enough to overcome shyness and the fear
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| difficult subject such as chemistry,
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| | of the unknown.
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| physics, and even math.
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