Table 1: Child structured Dramatic Play Opportunities: Theme: Hospital

Items used in the Hospital:

Blankets. Baskets for medical supplies.

Glasses. Gloves.
Hospital Plan: Dollies. Bandages.
Teddies. Plasters.
Doctors lab coats. Stethoscopes.
Medical cards. Thermometers.
Role-play name tag e.g. doctor, Shots.
nurse, and patient.
Blood pressure cuffs.
Papers.
First Aid medical bag.
Pencils.
My floor plan for the Skeleton poster.
hospital role-play area Chairs.
Eye chart.
Table
Bed.
Books about health.
Flashcards about health and body
parts.

v. 2014-05-15 1
 Skills / Concepts to be developed in this dramatic Play area:

Physical Development:
Communication & Language: Personal, Social and Emotional
Children will develop their Development:
Childrens social communication skills physical skills by using
will be developed because they will talk to - Interaction
the medical tools and
each others use vocabulary suitable to the dressing up, e.g. wearing - Empathy
hospital and they will be able to ask the doctor lab coat. - Helping
questions e.g. the child playing the doctor
role will ask the patient about his\her name - Dressing up
and they will cooperate in helping the
patient. Literacy
Hospital DPA Children will write in
context of the hospital
and read the flashcards
Understanding the World:
about the health and the
Children will learn the Mathematics: body parts
importance of helping others. Creative Development:
Children will be sorting equipment
Children will be creative in the baskets and using
playing the roles of the mathematical language of measures
doctor, nurse and the while measuring for the
patient. weight\temperature patient e.g.
big/small and tall/short.

The steps, teacher and childwhat do you think they will do?
The teacher gives the children instructions about how many child ren can enter the area and gives them tags to hang on them if they want to enter
the role play area and tells them to clean up and return the medical tools in their places after finishing.
Children wear the tags and gets inside the role play area and start dr essing up as patients, doctors and nurses.
Children clean up, sort the medical equipment in their baskets, hang the clothes and return the tags.

v. 2014-05-15 2
 Table 2: Teacher structured Opportunities for developing preschool drama / role play:

Activity Name / Activity Type: Aspect of drama being addressed Resources:

e.g. short circle time activities /
(adapted from IB PYP)
Modeling games; role playing characters e.g. Creative exploration and Expression; Technical
gingerbread man from a favourite story with incorporation (use of props); Performance; Personal and
varying degrees of direction
story. from the teacher; usin g puppets
social development; Reflection, evaluation and
Appreciation; (Drama in society)
and/or storyboards

- The Gingerbread Man story book

References: Role playing characters Creative Exploration and Expression:
from a favorite story with Creating and using a different voice for the - Gingerbread man mask
varying degrees of story characters. - Fox mask
MrKottar. (2013,
February 19). direction from the teacher - Old man mask
GingerBread Man Play, - Old woman mask
KG-A, Annoor Academy Technical Incorporation: Using a mask as a
Parents Night .
- Cow mask
Retrieved September prop to represent the story character. - Horse mask
23, 2017, from
- Small metal frying pan
YouTube:
https://www.youtube.co - Play dough
m/watch?v=7rlmyGARhp Performance: Pretending, acting out the role
Q&t=3s of the masks for the teacher.

Personal and Social development: Following

the teacher instructors.

Organisation: e.g. Whole Class / Groups / Pairs / Dramatic Duration of Activity:

Play / Circle Time Area / Hall / Outside

Outside activity Approximately 15-20 minutes.

What the teacher does: What the children do:

The teacher tells the children that they will be acting Children put on their masks and listen to the teacher.
out the story. She reminds the children of the story
and the characters. She chooses six children to wear
the masks to represent the characters and tells the
rest of the children to sit and cheer their friends and

v. 2014-05-15 3
 participate by modeling the story from their places.
The teacher give the students the instructions and the
rules to not push each others while running after the
gingerbread man and gives them a stop point to stop
running.
The teacher takes the students outside and gives each
one a mask. She asks them to put them on their faces
and to listen quietly to her while reading the story and
the to take turns representing their characters.
T: Please put on your faces masks and listen to me
quietly.
T: Read the gingerbread man storys beginning using a loud
The children who wears the woman and the man masks pair up and stand together
voices; An old woman lives here. An old woman and an old
man. They dont have any children.

T: reads: The old womans in the kitchen. Shes making Children: its a gingerbread man
something.
The old woman role player: makes a gingerbread man shape using the play dough and put in the metal frying pan to represent the
T: what shes making? story part

Children pointing on their bodys parts: He has a head. He has arms and legs. He has two eyes, a nose, and a mouth.
T: What the gingerbread man has?

The teacher complete reading the story and asks the Children model the story and the soun ds of each animal.
children to act the sound of the animals when the
Children follow teacher rules while running to catch the gingerbread man.
gingerbread man meets each animal.
Children cheering the gingerbread man to run away from the animals.
Whats the sound of the cow? Who can copy the sound
of the horse? Whats the fox sound like?

At the end of the session the teacher praise on Children claps

childrens skills.

v. 2014-05-15 4
 T: (clapping to the students) you all act so well. Clap
to yourselves and your friends.

The teacher collects masks Children take their masks off and put them back in the role-play area
T: Everyone, please put masks back in the role -play Children shares their feelings and discuss with the teacher
area.
Reflection:
T: did you like modeling the story? What did you like
the best about modeling gingerbread man story?

Extension Ideas:
The teacher could add more animals in the story to enhance more children in the activity.

v. 2014-05-15 5
 Table 3: Opportunities for developing preschool (music and) movement:
Activity Name / Type
e.g. movement or movement in
response to music
Touch Your Head
Movement activity whilst singing
References:
Learning, M. L. (2015, Jun 4).
Touch Your Head | Action Songs
for Kids . Retrieved September
24, 2017, from YouTube:
https://www.youtube.com/watc
h?v=LoSu4FwFMwU
Organisation: e.g. Whole Class / Groups / Pairs / Dramatic Play / Circle
Time Area / Hall / Outside
Whole Class in the circle time area
What the teacher does:
The teacher tells the students to stop talking and listen to the
v. 2014-05-15
Aspect of movement or
movement in response to
music being explored
e.g. creating, performing,
appreciating
Creating: Children create
their own movements as they
follow the beat of the song
by shaking their heads,
bodies and hands in the way
that they want.
Performing: Children are
asked to model the song and
do the movements.
Promoting Reflection of: Resources:
e.g. The Body what is moving?
Spatial Awareness where does the
body move?
Effort awareness How does the
body move?
Relationships with whom can the
body move?
- Computer
The Body: Each part of the body
- Whiteboard
moves following the rhythm, e.g.
- Projector
head and hands.
- Audio speakers
Spatial Awareness: Children use
the designated area to them in - Touch your head song video
the circle time area.
Effort Awareness: Moving the
hands to touch the body parts,
e.g. head, nose. Sitting down,
standing up and turning around
slowly then faster with the song.
Duration of Activity:
Approximately 10-15 minutes.
What the children do:
6
 song. She asks them to stand up and model the song actions. The children stand up in their places circle.

The teacher plays the song on the computer and increases the Children starts to move their bodies with the mu sic and sings with teacher
voice to make the students more engaged and excited.
Touch your head
T: Children, follow the rhythm and move your body parts s as you Touch your nose
like. Clap your hands
Touch your toes
The teacher sings the song with the video and models the
movements to motivate the children to start by touching her head Sit down, stand up.
and her nose.
Everybody turn around.
Put your hands up and put your hands down
Children touch their body parts, claps, sit down, stand up and turn around while theyre singing the song.

The teacher stops the song and tells the students that now they Children go faster with the song and the movements.
will go faster than the fist time.
T: children, now get ready to do the movements faster with the
song.

The teacher claps to the children and give them lots of praises on Children clap to themselves and their friends and sits down on their places.
their excitement with the song.
T: Good job my beautiful children. You all did wonderful
movements. Now clap to yourselves and your friends and sit down
on your places.

Extension Ideas:
The teacher could expand of the movement area rather than the staying in the circle time area to make children more excited by walking around the clas s
behind the teacher to have the freedom to do more movements.

v. 2014-05-15 7
 Activity Name:
The Beat
References:
Interactive, T. (2014,
January 29). The ants go
marching one by one song .
Retrieved September 24,
2017, from YouTube:
https://www.youtube.com/
watch?v=Pjw2A3QU8Qg&lis
t=PLqvv1EOvMOIYp_WV6cr
viNuOFCD82H8pE
Kate. (2016, January 5). 6
Awesome paper cup
instruments . Retrieved
September 23, 2017, from
The Craft Train :
http://www.thecrafttrain.co
m/6-awesome-paper-cup-
instruments/
v. 2014-05-15
Activity Type: Key elements of music Resources:
e.g. Composing ,
explored:
Creating, Playing e.g. rhythm, beat, pattern
instruments;
Listening to music,
appreciating music
- Paper or plastic cups in different sizes
Creating
Instruments:Children - Duct tape
Rhythm: Children listen - Balloons
make musical
to the rhythm pattern - Different sized rubber bands
instruments for
and try to copy it with
percussion using the - Uncooked rice
their instruments
available materials, - Paper straws
e.g. Shakers, drums Beat: Children beat the - Scissors
and strummer drum or shake the
- Felt pen
percussion instrument to
make a beat.
Playing Instruments:
Pattern: Children copy
Children play their
the pattern of the beat.
percussion
instruments
8
 Organisation: e.g. Whole Class / Groups / Pairs / Dramatic Duration of Activity:
Play / Circle Time Area / Hall / Outside

Whole Class & individual players in the Circle Approximately 15-20 minutes to make instruments
Time carpet area
5 minutes for introduction and final whole group time.

What the teacher does: What the children do:

The teacher tells the children to sit down on carpet The children sit down on the carpet and listen to The ants go marching one by one song video.
quietly
The teacher plays the video of The ants go marching
Children answer the teacher question
one by one song
https://www.youtube.com/watch?v=Pjw2A3QU8Qg

T: Did you like the music? Today you will make

instruments by yourselves and play a steady beat on
them.

The teacher Shows the children musical instruments Children answer teacher questions and make their instruments
pictures e.g. shakers to give them examples of what
instruments they can make using the materials.

T: Which instrument would you like to make? What do

v. 2014-05-15 9
 you think that you can make using these materials? You
can draw on your instrument if you like too.

The teacher facilitates the children in their instrument

making.

The teacher again shows The ants go marching one by The children sit on the carpet and play their instruments.
one song song and asks the children to sit on the carpet
Children answer teacher questions and try to make their ow n beat by playing the instruments that they made.
and play their instruments to the beat of the song.
T: What kind of sound does your instrument make?
T: Can you hear the beat? What is the beat of this song?
T: Can you make your own beat?

Reflection: Did you like playing the instruments ? What

did you liked and enjoyed the most copying the song
beat or making your own?
Evaluation: The teacher document students work by
taking a video to observe if they were able to copy the
beat of the song or by making a checklist.

Extension Ideas:
The teacher could offer more materials to expand childrens creativity of making the musical instruments and she could use an other song that contains different
instruments and challenge the students to copy the beat.

v. 2014-05-15 10