In multi-aged classrooms, children are given extraordinary opportunities to grow, yet families still wonder how to continue play-based learning at home. This blog post is a resource for families and educators, including mini lesson plans that can be adapted to each child, at-home activities, and tips to support toddlers and preschoolers in their STEM, cognitive, motor, and social-emotional domains. Furthermore, play-based learning is important in early childhood education because it helps foster curiosity, social-emotional development, and problem-solving skills (Zosh et al., 2022; Copple & Bredekamp, 2009). These strategies and tips below can help children continue their learning outside of the classroom in an enjoyable way.
Lesson Plan 1: Storytelling Adventure
Focus: Language & Literacy
Age Range: 2–5 years
Materials: Story dice or picture cards, puppets or small props
Objective: The child will be able to demonstrate narrative skills, vocabulary development, and imagination skills.
Procedure:
- Roll the story dice or select a picture card.
- Families may use the online version of dice stories. https://davebirss.com/storydice/
- Use it as the start of a story.
- Model the idea of the activity first.
- Invite children to add ideas, actions, or sounds to the story so far (Wasik, 2015).
Family Tips:
- Have your children name objects or act out parts of the story (Wasik, 2015).
- Ask open-ended questions: “What might happen next?” or “How do you think the character feels?” or “How will this story end?”
Developmental Goals: The goal of this activity is to build the child’s expressive language, sequencing skills, and storytelling (Baroroh et al., 2022). This also supports peer and parent-child interaction (Wasik, 2015; Vygotsky, 1978).
Lesson Plan 2: Sorting and Counting Challenge
Focus: Math and STEM
Age Range: 2–5 years
Developmental Goals: The goal of this activity is to strengthen the child’s numeracy skills and classifications, and to promote their reasoning and math vocabulary (Clements, 2014).
Materials: Blocks, bowls, buttons, shells
Objective: The child will be able to sort by counting, classifying, and using their reasoning skills.
Procedure:
- The children will first sort by colors, size, or shapes (or all three).
- Then the child will count each item in each category.
- Lastly, the child will compare the groups by sizing using expressive vocabulary such as more than, less than, fewer, equal (the same).
Family Tips:
- Use any items around the house.
- Younger children can watch older children perform the task first. Then have the older children explain the sorting choices and how the activity works.
Lesson Plan 3: Water Exploration Lab
Focus: Problem-solving and Science
Age Range: 2–5 years
Developmental Goals: The goal is for children to develop their reasoning and observation skills, encouraging them to use hypothesis testing and their natural curiosity (Jirout, 2020).
Materials: Bin, objects for sink/float exploration, recording paper
Objective: The child will be able to observe objects that either sink or float and use scientific inquiry skills.
Procedure:
- The adult will fill the bin with water.
- The adult will then ask the child if the object will sink or float before placing it in the water. This practices their prediction and hypothesis skills.
- Then the child will test their prediction by placing it in the water.
- After, discuss the outcome.
Family Tips:
- Encourage your child to draw the outcome or tally mark sink or float on a piece of paper.
- Try different materials or objects for this activity to extend their learning.
Lesson Plan 4: Movement Obstacle Course
Focus: Motor Development
Age Range: 2–5 years
Developmental Goals: The goal of this activity is to strengthen their gross motor skills (large muscle groups) and promote coordination and self-confidence (Gao et al., 2021).
Materials: Cushions, mats, hoops, tunnels, chairs or any obstacle materials around the house
Objective: The children will be able to demonstrate coordination and self-regulation skills.
Procedure:
- The adult will set up the obstacle course.
- The adult will model the course first for the child.
- The adult will guide the children through balancing, rolling, hopping, and crawling through the obstacle course.
- The adult will encourage cooperation, turn-taking, and problem-solving skills.
Family Tips:
- Add challenging parts to the obstacles for older children.
- Invite children to design their own courses.
Lesson Plan 5: Collaborative Art Project
Focus: Social-Emotional Learning
Age Range: 2–5 years
Developmental Goals: The goal of this activity is to help children build empathy and cooperation skills, as well as support their social-emotional and creative expression (Morizio et al., 2022).
Materials: Large paper, markers, crayons, colored pencils, stickers, paint
Objective: The children will be able to demonstrate their creative expression, cooperation skills with their peers, and emotional expression through an artwork mural.
Procedure:
- Provide the child with a large piece of paper.
- Invite the children to work together to create a mural for their house/classroom.
- Discuss with the children why they are choosing those materials.
- Guide children to work together.
- Ask children to describe what they are creating and what emotion they are feeling.
Family Tips:
- Older children can model positive social behaviors for younger children to help them.
- Reflect on the children’s feelings asking them questions such as “How did you feel when you worked with your peers?” or “What were you feeling when you drew this image?”
Additional Tips for Families
- These activities can be adapted for all ages and abilities by simply adjusting the materials and their complexity.
- Observe how your child is interested and engaged with the activity to guide your future planning on their likes and dislikes.
- Encourage greater problem-solving skills and independent exploration.
- Extend classroom activities to the home by coordinating with the teachers.
Why Play-Based Learning Matters
Play-based learning supports children as they explore their learning environment, build connections with others, and test different ideas. When families intentionally extend learning at home through play-based activities, children can strengthen developmental skills, including creativity, communication, emotional regulation, and problem-solving skills. Research shows that through playful experiences, children can develop critical thinking and social skills, remain curious about the world around them, and stay motivated (Zosh et al., 2022). By incorporating simple activities such as exploration, storytelling, art, and movement, families can extend their child’s learning environment and support their development in an engaging, natural way.
Conclusion
This blog serves as a practical, responsive resource for families and educators. By following these simple lesson plans and strategies, children can strengthen many skills in math, STEM, literacy, motor, and social-emotional skills while engaging in these learning experiences. Play-based learning strengthens children’s development and parent-child relationship engagement (Copple & Bredekamp, 2009). These activities can help families extend their child’s learning into their home environment through a developmentally appropriate and engaging way.
References
Baroroh, M., Farida, S., & Dianita, E. R. (2022). Developing children’s expressive language through the storytelling methods. GENIUS Indonesian Journal of Early Childhood Education, 3(2), 117–126. https://doi.org/10.35719/gns.v3i2.103
Clements, D. H. (2014). Learning and teaching early math: The learning trajectories approach (2nd ed.). Routledge. https://www.researchgate.net/publication/262567199_Learning_and_teaching_early_math_The_learning_trajectories_approach_2nd_ed
Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd ed.). National Association for the Education of Young Children. https://eric.ed.gov/?id=ED510265
Gao, Z., Wen, X., Fu, Y., Lee, J. E., & Zeng, N. (2021). Motor skill competence matters in promoting physical activity and health. BioMed Research International, 2021, e9786368. https://doi.org/10.1155/2021/9786368
Jirout, J. J. (2020). Supporting early scientific thinking through curiosity. Frontiers in Psychology, 11, 1717. https://doi.org/10.3389/fpsyg.2020.01717
Morizio, L. J., Cook, A. L., Troeger, R., & Whitehouse, A. (2022). Creating compassion: Using art for empathy learning with urban youth. Contemporary School Psychology. https://pmc.ncbi.nlm.nih.gov/articles/PMC7808116/
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wasik, B. A. (2015, March 1). Talk alone won’t close the 30-million word gap. Phi Delta Kappan. https://kappanonline.org/talk-alone-wont-close-the-30-million-word-gap/
Zosh, J. M., Gaudreau, C., Golinkoff, R. M., & Hirsh-Pasek, K. (2022). The power of playful learning in the early childhood setting. Young Children. https://www.naeyc.org/resources/pubs/yc/summer2022/power-playful-learning