Play-based, multi-sensory informal learning is actually more personal and more effective for learning. When play is gently guided, preschool teachers can then facilitate learning opportunities using supporting verbal cues. The verbal cues support learning objectives for cognitive, physical, language, literacy, and social and emotional development.
When offering implicit, incidental learning opportunities, as opposed to explicit instruction, teachers should ensure all learning is playful and a natural part of the game at hand, according to Meghan McGinley Crowe, Executive Director of Literacy for Little Sprouts, Inc.
Some examples of verbal cues might be: “use your words”, “look at your friends and talk to them”, “wait your turn”, “share”, or “express your wants and needs”.
Teaching Vocabulary through Verbal Cues
Teaching new vocabulary is one of the best instructional inserts to gameplay. “Listen to the conversations the children are having and find natural ways to have fun with new words,” says McGinley Crowe. For example, when playing on the playground, a teacher can discuss and model “tossing” a ball, “gently”, “swiftly”, or “energetically”. In the block area, a teacher can discuss creating different housing units such as an apartment, a hut, or a mansion.
Regardless of the games preschoolers create by themselves, preschool teachers can provide a good start to any lesson with the hook, “Would you like to play a game with me?” This creates a playful focus and makes learning even more fun.
Sample Verbal Cues for Learning through Play
The following specific verbal cues are recommended by Jan Z. Olsen, OTR, creator of “Get Set for School”, a Pre-K curriculum based on playful learning techniques. These cues should get preschool teachers started:
- Preschool teachers can use position words, “top”, “middle”, and “bottom” while having children imitate them as they hold a big line at the top, middle or bottom.
- For Vertical lines say “Go up like a helicopter or down like a helicopter”.
- For diagonal lines say “slide down”.
- Teach number words when talking about letter parts. Say that a capital E has one big line and three little lines.
- Teach sequence words. Say, “First you need a big line. Then you need a little line at the top”.
- Describe what’s happening on the playground with words like "You are climbing up", "You are sitting down". "Now, you’re ready to slide down".
Children learn best through their everyday experiences because they are naturally curious, active, and eager to learn and try new things. Preschool curriculum should build learning opportunities directly into play so that learning and development matches that of the growing child. Using simple verbal cues to gently guide play provides a great opportunity to direct the development of young children.
