#PARALLEL PLAY FREE#
Open fewer centers during free play (“We need a lot of people to run our pizzeria today!”).Set up spaces and activities to encourage interaction between children Strategies for Promoting Associative and Cooperative Interactions in the Classroom In a previous PRI study, preschoolers’ participation in these socially complex learning interactions predicted greater social competence and fewer problem behaviors in first grade (Spivak & Farran, 2016). Thus, associative and cooperative play can have positive effects on children’s language development, self-regulation development, and their level of involvement in classroom activities.Īcross the first two years of data from MNPS ELC classrooms, children who participated more frequently in social learning interactions demonstrated larger gains in mathematics, self-regulation, and letter knowledge. Cooperative play-the most complex of these social interactions-involves children working together with some sort of shared goal, rules, and/or organization.īenefits of Associative and Cooperative InteractionsĪssociative and Cooperative interactions require children to communicate and work with peers, to monitor their own behavior and to adapt to the needs and expectations of others to accomplish a certain task. Associative interactions occur when children are sharing materials and interacting, but there is no distinguishable goal for the group. Parallel learning occurs when children are using similar materials or engaging in a similar learning activity, but each is working independently. In 1932, Mildred Parten described types of play among young children as being solitary (i.e., alone), parallel, associative, or cooperative in nature, and these categories are still widely used.Ĭhildren who are playing alone may be in proximity to others, but they have unique materials and are not interacting with other children, or if they are interacting, the interactions are not related to the tasks at hand.
#PARALLEL PLAY DOWNLOAD#
#PARALLEL PLAY SERIES#
R6: 90' RDC off of rock pinch in waterflow down a series of ledges.
Possible to downclimb out of the watercourse RDC. R5: 40’ LDC off of rock pinch or large tree. 100' off of rock pinch high LDC to the bottom of the gorge. It is easy to miss if not actively looking for the anchor. The R3 rebelay is located off a rock pinch LDC outside of the watercourse. Sun protection recommended as the approach is highly exposed for the entire length.
There is a little bit of bush-wacking at the very end through some cat claw, and during more heavily vegetated times of year the trail will be faint and more difficult to follow. There is a decent social trail leading straight up to the drop in on the left side of the canyon. (log in to submit reference picture) Introduction Approach More reference pictures will produce a more reliable prediction. These reference pictures are used in the Waterflow analysis to predict current conditions.