"The most general examinations of play are embedded in the exploration/play literature. This research suggests that the pllay of preschoolers is followed by diverse exploration, or searching the environment for stimuli that are arousing. Research defines play as a rather stable set of responses to stimuli, such as casual and easily distracted attention to objects and stereotyped actions, whereas exploration is seen as more deliberate and often stereotyped. Children in these settings are observed alone in laboratory settings suggests that play has a solitary dimension. The transition from play to diverse exploration is continuous, rather than discontinuous" (Boyd & Pellegrini 106).

Exploration is a common behavior engaged in by infants from birth to approximately 2 years of age. Exploration can be solitary or social, with social exploration typically involving a parent or another adult. Mastering and ignoring comments relevant to skills already mastered or beyond their capabilities is relevant to tasks that they are in the process of learning (Boyd & Pellegrini 110).

Children begin to engage in fantasy generally during the second year of life. like other forms of play, the f

Children also engage in fantasy on the playground. Boys generally choose to play outdoors more than girls do and exhibit more complex behavior while outdoors. So the "effects" of playground variables may be mediated by gender (Boyd & Pellegrini 113).

This being my first semester as an education major, I realize that I still have a lot to learn in my education as well as in my student teaching and especially in my first year of teaching. I cannot say that any techniques I come up with will be the "correct way" of doing something, because I value each teacher as an individual and of course we will all have our different ways of doing things. As a matter of fact, it is good that we are all different because then children are being dipped into the real world. As much as we say it is important to have good teachers as role models, it doesn't hurt to have a bad one every now and then, (more in high school or college rather than elementary school), because students will learn to deal with the buttheads that they are bound to run into sooner or later in the adult world anyway. For the most part, a good teacher in elementary school will teach more values than a bad one in general.

am not aware of. While I was there, I sat in the same vicinity that he did and I can say that I could not see the teacher three quarters of the day because the spot that she chooses to sit and lecture from is obstructed by the filing cabinet. Meanwhile, the student in the corner did his own thing all day and talked to himself the entire time she was lecturing. He would constantly flick his pencil off of his desk, misplace his books and homework, and everyday he would receive a "blue note" which meant that their parents were informed of bad behavior. I witnessed this student receiving a blue note every single day I was there while a few others received them occasionally, and a few even received "pink notes" which reported good behavior. The one day when this particular student knew the answer to a question that the teacher asked, he raised his hand and after the teacher got the correct answer, I heard him say: "She can't even see me back here. It's not fair."

As for the "disruptive student" in third grade at Thomas Ford Elementary, I would say, only as a student, that I would give him things to do to keep his idle hands and feet busy, so he is not off into his own world trying to keep himself busy. This is not always an option and I would like to think that seating the student in isolation would be my last resort. If, however, I did have to resort to that, I would perhaps seat them in the front of the room instead. This way, I could watch them more closely, they certainly would be able to see me

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Approximate Word count = 1827
Approximate Pages = 7 (250 words per page double spaced)