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Play-dough Fun for Infants through Preschool

Debra Hasbrook, M.Ed.

Debra Hasbrook, M.Ed.

04/22/2015

Children of all ages can have fun playing with Play-dough! It’s pliable, roll-able, sculpt-able, and mold-able. You can put things in it, under it, and on it. You can mix it with other colors and other materials to make it shiny or add texture. When you are done with all that, you can dry it and paint it for a more permanent sculpture.

Infants and young toddlers learn through their senses. They need to see it, taste it, feel it, hear it, smell it and sometimes move with it. Their learning is focused on experimentation. When using play-dough with this age group constant supervision is important. Use materials that will not be harmful if a child tries to explore the play-dough by tasting it.

Older toddlers and Preschool children begin adding more creativity and experimentation when they play with play-dough. Often they are making “something” with the play-dough. For instance they may intentionally mix colors and observe the outcome. 

Yes play-do is fun, but what do children learn? Engaging with play-dough covers several domains: Social and emotional development, Cognitive development, Language and literacy, Science, Math and Physical development.

Social and emotional development

While exploring play-dough with infants and toddlers they will interact with you directly. They will be looking for support, encouragement and direction. Talk with them about what they are doing, and how they are doing it. This builds language, attachment and teaching children the safe way to use the material to be successful. Connecting new words to the actions the child is doing strengthens comprehension and scaffolds knowledge.

When children are feeling strong emotions play-dough can be a great outlet. Pounding, squeezing, pinching and flattening can help release those feelings. Children playing together will often talk about what they are making, and proudly exhibit their creation. This can also be a time when children practice the social skill of interpersonal dialogue and how to filter their comments. You can help them by giving them the words to use. Child A may proudly say “This is my dog!” Not seeing a dog Child B might say something that hurts the other child’s feelings. You can teach Child B to say something like “Nice dog,” instead. We want children to feel successful, confident and supported as they practice new skills.

Cognitive Development

While working the play-dough with their hands children are connecting and sending information to the brain. This builds upon the information already collected about using similar materials, such as mashed potatoes, bread/pie dough and mud. Children connect to their working memory by recalling what happened when they used the play-dough in a certain way. This might include: if you roll a ball and pinch it vs rolling a ball and flattening it, how to roll a snake, how to make a snow person, and what it tastes like, what it smells like, how it feels on the skin.

Infants and young toddlers will be particularly interested in the sensory experience. Encouraging them to roll a snake for instance will make no sense to them. Talk to them about what they are doing, seeing, smelling, tasting and hearing.

Language and Literacy

Children sitting together working with materials and equipment build and expand their vocabulary as they discuss what they are doing, thinking and feeling. We can help this process by scaffolding and expanding their vocabulary using descriptive words.  Children may connect memories from books, movies, or personal experiences to their work with the play-dough. With pen and paper ready you can capture these thoughts and place them with the finished sculpture. Get the digital camera out and take a picture, print it out or send it to the family with the appropriate caption. Use materials with the play-dough such a letters and shapes to connect letter and shape literacy. Set up pictures of nature, or construction as a protagonist for creativity.

Child A recently turned two years old. Her Birthday cake was clearly a happy memory. She was so excited when she discovered she could use the play-dough and chalk to create a Birthday Cake. The teacher helped expand the experience by discussing the child’s birthday experience, pretending to blow out the candles and eat cake.

Science and Math

Scientific Method Steps:

1. Science begins with discovery Ask a question
2. Gather information and observe (research)
3. Make a hypothesis (guess the answer)
4. Experiment and test your hypothesis
5. Analyze your test results
6. Present a conclusion

Science is a hand’s on activity.  When working with play-dough the children learn by asking “How can I make this?” They gather information. “When I squeeze and push the play-dough it gets softer.” They make guesses. “If I push my fingers in this big play-dough ball what will happen.” They try out their guesses. Then they try something else, and present their conclusion by showing you or a friend what they did and how they did it.

Child B was playing with a large ball of play-dough. The teacher provided small animals to expand creativity. Child B found that he could push a small toy into the ball and the toy was hidden. He looked at his friend and said. “Guess where the horse is?” Together they followed the Scientific Method and discovered the horse.

Infants and young toddlers will squish or pinch a piece of play-dough and give you a big smile about their new discovery. They will figure out how to get that sticky piece of play-dough off their fingers. It’s all science.

We can assist children by asking open ended questions such as: “What will happen if..?” Help them to compare and contrast the work they have done. “Which one is bigger?” “How many balls did you make?” Sorting, classifying and practicing spatial learning will help them with future math concepts.

Physical Development

Manipulating play-dough is often thought of as a small motor activity: rolling, cutting, pushing, pounding, squishing and shaping. Anyone watching two and three year old children may see that it can easily become a large motor activity. Pounding or punching with full arm extensions, play-dough placed on tummies, shoulders, and legs. Occasionally when teacher isn't looking, throwing it on the floor and stomping on it. Using play-dough regularly helps dexterity and strengthens fingers. This is helpful when children begin writing letters and practicing shapes.

Let’s play and learn with Play-dough!