{"id":89,"date":"2022-10-27T22:08:10","date_gmt":"2022-10-28T02:08:10","guid":{"rendered":"https:\/\/openlab.bmcc.cuny.edu\/ece-210-website-or-podcast-advocacy-project\/?page_id=89"},"modified":"2023-12-14T12:11:42","modified_gmt":"2023-12-14T17:11:42","slug":"large-action","status":"publish","type":"page","link":"https:\/\/openlab.bmcc.cuny.edu\/ece210-bao-playtime-reduction-in-the-ece-classroom-and-how-it-affects-childrens-social-development\/large-action\/","title":{"rendered":"Large Action"},"content":{"rendered":"\n

Promote quality and enough children’s playtime by working with target-audience families to implement the advocated interventions. First, we need a assessment survey, it will be conducted to understand the current playtime practices and challenges faced by families and children. Then interactive parenting workshops will be organized, which will be conducted jointly by child development experts and schools. In addition, an online support group will be established to provide a platform for parents to share experiences and success stories related to the implementation of positive and enough playtime. We will also collaborate to create a practical learning program to provide tailored guidance to parents of different age groups. We will work with schools to introduce parents to child-specific learning programs and advocate for the inclusion of play-related education in the curriculum. Encourage children to participate in community play activities, school activities, etc. Regular communication with parents about their children on a regular basis will enable us to monitor and adapt strategies to ensure the sustainability and continuous improvement of fostering quality playtime practices at home.<\/p>\n\n\n\n

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Families<\/p>\n\n\n\n

Families are at the core of the intervention. Their active participation in parenting workshops, engagement in online support groups, and commitment to incorporating positive playtime practices at home are essential.<\/p>\n\n\n\n

What They Will Do: Families will attend workshops to gain insights into the significance of play in child development. They will share experiences in support groups, and advocate for increased playtime within their communities.<\/p>\n\n\n\n

Children<\/p>\n\n\n\n

Children are active participants in the intervention. Their engagement in play activities and communication with parents about their preferences contribute to the success of the initiative.<\/p>\n\n\n\n

What They Will Do: Children will actively participate in play events, provide feedback on their play experiences, and express their preferences for play activities at home and in school.<\/p>\n\n\n\n

Teachers<\/p>\n\n\n\n

Teachers act as key influencers in a child’s life. They play a key role in disseminating information and fostering a play-supportive environment in schools.<\/p>\n\n\n\n

What They Will Do: Teachers will incorporate play-related education into their teaching strategies, advocate for play breaks during the school day, and collaborate with parents to reinforce positive play habits.<\/p>\n\n\n\n

Administrators<\/p>\n\n\n\n

School administrators contribute to creating policies and fostering an environment that supports play as an integral part of a child’s education.<\/p>\n\n\n\n

What They Will Do: Administrators will support teachers in integrating play into the curriculum, allocate time for play breaks, and collaborate with parents to align school policies with the intervention’s goals.<\/p>\n\n\n\n

Lawmakers<\/p>\n\n\n\n

Policymakers can influence education and child development policies, providing a supportive framework for the promotion of play in schools and homes.<\/p>\n\n\n\n

What They Will Do: Lawmakers can advocate for the inclusion of play-related guidelines in educational policies, allocate resources for play-friendly initiatives, and support community-based programs that promote high-quality playtime.<\/p>\n\n\n\n

Community Members<\/p>\n\n\n\n

Community members contribute to creating a supportive environment for families by fostering a community-wide understanding of the importance of play.<\/p>\n\n\n\n

What They Will Do: Community members can attend local play events, share information within their networks, and collaborate with schools and organizations to organize play-supportive initiatives.<\/p>\n\n\n\n

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Promote quality and enough children’s playtime by working with target-audience families to implement the advocated interventions. First, we need a assessment survey, it will be conducted to understand the current playtime practices and challenges faced by families and children. Then interactive parenting workshops will be organized, which will be conducted jointly by child development experts … Continue reading Large Action<\/span><\/a><\/p>\n","protected":false},"author":6239,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"portfolio_post_id":0,"portfolio_citation":"","portfolio_annotation":"","openlab_post_visibility":"","footnotes":""},"class_list":["post-89","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/openlab.bmcc.cuny.edu\/ece210-bao-playtime-reduction-in-the-ece-classroom-and-how-it-affects-childrens-social-development\/wp-json\/wp\/v2\/pages\/89","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/openlab.bmcc.cuny.edu\/ece210-bao-playtime-reduction-in-the-ece-classroom-and-how-it-affects-childrens-social-development\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/openlab.bmcc.cuny.edu\/ece210-bao-playtime-reduction-in-the-ece-classroom-and-how-it-affects-childrens-social-development\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/openlab.bmcc.cuny.edu\/ece210-bao-playtime-reduction-in-the-ece-classroom-and-how-it-affects-childrens-social-development\/wp-json\/wp\/v2\/users\/6239"}],"replies":[{"embeddable":true,"href":"https:\/\/openlab.bmcc.cuny.edu\/ece210-bao-playtime-reduction-in-the-ece-classroom-and-how-it-affects-childrens-social-development\/wp-json\/wp\/v2\/comments?post=89"}],"version-history":[{"count":4,"href":"https:\/\/openlab.bmcc.cuny.edu\/ece210-bao-playtime-reduction-in-the-ece-classroom-and-how-it-affects-childrens-social-development\/wp-json\/wp\/v2\/pages\/89\/revisions"}],"predecessor-version":[{"id":204,"href":"https:\/\/openlab.bmcc.cuny.edu\/ece210-bao-playtime-reduction-in-the-ece-classroom-and-how-it-affects-childrens-social-development\/wp-json\/wp\/v2\/pages\/89\/revisions\/204"}],"wp:attachment":[{"href":"https:\/\/openlab.bmcc.cuny.edu\/ece210-bao-playtime-reduction-in-the-ece-classroom-and-how-it-affects-childrens-social-development\/wp-json\/wp\/v2\/media?parent=89"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}