This course focuses on preparing and using the classroom environment as the “third teacher” in a play-based curriculum. Students will explore the foundational role of play in early childhood development and learning and examine how intentional teaching strategies—such as scaffolding, differentiation, and Universal Design for Learning (UDL) practices: support diverse learners within inclusive settings. Emphasis will be placed on meeting individual and group needs through the thoughtful use of materials, relationships, and routines that encourage play and exploration.
Through weekly observations of young children, students will evaluate learning environments and develop lesson plans that support age-appropriate learning goals grounded in developmentally appropriate practices and the NH Early Learning Standards. Students will practice designing and adapting learning experiences that promote active engagement, autonomy, and equitable access for all children. Through observation, reflection, and lesson implementation, students will deepen their understanding of the educator’s role in guiding and enhancing play through intentional interactions and responsive teaching. The course also encourages critical reflection on personal and cultural beliefs about play, helping students align their teaching practices with developmentally effective and inclusive approaches.