"Play is an active form of learning that unites the mind, body and spirit."

When children participate in play this helps them to develop biosocially, cognitively, and psychosocially. 

https://www.google.com/search?q=quotes+about+child+development

Every child is someone special and 

deserve a chance to express themselves. 

Every child has the ability to learn 

and offer ideas in different ways. Take the time to

 listen and communicate with the children to see and hear the 

knowledge they will share.  

Howard Gardner's Seven Distinct Intelligences  Visual-Spatial - think in terms of physical space. When children  like to draw, do jigsaw puzzles, read maps, daydream. They can be taught through drawings, verbal and physical imagery. Bodily-kinesthetic - use the body effectively, like a dancer or a surgeon. Keen sense of body awareness. Children like movement, making things, touching. Musical - show sensitivity to rhythm and sound. Children love music, but they are also sensitive to sounds in their environments. They may study better with music in the background.  Interpersonal - understanding, interacting with others. These students learn through interaction. They have many friends, empathy for others, street smarts.  Intrapersonal - understanding one's own interests, goals. These learners tend to shy away from others.  They are the most independent of the learners. Linguistic - using words effectively. These learners have highly developed auditory skills and often think in words. They like reading, playing word games, making up poetry or stories.  Logical -Mathematical - reasoning, calculating. Think conceptually, abstractly and are able to see and explore patterns and relationships. They like to experiment, solve puzzles, ask cosmic questions.  Visuals: Visual media help students acquire concrete concepts, such as object identification, spatial relationship, or motor skills where words alone are inefficient. Printed words: There is disagreement about audio's superiority to print for affective objectives; several models do not recommend verbal sound if it is not part of the task to be learned. Sound: A distinction is drawn between verbal sound and non-verbal sound such as music. Sound media are necessary to present a stimulus for recall or sound recognition.  Motion: Models force decisions among still, limited movement, and full movement visuals. Motion is used to depict human performance so that learners can copy the movement.  Color: Decisions on color display are required if an object's color is relevant to what is being learned. Realia: Realia are tangible, real objects which are not models and are useful to teach motor and cognitive skills involving unfamiliar objects.  Instructional Setting: Design should cover whether the materials are to be used in a home or instructional setting and consider the size what is to be learned.  Learner Characteristics: Most models consider learner characteristics as media may be differentially effective for different learners. Reading ability: Pictures facilitate learning for poor readers who benefit more from speaking than from writing because they understand spoken words; self-directed good readers can control the pace; and print allows easier review. Categories of Learning Outcomes: Categories ranged from three to eleven and most include some or all of Gagne's (1977) learning categories; intellectual skills, verbal information, motor skills, attitudes, and cognitive strategies.  Events of Instruction: The external events which support internal learning processes are called events of instruction. The events of instruction are planned before selecting the media to present it. Performance: Many models discuss eliciting performance where the student practices the task which sets the stage for reinforcement.  from "The Distance Learning Technology Resource Guide," by Carla Lane