Play Based Learning - Dr Sarah Aiono

WHAT

Types of Play (Spectrum):

- Unstructured (Play without adult support)

- initiated play (Adult supported for an enabling environment, and sensitive interaction)

- Focused learning (Adult-guided, playful experiential activities)

- Highly structured (Adult directed)

The Characteristics of Play:

- Self-chosen and self-directed

- Process rather than product driven

- Contains structures or rules established by the players themselves

- Imaginative, non-literal and removed from reality

- Occurs between those who are active, alert and non-stressed

Play and Cognitive Development

- Extensive research on the role of play and its value in healthy development

- Authentic play is more likely to develop high order cognitive and socio-emotional skill than if exposed to direct teaching

- Neurological research confirms behavioural, biological, and developmental research garnered over 30 years on the importance of play to healthy childhood development

- Play allows conversations

Links with Theorists - Piaget, Vygotsky etc

Why play and DAP

- The 'godfathers' of education research identified a fundamental need for students to learn through play in the "Early-Years' - defined as the ages of 3-7

- Children who are at the same chronological age can be at very different stages socially, emotionally and developmentally.

- Some children in Piaget's 'pre-operational level' of cognitive development intermix fantasy and reality. They are unable to understand the rules of games, or temperamentally cannot wait to take turns.

- Others in the concrete operational stage are obsessed by the rules, finding it difficult to see other peoples' perspectives, or think flexibly outside rules for creative thought. 

Noticing - Recognising - Responding

Noticing

The Play Urges - Noticing urges is one of the most fundamental things a teacher can do

Different types of urges:

Recognising

Play will generally encompass ALL of the curriculum

Use observation sheet

Responding

INTENTIONAL TEACHING

Achieving an appropriate balance between direct instruction (viewed ad the more traditonal method) and self-directed, exploratory learning is the "art of teaching"

A teacher will engage in intentional teaching when they act with "knowledge and purpose to ensure,,,children acquire the knowledge skills (content) they need to succeed in school and life"

A intentional teacher makes decision that reflect their desire for specific goals or outcomes for their students' development and learning.

RESOURCING THE ENVIRONMENT

Having the materials available to cater for student urges.

Equipment should have flexibility and not predetermined what the kids can do with them. 'Lose Parts'

Things like tea sets and some figurines are ok

Avoid costumes as they are closed. Lots of material

Play invitation - in response to what we notice through observations

Zone of proximal development where another more knowledgable person can gift the knowledge need to assist student in pursuit of their goals.

EXTRAS

- If you get invited to join in with play. Join in briefly, but then remove yourself. 

- Scattergun observation approach is not necessary if children are playing. 

SO WHAT

- Play is super important and supported by research across many years

- It is important as a teacher to be aware of students' developmental stages 

- Noticing, recognising, responding are KEY

- Imaginative play takes time to curate (sometimes 45mins)

NOW WHAT

- What developmental stages are the students in A5?

- Provide opportunities for and observe that urges that come through. Main ones to resource for - construction, enclosure, transformation (Play-based Learning Observation Sheet)

 - 10mins is not enough to in order for students to fully engage in play. I need to review my timetable in light of this. 

- Review Play-based equipment - Does my equipment allow for open ended exploration? Does my equipment meet the urges of my students?

- How can I use students' skills and knowledge to provide assistance to others within the zone of proximal development. This begins by knowing the skills and strengths of the students in the class. 

- What can I bring in to broaden childrens' context knowledge (photos, videos etc). Respond to student interests.