3 June 2016

Teacher Only Day Play Based Learning

Linda Cheer and Sarah Aiono Forest School, Napier
Beginning to recognise the stage they are at and what do we
need to do to get them to the next stage?
Look at where the children are. We are going to get them
through the next stage by
The Importance of a Developmental Approach
Play based learning environments reflect a
developmentally appropriate response to students
learning needs.
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.
(Researchers such as Piagot).
Rather than viewing children learning in subjects,
developmental research acknowledges the urges that
children have in their play.
Urges (also known as schema) encourage the
neurological pathways to come online. Neural
pathways grow through nurture and play.
Biologically, play is the tool to ensure survival, through
the practice of skills and inquiry. It is fundamentally
wiring.
Children develop life-long skills through their play and they
perfect skills that can assist in their community.

Peter Gray (Biological Researcher) Has researched how

mammals play. There is play in all animal world.

Depriving young children of play experiences, the reverie

of imagination, and open-ended explorations with the world
around them contributes to the acceleration, fragmentation
and deterioration of young childrens developmental
possibilities. Thomas Armstrong The Best Schools
What the Research Tells Us: Play
There exists extensive research on the role of play
and its value in the healthy development, growth and
learning of children.
Early childhood research documents the developmental
importance of play in all aspects of learning physical,
sensorimotor, social, emotional and cognitive.
When engaged in authentic play, children are more
likely to develop higher order thinking.
What the Research Tells Us: Play
Play serves as a mediator between what is possible and
what is actual.
When a child mixes the contents of their imaginations
(things that are merely possible) with the contents of
the real world (blocks, toys, constructions, materials)
through their own creative acts, they bring into the
world something spontaneous, novel and unique.

This process of play may be the single most important

thing that humans do.
(The Best Schools: How Human Development Research
should Inform Educational Practice).

The Philosopy of Play

Primarily, Play is:
1. Self-chosen and self-directed;
2. Process rather than product driven;
3. Contains structures or rules established by the players
themselves;
4. Imaginative, non-literal and removed from reality;
(Must be imaginative. They are moulding between what
they know and what is possible).
5. Occurs between those who are active, alert and nonstressed. (Some children need to learn how to play.
Children dont play if they have things on their brain).
Gray, 2013; Brewer, 2007)
What the Research Tells Us: Play Based Learning
Derived from constructivist and social-learning theories
such as Piaget, Bruner, Bandura and Vygotsky, open-ended
play and activities provoke discoveries by students as
they engage with the tasks. Good oral language
programmes in the class promote good play and
development.
Play is the work of children. Some educators and
parents do not see play as not being relevant.
The Role of the Teacher
Teachers are currently being challenged to consider their
roles within an environment reflective of the key
attributes of a play0-based learning approach.

Claxton (2008) suggests teachers historically have been

the knowers. It is to them that students look to for
answers.
Teachers who facilitate opportunities for their students
to collaborate, interact, problem-solve and negotiate
conflict.
Achieving an appropriate balance between direct
instruction and self-directed, exploratory learning is the
art of teaching.
The notion of coaching as a role for the teacher within a
play-based setting extends from Vygotskys concept of
the Zone of Proximal Development.
Guided Play uses descriptive commentary, academic,
social and emotional coaching techniques to respectfully
support students in their learning journey. (Walsh, et al,
2006, Webster-Stratton, 2012).

Play by my definition is first and foremost activity that is

self-directed. It is activity that you are always free to
quit. Activities that are chosen by teachers and directed
or evaluated by teachers are not PLAY. (Peter Gray)
Types of play
Physical Play
Language play
Exploratory play
Constructive play
Fantasy play
Social play

Mature, sustained social-dramatic play is the most

important type of play. This is when executive functioning
develops.
Guddemi, 2013
The Theory of Loose Parts
an environment which is rich in open-ended materials and
real materials, invokes children to experiment, engage,
construct and invent; invites them to tinker, to manipulate
and to play Nicholson, 1972
Make resources open-ended more than a few possibilities.
The Importance of Urges
Childrens urges drive their play, rather than a particular
resource or our input into the play.
Eg gathering providing a series of small loose parts, bags,
containers, kete, baskets etc to gather and sort into
treasure collections.
Hut making large baskets with rolled fabric pieces, old
saris, polythene, shad cloth, rope, big pegs, poles and
cartonsstep back and watch!
Technically known as scheme or threads of learning.
Resources provided should reflect a knowledge of urges
demonstrated by the children and are used in ways which
meet a childs internal urges.
Children need time to explore these urges and express
themselves through play.
When urges combine the play becomes deeper and richer
with the addition of imagination and more urges.

Examples of Urges
Gathering
Decontruction
Huts
Throwing
Invaloping (Wrapping up)
Connection
Posting
Patterning and ordering
Families
Rotation
Orientation
Transformation
Digging and burying
Tumbling and wrestling
Water
Fire
Transporting
Resources should be available for children all day and every
day to do what they think they can do with them.
Planning and Assessment in a Play-based Learning
Environment
In a play based laearning environment, the planning and
assessment process is different to the traditional
documentation approach.
In a student-centred learning environment where children
have ownership of their own learning, make their own
decision about resources, environment and use of time.

Therefore planning is done in anticipation of learning with a

high degree of flexibility.
In a play-based setting, the planning encompasses a
reflective approach and is not governed by a teacher.
Learning Stories
A narrative description of the learning process rather
than a documentation of the final product (eg the level
attained or the learning achieved).
Recognition of the student as an active learner through
observation and reflection.
Gives teachers a new set of eyes on the learner
focusses on key competencies and learning depositions,
and the role of the teacher plays in supporting the
students urges and interests.
Allows parents and students a voice in the assessment
process.
www.longwortheducation.co.nz
Learning through Play on Facebook
Kimberley Crisp
A classroom that abandons the traditional agonising monthly
lesson planning ritual in exchange for the preparation of
meaningful activities based on documented observations
shows a commitment to both the development of the
children and the quality of their programme.
Lisa Murphy