Inquiry into play based learning

1. Cassandra Anderson Lorelle Barton Emma Castleton Zoe Dabinett Kerryn Giurastante and Scott Milne. Inquiry into play based learning

2. Our Inquiry How can we successfully implement play based learning in the junior primary classroom? How is this relevant to us as educators?

3. TODAY’S PRESENTATION… • Observation of play in a Reception classroom • What is play? • What is play based learning and what is its value? • Activity • Kathy Walker ‘The Walker Learning Approach’ • What is it – Student Roles • How is it integrated into the curriculum? • Scenario and explanation • Assessment • Positives & Negatives • Conclusion • K

4. Observation of play in a reception class • The classroom philosophy of Play • Influences • Parent Engagement • How play is structured in the classroom “It is through play that children have the opportunity to do what they like best – play – and they learn best through hands on experiences and movement.”

5. The Supermarket – play in action

6. Observation of play in a reception class The Flower Shop Teddy Bears Picnic

7. Questions derived from our observation Questions still remaining after observation: • What is the value of play in our classroom? • Is there just one way to approach play based learning? • What is the best way to assess play? • How do we promote the benefits of play to parents and the whole school community?

8. What is Play? • Pleasurable-play • Symbolic-play • Active-play • Voluntary-play • Process oriented-play • Self-motivating-play

9. What is play based learning? • ‘A child’s play is not simply a reproduction of what he has experienced, but a creative reworking of the impressions he has acquired.’Vygotsky (2004, p 11) • Play based learning enhances: creativity, curiosity, self-expression, individuality, connections between prior and new learning and positive relationships and wellbeing (EYLF, 2013) • Five wellbeing dimensions: Physical, spiritual, social, emotional and cognitive

10. How does learning occur through play? • Intrinsic motivation • Positive relationships and trust between staff and students • Empowerment and ownership of learning • Engagement • Skill acquisition in the areas of research, problem solving, risk taking and resilience • Less emphasis on knowledge and content and a greater emphasis on skills • Learning how to learn • A positive and realistic sense of self • The ability to work independently and interdependently’ • (Walker, 2011)

11. What is the value of play? • ‘Children shall have time to rest and play and equal opportunities for cultural and artistic activities’(Officer for the High Commissioner of Human Rights, 1993). • Vygostky - Social interaction and development (Vygostky, 1978) • Freud and Erickson – Emotional and cognitive growth (Freud, 1975 & Erickson, 1950) • Paiget and Bruner – skill practice (Paiget, 1999, & Bruner et al, 1976)

12. Activity

13. Kathy Walker: The walker learning approach • ‘Tuning in’ time • The Student Roles • Focus child 3 per day • Photographer • Reporter • Investigation • Scaffolded learning via teacher • Reflection

14. Video https://www.youtube.com/watch?feature=player_detailpage&v=OtNPtfT6Fco

15. Scenario

16. Kathy Walker: The walker learning approach How is it integrated into the curriculum? • Whole School Approach • Real connections through learning • Literacy • Numeracy

17. The play based classroom

18. The play based classroom

19. Assessment of PlayObservation, Assessment & reporting

20. Observation

21. Assessment ‘The Philosophy of the WLA rejects the notion that useful information for children and teachers can be ascertained through a standardised test set on a particular day at a particular time for all children’ (Walker, 2011, p 79).

22. Assessment Strategies • Reflection Strategies • Portfolios • Diagnostic assessment • Small group assessment

23. Reporting • Parent, teacher and student meetings • Formal information sessions • Informal conversations with parents • Notices outside the classrooms showcasing examples of learning • Report forms

24. Positives and Negatives • Very time consuming to set-up the room and the class needs to be changed regularly to avoid complacency and repetition. • Time consuming to explicitly teach the process of the Walker Learning Approach to students at the beginning of the year. • Requires lots of resources and therefore money. • Firm relationships need to be in place – Teacher/student. • Requires a whole-school approach and inclusion of parents. • Requires a flexible and adaptable approach for teachers and students. • Can play based learning cover all of the Australian curriculum • Excellent oral language skills, problem solving and social skills • Higher levels of reading and writing for meaning = higher comprehension • Once set-up it is self-regulating and creates autonomous and reflective learners. • Students are engaged as it is interest based; therefore, less behavioural problems. • Students develop life-long problem solving and communication skills. • Requires a whole-school approach and inclusion of parents. • Higher levels of engagement for boys • Deeper relationships student/teacher

25. Conclusion • Please visit our blog site: http://playbasedinquiry.weebly.com

26. References • Bruner, J.S., Jolly, A. and Sylva, K. (1976) Play: its Role in Development and Evolution. New York: Basic Books • Early Childhood Australia. (2013), ‘Why Play Based Learning?’, http://www.earlychildhoodaustralia.org.au/every_child_magazine/every_child_index/why_play-based_learning.html, viewed 5.09pm, 16.10.13 • Erickson, E. (1950) Childhood and Society. London: Aber • Freud, S. (1975) [1920] Beyond the Pleasure Principle. New York: Norton. • Officer for the High Commissioner of Human Rights. (1993). www.ohchr.org/Documents/Publications/FactSheet10Rev.1en.pdf‎, viewed 10.22am, 2.09.13 • Piaget, J. (1999) Play, Dreams and Imitation in Childhood. London: Routledge • Vygostky, L.S. (1978) Mind and Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press. • Walker, K. (2011), Play Matters, 2nd Ed, Australia: ACER Press