It is not an either this....or that...it is truly the best of everything!

 I think the title sums this up, this is a blog post I have been wanting to write for a while.  As a teacher absolutely committed to play, people are often surprised that I also advocate for children having a strong foundation in number and literacy.  

I guess many think that if my class is play-based then this just does not fit with explicit teaching.  In fact this could not be further from the truth.  It is through developing an understanding of play, the role it plays in learning and the importance of providing a developmentally appropriate approach that led me in my pursuit of truly providing for the individual.  I am the first to acknowledge that I am certainly not at the end of my journey and in some aspects, this is just the beginning.

This journey has also made me very well aware that levels and stages are a man made constraint placed upon learning and that age should not be a guide for how we engage with children.  A construct put in place to make children fit nicely into boxes.

Age is used as such a strong argument from every side of education, those that feel the need to wait and those that feel the need to accelerate.  The truth however is that it is not age that means anything at all, it is developmental readiness and child-led interest.  These two indicators are what we should be using to determine what it is or is not we choose to have children engage with.

As professionals we need a deep understanding of learning if we are to be able to do this.

Let's start at the beginning, because that is a very good place to start.  When referring to structured literacy, I don't think that there is any play-based advocate that would argue against a high quality oral language environment.  Phonological awareness is developed out loud, the building blocks of structured literacy come to pass in an environment that is strongly based on oral language and auditory processing, but also that understands how children learn to identify and manipulate sounds.  This is something children are doing innately from the time they are born and there is absolutely nothing inappropriate about encouraging specific phonological development in a classroom, in fact it is a whole lot of fun.  This hour glass figure is a great visual for literacy acquisition and everything in orange can be done in a class based on play in a fun and engaging way.

***Structured literacy is not 'phonics' it is the name for the body of work sometimes called the Science of Reading and is all about how the brain learns to read...not some brains...all brains!  It is all about explicit teaching.

This diagram below is my own, it is not quite as specific as the diagram above, but shows you what aspects can clearly be developed through play.  It is not perfect and is always a work in process based on my learning journey.

Working with these areas of phonological understanding also allow us to capture useful information, which may allow us to engage sooner rather than later if a child has a specific difficulty, that is not developmental in nature.  

So how is this done?  Well as a class we dedicate short periods throughout the day to engage in explicit, fun activities that develop these skills, while the rest of the time, children get to engage in wonderful interest led play, inside and outside of the classroom.

Children all have individual developmental goals, which I have shared many times before and are linked at the top of this blog.  We have now tied part of these goals to the code, to ensure we are following a structured approach to literacy.  When the children show developmental readiness and (totally key) an interest in learning more, we start to engage with these aspects individually.

There is no age and stage relationship here, we are guided by the child.  Some are six when they start to work individually with us, some younger, but the common factor is this, they are ready and interested.  This is similar to Finland, interest for more learning is absolute key.  If a child takes time to be ready and interested, they should be allowed that time.  

If we take away the age factor as a determiner and start to just engage individually with the child, we will be meeting their needs, regardless.  

Number is run in a similar way with agency, it is all about the development of number sense through fun, using patters, materials and ensure children have a strong understanding of the concept of the whole and its parts.  Explicit teaching of these aspects in a fun way, that is playful in nature is they key.

Explicit teaching of these early understandings in both number and literacy can and do co-exist naturally in our play based environment.  

When we interact with children in a developmentally appropriate way, according to their individual needs, we start to see that their is no such thing as level and stage, just a learning journey that is best assisted by professionals that know enough about learning to do so.

There is no one or the other, no this or that, just a culture of learning and play that brings the best out in everyone and provides for the many needs of our diverse learners.  

No cookie cutter approach, no one size fits all, just a kete of strategies and approaches that as teachers we continue to develop over time.

I have just uploaded a pdf of all the activities we use for phonological - phonemic awareness linked with our individual goals.  This can be found here Phonological ideas for the everyday classroom it is on TPT.

Recently Asked Questions About Play

 Thank you to those that replied to my post on facebook about any burning questions they have about play.  I have endeavoured to answer them below.  Perhaps these answers will be helpful to others reading this.  I have to add once again, that I am not an expert, my understandings have been developed over the last six or more years as a teaching principal in a new entrant - Year two class.

1) I'm still trialing the best way to share/document all the fabulous play experience our children are creating for themselves. Our teachers use photos and short stories on dojo (good for parents), class learning stories books (lovely but lots of work) and class displays (constantly changing). Ideas on a way to document and share with parents, other teachers and the children themselves would be much appreciated

This video of our learning journal may help.

Quite honestly this has been my biggest area of learning and challenge.  To truly ensure play is a powerful mode of teaching and learning, we need  to have time to notice, reflect and respond.  Time to appreciate what children are actively doing, time to listen and time to really see those dispositions that are coming through as part of the process.  

Having a heavy load of documentation completely negates this time and so it is a real balance that we need to find.

First I have had to ask myself - who are we doing it for?  If it is simply to prove that 'learning' is happening, then slash it.  We initially tried to write learning stories for each child twice a term...this was just unmanageable.  It just simply didn't work, we still had individuals to work with on their goals be it developmental or reading, and even though there were two, sometimes three of us in the class at a time, it simply didn't work.  Our ultimate goal is quality time with individuals and groups and quality time to observe play....if documentation gets in the way of this, it is unworkable.  

So we have settled on this and it is working for us...

*Sharing of photos with short captions of the daily play on seesaw (taken and reflected on as we are observing play, or at the end of the day if we don't get time.). Parents like this and it is quick.  Sometimes we share a class focus.

*Using the class journal (in video above) to capture the play and focus our class discussions.  This can be photographed to be shared with whānau on seesaw, and is a celebration of play for the children.

*Using seesaw to report to parents on their child's developmental goal or reading/maths/writing goal if appropriate to that child a few times a term.  This is usually a quick voice over, or a video of us working with the child so the parent knows how they can help.  

- and that is largely it for documenting the play, it is what we have settled on and works within classroom realities.  We simply don't have time to write full on learning stories and to be quite honest the learning journal shown above and the quick items on seesaw are far more useful.  

2) I have timetabled an hour each day from 11.30 - 12.30 to be my classes (NE) "Outside School". Not quite sure how it is going to work, but there will be stories, free play, music, noticing things (which I hope will lead into insects, creepy crawlies, habitats etc), key competencies. I would value any ideas that you have tried or any suggestions that you (or anyone else ) has. We don't have a huge bush area, but we do have some lovely big trees, and a vegetable garden. I thought I might get the kids to bring a change of clothes on a Monday and keep at school all week so we don't have to worry about getting school clothes dirty. I can easily take home and wash if needs be.

I love this idea.  If anyone else is starting to think about getting into play, allotting a scheduled time each week is a really good way to do it.  In fact it is what we did when we first started out.

What I would do here is take away any teacher led activities and just let them be outside the first. time....if you have access to any open ended 'junk' items, put these out.  Blankets etc are great.  Our children love dress up (adult clothes and shoes from the op shop are great) Take photos each time and have a discussion time after/before each session and reflect on these photos and the play that is going on.  It will generate more ideas for children.  Let them decide what they want to do outside...you can lead a little through questioning, but do it after you've watched what they do.  If you take photos of what they notice, then that is a great opportunity for further discussion.  The video of the learning journal in the above question may be helpful, I am thinking you could have a whole scrapbook dedicated to your outside classroom.  Children are likely to have the idea of planting/tending to a garden...just go with it and provide them the items they might need.  The music is a great idea and maybe some P.E equipment initially for those that struggle to self-direct their own play initially.  

This is our discovery shed/junk shed video

This video may help you give you an idea of what I mean.  Because our children are allowed outside all of the time in their week they don't tend to get the hammers and spades out at this time, but tools are also an option to provide your children with.

Something else worth trying if you can is to link up with an older class.  Every class in our school has a tuakana/teina class.  We have two as we get quite big.  Our Year 6 children LOVE this time and enjoy the junk bits and pieces even more than ours at times.  Once you are settled into your outdoor class, you may like to see if a senior class will buddy up with you.

3 )Single cell intermediate classroom, is it possible for play based learning to exist?

Yes absolutely.  But we have to remember that play looks different at different ages and stages.  There will still be children in this age group that developmentally need the same play as our Year 1-2 children.  Trauma effected children, or children with attachment disorder will need the opportunity to play in a way that allows them to feel safe and provides for their emotional and social needs.  What most surprised us about our older children is their love of items we thought were to 'babyish' for them.  Items like dress ups (particularly adult clothes, not themed dress ups) are very popular with our older boys.   Dolls and construction items like lego, mobilo, blocks etc are also really popular. Here are some ideas of what I would do...but first make sure your class culture allows this to happen (you need one of acceptance, respect, empathy and this needs to come first so that children are not teased for their choices.)

*Have an hour or two where you just provide them with loads of various items....junk, bits and pieces, art equipment,  tools, wood, dolls, dress ups, construction items - let them go for it and see what they do.  Based on what they do, you could provide more of that. Potion making also works at this age, they love making all sorts of gloop.  Taking photos and compiling a scrapbook of what they get up to will motivate further exploration and be great for discussion.  Older children (like their younger counterparts) also love small collections, tiny toys like Sylvanian families and other items are super popular.

*Process art - art is a fabulous vehicle for play....pop out some art equipment, perhaps provide them with some ideas and let them go for it.

*Challenges - open ended challenges (what can you make with this bunch of stuff?). Great for team work and for taking photos for reflection.

*Mantle of the Expert - this is a playful dramatic approach to teaching and well worth looking into.

*Not exactly play, but something else that works well is learn a skill, teach a skill.  Children take turns teaching a skill they have to the others, they bring all of the equipment they need and run the whole session, this also provides great motivation for further play.

- where possible, whatever you do, don't plan for it, provide for it and reflect on what has happened later.

4) Tracking individual learning for a NE Y1 age group that is driven by the children and without being competitive?

We have done a huge amount of work in this area over the last few years.  There are some key factors that need to be in place for this to happen.  

Firstly anything that is done needs to be developmentally appropriate.

Secondly, new entrant assessments on entry need to go.  Six week assessments need to go and ideally six year nets also need to go as a standardised assessment.  

Ideally reading recovery also needs to go.

Everything we do is individual and that is the key.  It is based on individual need and progress, there is no standard rate of achievement and children are allowed to progress at their own rate.  This allows us not to age and stage stuff...it is just all up to the individual need.

The key to what we do are these goals:

We have these handouts to go with the goals that are changed and modified over time.  Shared with parents via seesaw as relevant to the individual child.

At each step parents receive information on their child's goal, sometimes a video to demonstrate how to help (if needed) and then feedback along the way via seesaw according to how their child is going.  

We check in with children once a fortnight on their goal so that they are actively involved in the process.

In terms of number, we check in once or twice a term with children in terms of their knowledge and again feed back to parents on where they are at and their next steps.  Again we may send home a video to demonstrate how they can help, particularly if we notice children having difficulty with subitizing. (recognising the whole.)

All of the information we glean, based on goals, or what we see in the classroom is recorded in their individual learning journal (scrapbook) so that progress can be celebrated over time.

These diagrams I have created over time, guide our practice with children.

5) Do you do standardised assessment? Do you take reading and maths groups? What does a typical day look like? What do the parents think / say?

This older video may be helpful in terms of assessment.

Also the answer to the question above may also be helpful to show you what we do.  

We only use assessment if it is useful.   

We only teach reading as children are ready developmentally and according to the goals in the question above.  We read individually with children when they are ready, using decodable books and a structured literacy approach.  We share progress with parents via seesaw and other ideas of how they can help...sometimes videos to show them how they can help.

Maths is whole class through my Number Agent approach.  Mixed ability problem solving and hands on materials based learning.  Children also explore concepts on their own through play.

No day is really the same, but we do have a bit of a rhythm to our day.

*Children start with inside play for 10-15 minutes to settle.

*About 9.15 we have a class meeting time, share our intention, talk about what's on top and what we are planning as our big ideas for the day.  We may look at our learning journal and reflect on any learning that has gone on the day before etc.

*About 9.30 children play, in our outside.

Between this time and 11am we may come to the mat once or twice to explore a social emotional concept, reflect on play or conduct a phonics session...just depends on our focus ares for the week.

Also during this time we will be observing and then also working with individuals either on developmental goals or reading.

A bit of a last word that I made for another group of principals that I think sums up what we need to do if we really want to have a pedagogy of play...please feel free to contact me if you have any other questions, through my facebook page or at numberagents@gmail.com we also welcome visitors to our Whangarei school if you are up our way or want to make a trip to see us.

After morning tea 11.20 - we generally have number agency for 30 -35 minutes, then play.

After lunch at 1.30 we generally follow the same rhythm as they morning.

Parents are very supportive of play.  We have been on this journey for six years now, our first cohort of full time 'players' have just left the school.  Initially we shared a lot of research and showed off the learning in the play through seesaw etc.  Now families are aware of our pedagogy when they come to our school and many enrol because of it.'

It is not all cupcakes and rainbows, but it is very worthy work!

What I Have Learned About Play

 The past six or so years for me has been a massive journey and I thought it was time that I put down in a blog some of the most important things I have learned.  Hopefully this will be helpful to those starting out on their journey.  

So what have I learned?

1) 

Everyone has different ideas and understandings and this really gets in the way of people starting out.  The jargon really gets in the way of teachers bringing play to their classroom.  I find the purists of play can in fact put people right off even trying, they just make everything sound too hard!

To clear this up, using games to teach maths and allowing children some input into how the game is played, is a playful mode of working.  But it is not play.  

Allowing children a choice of activities that are hands on or invitational is a playful way of working, but it is not play.

Putting the jigsaws and blocks out as a activity to do 'after the work' is a playful option, but it is not play.

Number Agents is based on a playful mode of working, but it is not play.

Play-based learning, learning through play, whatever you want to call it has to be based on the fact that it is un-adulterated.  Children have freedom to play how and where they want (to a degree that is safe in your environment) with what they want and they have freedom to quit.  Student Agency in play comes from children having full control over their play.  They are not choosing from activities, but making up the activities themselves and doing this for extended periods of time. 

A class genuinely based on authentic play that will really allow children to get the social, emotional and cognitive benefits that it has to offer is controlled by the children themselves, not by the adult.

2)

You can not plan for play.  If we are to honour the individual through play, we can not then prescribe what will happen, before it even happens.  This is where backward planning comes in.

We don't have a timetable, just a list of items we would like to get to in the day.  These are based on the priorities we set for the term.  At the end of the day, we record what we actually did,

This blog post on backward planning is old, but it still gives you an idea of what this looks like and if planning is your question, then it is worth the read.

https://numberagents.blogspot.com/2019/10/more-on-backward-planning.html

Don't try to do too much, decide on an approach that covers all the bases you need and go with that.  The beauty of play is lost on someone too busy to witness it.

3)

Play is not mutually exclusive of other areas of learning, such as reading, writing and maths.  Some would have you believe that you specifically teach these things then you are not truly embracing play.  I believe this is hogwash.  I believe it is possible to shape a classroom on what honours the individual and their needs while honouring authentic play.  I believe that the building blocks of literacy and numeracy that need to be explicitly taught, what is important, is that we are engaging in a developmentally appropriate way.  In our class number sense (taught through agency as a whole group) and structured literacy are a vital part of what we do.  The majority of what is taught in our classroom is individual when it comes early reading, but we explicitly follow these goals to ensure we are using a developmentally appropriate approach.  This is a big area and requires its own blog post entirely.    What we need to remember is this, some children will pick up many concepts independently through play, in fact many children will learn the basics of reading and writing all on their own in a rich environment, but there are some children, who without specific teaching, will not do this, and we as educators have to be mindful of this.

Our goals

4)

Children don't need us hovering.  In fact, their play is much more rich when we are not close by.  Just because we didn't see it, does not undermine the richness of the learning that has taken place.  If there is one thing I have learned it is that we must trust children.  I have also learned that I can tune in to children's play without disturbing them and I do not need to be 'extending' the play by engaging in their discussions.  There is so much I can learn, by just listening in for a moment, or for observing for a short time.  I can take this learning back to class reflections to discuss further, but children do not need me to 'extend' them, they do that all by themselves.

5)

Social and Emotional learning and teaching is the most important thing we can do.  It is important we weave strong aspects of this learning into our day and that we allow children extending time to play so they can practice these skills.  As teachers we should not be intervening in their arguments either.  This is where they learn to explore the perspectives of others, to compromise and negotiate.  We need to just stay out of it and know if and when we need to intervene to coach further.

We weave learning into our day through short animations, songs, books etc that we can discuss further as a class. 

6)

If you are starting out, start slow.  Allow children a 'chunk' of the day to play without intervention and just observe.  Even if you have 30-40 minutes a day to start out that is better than nothing.  

7)

Don't spend the earth on materials.  Children love a variety of bits and pieces to generate their own play.  Junk is a child's treasure and open ended items allow them to imagine and create their own worlds.  If it is possible to set up a junk shed that they whole school can use, this is a great way for everyone to see the power of play.  This was one of the ways we started our journey.  

Junk shed in action

8)

Children need to play outside.  If you have an outside area that can be available for play, make use of it.  Our children play in and out during our play-based times and enjoy the flexibility to use the spaces as they wish.

9)

Some children who have endured trauma, or have specific needs such as ADHD may require more input than others.  Children that struggle with regulation may feel stressed by an environment where there are limited boundaries.  They will struggle a little with the total freedom and this may result in behaviours that hurt or disturb others.   This blog post explores this and is a good read for those that have a class of children that play seems to have 'not worked' for.  

https://numberagents.blogspot.com/2019/07/trauma-and-play-what-is-happening-for.html

10)

You don't need to know everything before you start.  The children will teach you and as you explore play more as a mode of working, questions will arise.  That is how our journey has gone, we leapt in and over time have come up against queries or conundrums that have led us to find out more.  

You don't know what you don't know, but you won't know that you don't know until till you try!