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
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 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?
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!
