Learning Through Play

Learning Through Play Foundation Workshop - 17/01/19

Learning Through Play: The Nitty Gritty - 18/01/19

The facilitator was Sarah Aiono, Director of Longworth Education Ltd

www.longwortheducation.co.nz

BACKGROUND

In 2019 the Junior classes at school are introducing more ‘learning through play’ into class programmes. We need to adjust and alter our programme in order to meet the diverse needs of our students. Teachers from the New Entrant and Year 1/2 classes have been reading about the positive effects of play-based learning environments. Over the past five years we have noticed a steady decline in the range of achievement levels in oral language, reading, writing and maths.

Many children entering school at five years of age, are simply not ready to begin formal lessons as we have had in the past.

What did I learn that increased my understanding of Learning Through Play pedagogy?

After attending two days of professional development in Kerikeri during the holidays, we see more clearly how this fits into the NZ curriculum and benefits the children in a variety of ways:
- helps to build problem solvers
- encourages curiosity and concentration
 - develops language and memory skills
 - improves academic learning                                                                                                    
Play is an ideal way for children to develop social, critical thinking and problem solving skills and  still retain literacy and numeracy as the main focus in the junior school.

A significant deterioration in the gross and fine motor skills of many children could be attributed to a lack of physical activity and outside play. Some children are unable to sit upright on the mat or at tables for long due to poor core strength. Some have very little upper body strength and cannot hang or climb without assistance. The lack of fine motor control means that children find it difficult to grip and control pencil, crayon and brush movements. Writing and handwriting is complex enough, without struggling to hold and manipulate the pencil. I learned about the characteristics of play as clarified by Sarah Aiono, and now see play with a new perspective.

The Characteristics 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; 5. occurs between those who are active, alert and non-stressed. (Gray, 2013; Brewer, 2007)

Many children’s creativity and imagination is stifled due to limited opportunities to explore, discover, create and discuss. These are essential skills that the children will need to learn through inquiry, as they grow older and move on through the year levels.

How has the Learning Through Play pedagogy EMPOWERED me professionally with my teaching practice? 

We feel that due to the former National Standards constraints and timeline constrictions, we have been unable to cater for these escalating needs by giving children time to learn through play. Because some children are not ready for more formal learning activities/lessons, they show signs of anxiety which in turn causes additional barriers to learning for them. Understanding that from three years to seven years children are typically within the pre-operational cognitive stage means our school children in Years 1 to 3 (Level 1) are typically operating within this stage of development and therefore need learning experiences that cater for this. This perspective has inspired me to make changes in my teaching practice. I feel supported in the knowledge that the changes are suited to the developmental stage of the students.
The following slides from the 'Learning Through Play: The Nitty Gritty' workshop give an idea of the day's content. I highly recommend attending both the workshops if you are thinking about making changes to your learning programme in Years 1-3 particularly.
https://drive.google.com/open?id=1hRnXACinlujrfsWdqDtFlbYryy4eA4N2  

Recommended Reading to support a Play Based Teaching and Learning Journey: [Sarah Aiono]

Free to Learn by Peter Gray

The Best Schools by Thomas Armstrong

Creative Schools by Sir Ken Robinson & Lou Aronica

What’s the Point of School by Guy Claxton

New Zealand Publications:

Allan Alach Blog:  http://leading-learning.blogspot.co.nz/

Kelvin Smythe Blog:  https://networkonnet.wordpress.com/author/kelvinsmythe/
Elwyn Richardson and the early world of creative education in New Zealand: http://www.nzcer.org.nz/nzcerpress/elwyn-richardson

Online Video Material (You Tube):
Kathy Hirsch-Pasek
Scrap Store Playpod

Peter Gray 'The Decline of Play'

Sir Ken Robinson (TED) 'Do schools kill Creativity'

What did I learn that could be used with my learners?

I understand that we are at the beginning of our Learning Through Play journey which, we are  advised, can take five years.

Our plan for the first year is to provide resources which will cater to the schema or urges of the students

- increase the time allowed for Learning Through Play.
- provide resources (inside and out) to enable LTP.
- utilise our beautiful school grounds to develop more outside play 

  areas
  Sandpits - designed by children and teachers
  Tree climbing
  Hill rolling/sliding
  Digging/roading/science/geology
  Hut making in the bamboo and gardens/habitats

 Water play/moving water/volume
  Carpentry/measurement
  Potions table/science
  Creative play areas such as theatre/shop/vet clinic
  Art creations
  Covered outdoor play area within sight of junior classrooms
  Outdoor storage (wheelie bins or shed) for loose parts used in play
  e.g. pipes/reels/building materials

Literacy and numeracy will still be covered daily. Reading, writing and mathematics groups will be withdrawn and taught during LTP time. The timetable will need to be flexible to allow this.

Children will also still participate in all school-wide and timetabled events. Children will continue to be assessed and reported on as per usual.

Since attending the workshops we reported to the school Board of Trustees on our Professional Learning Development, and asked consent to begin by designing the sandpits with student input. We are grateful to our B.o.T. who totally support us in making changes to the class programmes and environmental alterations, and will provide the resourcing to make it all possible.