1. Hanin Hussain University of Canterbury

2. Hanin Hussain University of Canterbury

3. Using complexity thinking to explore games of chase with children Research focus

4. What is complexity thinking? What happened? What did the children learn? What did I learn? Presentation

5. What is complexity thinking? A discourse or a way of thinking and acting Assumptions we are complex systems we live in an inter-connected (complex) world Feature of a complex world On-going interactions and reciprocal relationships between us and other systems Entangled relationships

6. What is complexity thinking? Using complexity thinking in teaching means being conscious and make use of couplings that exist or can exist in our setting focusing our thinking and actions on expanding possibilities in teaching, learning and activities in ways that are ethical and meaningful

7. What is complexity thinking? What happened? What did the children learn? What did I learn? Presentation

8. RG Tag WITTMWBALA Run in a group Safe placeDodging Fleeing Chasing & tagging Characters Story Verbal interactions If … then logic Anticipation Chant Creeping Freezing Run within boundaries Reading Bug- related activities Museum trip Creep Up On Granny Socio- dramatic play On-going interactions & co-creating a new game: Big A, Little A

9. What is complexity thinking? What happened? What did the children learn? What did I learn? Presentation

10. What did the children learn? Learnt to play three different games and variations of the games Experienced the nature of games Contributed to different game designs Learnt to distinguish between players and non- players in a shared play area Learnt to tag in different ways

11. What is complexity thinking? What happened? What did the children learn? What did I learn? Presentation

12. Using complexity thinking can foster a games of chase curriculum that is both structured and flexible. Using a flexible content framework Using a decision-making framework that actively encourages on-going interactions among people, ideas and activities What did I learn as a teacher?

13. As a way of thinking and acting, complexity thinking has helped me to think creatively and create a rich tapestry of activities and learning for children and myself be mindful of how I can benefit the children I work with in different ways think continually about the relationships between my teaching, children’s learning and the activities we were engaged in Final reflections

14. Acknowledgements Thanks to the children, teachers and families at the Early Childhood Learning Centre for participating and having fun, Sport & Recreation New Zealand for the research funding Assoc Prof Lindsey Conner & Dr. Elaine Mayo for giving me the freedom to do what I wanted.