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

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

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 scott

Observation of play in a reception class “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.” The classroom philosophy of Play Influences Parent Engagement How play is structured in the classroom Lorelle

The Supermarket – play in action Lorelle The task How long the play usually goes for and how many times they experience the play How the teacher assessed What learning was shown How it proved beneficial and engaging Resources/materials used

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

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? Lorelle Initially believing that the observation would answer all of our questions, we found ourselves enquiring even further into the topic of play. We were still asking: (questions above)

What is Play? Pleasurable-play Symbolic-play Active-play Voluntary-play Process oriented-play Self-motivating-play cassie

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 Emma One of the greatest myths surrounding play based learning is that play is simply fun and does not meet any educational purpose. However, Vygotsky points out that (Quote) Play based learning enhances...... Play based learning encompasses the five dimensions of wellbeing set down by the Department for Education and Child Development. These dimensions provide children with resilience and confidence which in turn enables them to become successful lifelong learners.

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) Emma In order for sustainable and transferable learning to occur during play based learning research shows that all of these points needs to be met. (talk through the points)

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) Emma The World Conference on Human Rights in 1993, deemed play as so significant to the health and wellbeing of all children that it was highlighted under the ‘Universal and Forward-looking Principles’ Vygostky viewed play from a social cultural perspective which values play for it social interaction and development. Both Freud (1975) and Erickson (1950) viewed play from a psychoanalytic perspective. Viewing it as necessary for emotional and cognitive growth Paiget (1999) and Bruner et al (1976) viewed play from a constructivist perspective where play is seen as vital for skill practice

Activity ZOE So some of you would have probably experienced some form of play based learning in your classrooms on placement, and if not that’s ok because we are now going to do an activity which doesn’t necessarily follow a particular approach but has been planned based on our inquiry observation at the school we visited.   So today, we are all at the shop! ( briefly explain set out of the shop) We are now going to give you 5 minutes to play! But while you are playing having a think about the type of outcomes that could be met through this activity.. For example is there an opportunity to explore an ACARA literacy outcome.

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 kerryn

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

Scenario Focus student, Billy, has said he wants to play with his Pokemon cards. The teacher tells Billy that this is learning time, but she uses this conversation to guide his interest towards creating his own cards. The teacher then involves the class in the discussion and asks them what do Pokeman cards have on them? This leads to the other students contributing ideas about what Billy could do with the cards he is going to create e.g. Creating and drawing Characters, Naming the characters, and assigning character attributes. This discussion links Billy to incorporate Literacy and numeracy skills in this play based activity. Through Billy’s interest, three other students have joined him in creating a card game with rules. This play based learning spanned approximately four weeks. The teacher was then able to assess the development of literacy, numeracy, communication, oral and social skills.

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

The play based classroom scott

The play based classroom scott

Assessment of Play Observation, Assessment & reporting ZOE We all realise the importance of the assessment in the school, and one question we had, and I’m sure you are all asking, is how do you assess play?   Observations As we have mentioned The Kathy Walker Approach have ‘focus’ children each day. In terms of observations Kathy suggests the teacher uses an Individual Focus Child Observation System (IFCORS).

Observation ZOE I’ve put an example of this up. (Point out what the sheet includes)

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). ZOE Standardised testing is not included in the WLA. Kathy Walker quotes.. (read quote from board) So alternatively, walker suggests using 4 different assessment strategies

Assessment Strategies Reflection Strategies Portfolios Diagnostic assessment Small group assessment ZOE Reflection Strategies: Allow time for students to reflect on their investigations by asking questions such as: “What were you learning about or discovering through you investigation?, What was challenging or hard?, What might you do next?, Let’s think of some of the reading and writing you needed in that project. (Walker, 2011, p 80)”   Reflection can be managed individually by the student talking about their learning using a voice recorder or creating a book of photos. It could also be completed in the form of a peer reflection where children share observations that they made on each other. Portfolios: These should reflect an authentic snapshot of each child and should be collated throughout the term. Both the teacher and the student are responsible for collating the portfolio. While the portfolio is a great way to communicate with parents its main use is to act as an ongoing assessment. Diagnostic assessment: It may be necessary for the teacher to find out more about a child’s social skills, thinking, literacy and numeracy through various diagnostic assessments. Small group assessment: ‘Small group assessment allows the teacher to identify understandings children have of particular skills (Walker, 2011, p 80).’ This understanding normally comes from impromptu comments by the students, for example, First you turn it like this and then stick the red square in the middle.

Reporting Parent, teacher and student meetings Formal information sessions Informal conversations with parents Notices outside the classrooms showcasing examples of learning Report forms ZOE As we know reporting is used to communicate to the parents in regards to their child’s learning, development and attitudes. Walker suggests a range of reporting strategies including: parent, teacher and student meetings, formal information sessions, informal conversations with parents, notices outside the classrooms showcasing examples of learning, and report forms.

Positives and Negatives 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 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 Cassie and her wolf pack

Conclusion Please visit our blog site: http://playbasedinquiry.weebly.com ZOE Play based learning has proven to be a successful pedagogy in many schools. Our inquiry has given us a better understanding of what play based learning is, the ways in which it can be applied, and the ways of assessing it, but we still feel like we have a lot more to learn. We genuinely believe that no matter how much literature or success stories we read, we will not truly grasp it until we have an opportunity to apply it!   Just before we finish up- instead of handing you all out pieces of paper, we have decided to create and online blog. If you would like to write it down its – (read address out) Just quickly, on it you will find this PowerPoint along with our supporting theoretical document. More importantly these is a ‘resource’ tab which links you to the resources that we found really helpful including the Kathy Walker Facebook page which has loads of great ideas on it. So thank you for listening and we hope you can take something away from this

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 zoe