Planning Play Based Learning
(Perry 1998)
This challenge being explored relates to the table on page 55 and 56.
This challenge being explored relates to the table on page 55 and 56.
Background Information
In today’s society the up-rise pressure for teachers to be more accountable for children’s learning and to raise the standards of literacy and numeracy becomes more difficult for teachers to plan play experiences. Teachers must plan for and be involved in children’s play if they are to provide an effective play-based curriculum (Bauer 2013). It is not as easy as setting the stage for play and standing back and letting the children play. There has been evidence from many early childhood teachers that more and more children are unable to play and understand the concept of play, this needs to be conceded when planning play experiences. Another issue with planning play curriculum is that educators do not understand how to support and interpret children's learning in play activities (Bauer 2013).
After reading the article by Perry (1998) and viewing a example of a Planning document for a play experience it was over whelming the amount of planing and thoughts that go into each play episode. Planning for play is much more then just setting the scene as I initially thought. Planning is such a critical part as highlighted by Perry with numerous aspects having to be considered including the resources being used, the generating of ideas from the children, fostering of different skills, environment, diversity and the intended learning outcomes. These aspects are set out in the planning document by Perry (1998) on page 55 and 56.
From a child's perspective they want to be engaged in play experiences that interest them and promote a sense of fun. Children are resilient to participate in structured activities that are forced upon them and are mandatory to complete. Children want to be apart of the decision making process when in comes to planning play experience. This ensures educators incorporate the children's interests into the programming and motivates children to learn and explore the topics they suggested. Through group discussions and observational notes educators are able to reflect the child's interests. Another aspect consider in this challenge is the parents and principals or professionals thoughts. It is vital when planning from a parents and principals perspective that the activities planned are in the best interest of the child and the planning reflects the intended learning outcomes of the relevant curriculum documents.
Overcoming Challenge
One way in overcoming the numerous challenges planning a play based learning framework is to implement more set- structured play activities. These more structured activities contain a ‘have to’ element and often require a set way of proceeding in order to achieve a particular goal that has been set by the educator. This ensures that the learning outcomes are addressed (Bauer 2013). However a balance must be found between structured and unstructured activities that reflect their interests. This allows students to meet intended learning outcomes but also gives them the opportunity to freely explore themselves and their own interests. Curriculum-generated play experiences can be planned intentionally to help children learn specific skills and concepts, and play-generated curriculum activities can emerge from children's spontaneous interests and activities (Bauer 2013).
Another way to overcome this challenge is ensuring the correct environment is set up to allow for positive and spontaneous interactions to occur. The Reggio Emilia approach highlights the environment as the third teacher and the enormous impact it has on the planning stage (Fraser 2000). Factors to consider when planning the environment include: physical environment presentation of activities in a inviting way, social emotional environment, intellectual intentional conversations and the temporal environment where educator decides on time limits for activities (Early Childhood Australia 2013).
Transformed thinking
Before studying this course I had a foundation understanding of the theorists, curriculum documents and frameworks that are associated with play based learning. Whilst I understood the theory component I was not confident in applying this theory into planning a play based approach to teaching. After researching this challenge I have made the connections between theory and practical elements. I have collected numerous templates such as the one by Perry (1998) to use when planning a play based pedagogy. I have also reflected on the importance of providing a suitable environment and play experiences that foster children's interests. Several strategies and resources were discovered whilst researching which can be used in the classroom that will encourage children to explore play experiences.
In today’s society the up-rise pressure for teachers to be more accountable for children’s learning and to raise the standards of literacy and numeracy becomes more difficult for teachers to plan play experiences. Teachers must plan for and be involved in children’s play if they are to provide an effective play-based curriculum (Bauer 2013). It is not as easy as setting the stage for play and standing back and letting the children play. There has been evidence from many early childhood teachers that more and more children are unable to play and understand the concept of play, this needs to be conceded when planning play experiences. Another issue with planning play curriculum is that educators do not understand how to support and interpret children's learning in play activities (Bauer 2013).
After reading the article by Perry (1998) and viewing a example of a Planning document for a play experience it was over whelming the amount of planing and thoughts that go into each play episode. Planning for play is much more then just setting the scene as I initially thought. Planning is such a critical part as highlighted by Perry with numerous aspects having to be considered including the resources being used, the generating of ideas from the children, fostering of different skills, environment, diversity and the intended learning outcomes. These aspects are set out in the planning document by Perry (1998) on page 55 and 56.
From a child's perspective they want to be engaged in play experiences that interest them and promote a sense of fun. Children are resilient to participate in structured activities that are forced upon them and are mandatory to complete. Children want to be apart of the decision making process when in comes to planning play experience. This ensures educators incorporate the children's interests into the programming and motivates children to learn and explore the topics they suggested. Through group discussions and observational notes educators are able to reflect the child's interests. Another aspect consider in this challenge is the parents and principals or professionals thoughts. It is vital when planning from a parents and principals perspective that the activities planned are in the best interest of the child and the planning reflects the intended learning outcomes of the relevant curriculum documents.
Overcoming Challenge
One way in overcoming the numerous challenges planning a play based learning framework is to implement more set- structured play activities. These more structured activities contain a ‘have to’ element and often require a set way of proceeding in order to achieve a particular goal that has been set by the educator. This ensures that the learning outcomes are addressed (Bauer 2013). However a balance must be found between structured and unstructured activities that reflect their interests. This allows students to meet intended learning outcomes but also gives them the opportunity to freely explore themselves and their own interests. Curriculum-generated play experiences can be planned intentionally to help children learn specific skills and concepts, and play-generated curriculum activities can emerge from children's spontaneous interests and activities (Bauer 2013).
Another way to overcome this challenge is ensuring the correct environment is set up to allow for positive and spontaneous interactions to occur. The Reggio Emilia approach highlights the environment as the third teacher and the enormous impact it has on the planning stage (Fraser 2000). Factors to consider when planning the environment include: physical environment presentation of activities in a inviting way, social emotional environment, intellectual intentional conversations and the temporal environment where educator decides on time limits for activities (Early Childhood Australia 2013).
Transformed thinking
Before studying this course I had a foundation understanding of the theorists, curriculum documents and frameworks that are associated with play based learning. Whilst I understood the theory component I was not confident in applying this theory into planning a play based approach to teaching. After researching this challenge I have made the connections between theory and practical elements. I have collected numerous templates such as the one by Perry (1998) to use when planning a play based pedagogy. I have also reflected on the importance of providing a suitable environment and play experiences that foster children's interests. Several strategies and resources were discovered whilst researching which can be used in the classroom that will encourage children to explore play experiences.