Play Based Learning: Linda Cheer & Sarah Aiono, Longworth Education 3.4.17

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Linda & Sarah operate the Forest School in Auckland 

Interesting links and readings: 
Kimberley Crisp
Play Pod UK
Loose Parts & Learning example
Decline in Play & the Rise in Child Mental Health Issues  

WHY is play based learning important? 

* Play allows for imagination and higher order thinking; as well as social skills and learning skills development (Key Competencies) 
* Play allows children to be curious, to follow their own URGE and then have a reason/purpose for learning 
* Improves inclusion
* Time for child led play has been reduced since the 1980s with the advent of National Standards, increased parent work hours, television and internet / computers. The reduction of play correlates with a reduction in oral language skills in children, and a HUGE increase in mental health issues. 
* The weaker the oral language of students, the lower the achievement....if we can increase oral language through play, we are more able to increase achievement
* Play allows children to have conflicts, work through problems, share ideas and work together, develop persistence and maintain focus. These are all critical skills for learning.
* It follows children's natural urges: digging; enclosures; sorting; ordering etc

Play, in its true form, must be (Gray 2013; Brewer 2007) 

• Self chosen
• Process rather than product driven 
• Contains structures/rules established by the players...and which can be changed by the players at any time
• Imaginative, non-literal and removed from reality (such as timetables) 
• Occurs between those who are alert, active and not stressed

These can be used as questions for my reflection post play based learning

HOW could it work in a school system? 

• The workshop leaders suggested that we implement writing first thing in the morning, see only two groups for maths and only two reading groups per day.
• Children are collected for learning time with the teacher (eg reading) when they are ready. If a child is busy, the teacher respects the learning at place and collects the child later in a non-busy moment. 
• Teachers get involved in the play. It is a time for observing and planning subsequent resources. It is a time for modelling and supporting; guiding and scaffolding children - in persistence, focus, how they work together and conceptual skills and knowledge. When I observe play, I can make coaching comments similar to those suggested in Incredible Years Training, and I can follow the child's lead and support them with relevant vocabulary, ideas or concepts.
• Resources are put out without saying anything - let the children explore and use the resources, and watch where they go...don't direct them or introduce ideas. Let them be creative!
• Children integrate learning for the purposes of play e.g. writing signs for something they have made.
• Ideas for exploration/discovery: a potions table; a gardening area (e.g. with dinosaurs etc for dramatic play); puppet making materials; old pieces of material; old computers/electrics for tinkering.
• Use more explicit provocations at times
• Plan backwards - be prepared, and document the learning using narratives or learning stories.

My next steps: 

* To get comfortable with running discovery alongside reading, writing and maths

* To trial implementing 20mins per day outside of unstructured play. I think this is possible in the afternoons, when we don't have assemblies etc

* To make sure I am there in the moment, available and scaffolding children with their play during the mornings (before school) and afternoons....rather than being busy doing assessment etc. I aim to trial this this week.