TBCS - Learning Through Play at Rolleston Christian School - Judy-Anne

Kendra's notes:

What I learn when I play

My notes:

Learning Through Play

They called it this deliberately (rather than Play based learning) to expalin to parents that it was about the learning, with play being the vehicle for the learning

Question to ask children: What are you learning at the moment?

Loose parts playground – great idea

Research building blocks - Barbara Brahn, action stations

Have a solid why!

Nathan Wallis:

Eg oral language vital for under 7s

How a child sees themselves is critical- do they see themselves  as a learner

Boys particularly benefit from play based learning

Creativity is linked to resilience and intelligence

Most learning is done through play

Longworth education:

Peer to peer conversations correlate to childrenʼsachievement 

Developmentally appropriate

Age and stage donʼt necessarily link! 

Emotional intelligence is built

The why from a Christian context:

Time with our students

Biblical worldview- more opportunities to role model and facilitate Christian character

Enjoy the season of childhood

Through our faith we help bring light to the world

When does this happen in the day?

At Rolleston itʼs from 8:30 - 12:15

Guided reading and maths groups during this time

Where:

Outdoor spaces

A space where teachers can see, but also teacher aide available

Making sure there are boundaries, for safety

Indoor spaces - multiple spaces

Suggestion list on tki for early childhood services

We built something using some provided LEGO

What were you learning when you were building something out of LEGO?

Resilience- it kept falling apart

Construction

Spatial awareness

Will it fit

Will it stay together

Emotional regulation

Acceptance

Disappointment

Problem solving

Colours and patterns

Fine motor skills

 May have been talking with others

The what:

Sustained play

Seesaw assessment- reporting on what the children are doing with play only, eg a photo or video of the play and what it shows eg using LEGO showing fine motor skills, patterns, planning, sorting.... Relationships

Coaching

How: Teacher Practices

Team meetings- look at patterns, how to extend, what is put out is quite intentional

Questioning not what did you make but tell me about this

Provocations eg 4 pieces of coloured paper,container of mixed animals 

Guided groups

Room sectioned off for teacher time- no play occurs there

Rolling kai - from 9am til 12:15, must have 2 things  left for lunch

Challenges:

Resourcing

People not seeing the value

Noise level

Childrenʼs idea of play

Time for teachers to learn

Timetabling

NPDL - new pedagogies for deeper learning

Follow ups for reading occur for children from purple up, sent home

Have a whiteboard table and pens available

Earmuffs for children who need it quieter

Ensure you know interests of children, especially providing stuff for the interests of autistic children

Reflection:
Play is the vehicle for learning

Next Steps:
. I need to finally outline my 'Why'
. Remember to ask children- what are you learning at the moment
.Develop a loose parts playground- where?
. Research Barbara Brahn - Building Blocks
. Research Action Stations
.Check list on TKI for suggestions of desired spaces available
. When sending home seesaw posts remember to say what they were learning at the time, add some context. Like a learning story.

Links to Teaching Standards:

• Making time to have professional discussions with colleagues.
• Attending and contributing to PLD opportunities within and beyond my school
• Undertaking PLD and further professional reading.