Play based learning 2 13-2014
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This document discusses the importance of play-based learning in early childhood education. It explains that play allows children to learn how to collaborate, make judgments, and learn how to learn. The document also outlines how the International Indian School in Singapore incorporates play-based learning into its Primary Years Programme curriculum through setting up engaging play spaces, providing open-ended materials, and utilizing teacher observations of child-led play.
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Play based learning 2 13-2014
- 1. Play based Learning in the Early Years @ IICS
- 2. Why Play is Important! QuickTime™ and a decompressor are needed to see this picture.
- 3. Play and inquiry Collaborate Learning how to learn Make judgements
- 5. Setting the scene @ IICS
- 6. PYP Early Years Curriculum
- 7. PYP Early Years Curriculum
- 8. PYP Early Years Curriculum
- 9. @IICS it looks like QuickTime™ and a decompressor are needed to see this picture.
- 11. Planning for play and inquiry QuickTime™ and a decompressor are needed to see this picture.
- 14. Observations
- 15. Types of play
- 16. Questions
Notas do Editor
- Play-based learning, allows young children to develop attributes of the IB learner profile. Inquiry is connected with the development of children's understanding of the world. This allows children to explore, discover and interact with the physical and social world around them. PYP early years curriculum, the environments we create and the relationships we build help your child to and becoming increasingly autonomous with the support of involved educators who understand the educational potential of play. Different skills and abilities are developed. ------ Our core business that is connected to the PYP curriculum as well as the environments we create and the relationships we build. This is not an exhaustive list and other skills and abilities are developed - which will be revealed in the next activity.
- Provide parents with stations of actual activities. Rotate around the room A3 sheet with one of the intended learning outcomes. Ask parents to list others that they think of.
- Quality play takes time—time to plan for freedom of engagement and for the development of skills, attitudes and conceptual understanding When children play, they demonstrate the extent to which they are able to apply and expand their knowledge, skills and attitudes.
- Early years in PYP document looks at the elements needed for children to develop. This is put into three main categories Written, Taught and Assessed curriculum Continuum of play.............this outlines the different stages of play related to your child and their age level.
- Outline what is taking place, learning being constructed.
- At various times, children and adults share control over the direction of the learning, and the ways partners interact within these contexts will shift as they work together to decide: the degree of choice /the degree of child- or adult-initiation or direction how, when and for how long they will interact in particular contexts/resources the planning, organisation and mix of learning environments and play spaces
- Video of play and inquiry taking place and reference to the next section on how we use space, resources and observations. Again what is taking place, learning outcomes etc I think we have covered relationships in the interactions slide but we can still mention it here.
- Outline purpose Design Learning intentions
- Reconnect with first activity and how resources/materials are presented - skills developed, mention provocations pics os own classroom or outdoor resources - outline purpose, design and learning intentions
- Why, when and how (show a clipboard?) snapshot of learning, opps to extend learning, identify when learning/skills are being transferred "By listening carefully to the dialogue between students, especially in dramatic play, the teacher can learn about their current interests, knowledge base, level of involvement and social skills." These observations are seen as a way for the practitioner to "know better the inner world of the student, analyse the interactions within a group, discover the student's strengths and difficulties and reflect on the effectiveness of the practices used to implement the programme of inquiry.
- Matching activity here. My thinking here is to keep the categories relevant (as per EQ document) but talk about the other types of play eg. solitary/associative in the context of dramatic etc. Does this make sense? I think if we give parents a long list we may loose them and then they have a take home of ideas?