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#ScottishEducatorsConnect
The discussion begins today with Chapter 1, “What is Play in the Primary or Elementary School?”. @TissierPt will be leading today’s discussion with practitioners across Scotland on Google Meet and I’ll be tweeting the questions and themes discussed.
The discussion begins today with Chapter 1, “What is Play in the Primary or Elementary School?”. @TissierPt will be leading today’s discussion with practitioners across Scotland on Google Meet and I’ll be tweeting the questions and themes discussed.
Q1: “Discuss play in 5-14 and play in CfE - similarities and differences?”
#ScottishEducatorsConnect
#ScottishEducatorsConnect
A1: CfE provides freedom, however, an understanding of play pedagogy allowed for play to be woven through 5-14.
A1: It feels at the moment that schools are going back to a more formalised approach. What do we need to do to support play based pedagogy?
A1: If play is regarded as “choosing time” does that mean that there is no choice and children do not own and lead their learning?
A1: The integrated day allowed for choice in terms of structure of the day, however, the activities were a lot more adult led.
A1: Although the Early Level encompasses ELC and Primary 1, there is work to do to ensure that there is continuity. P1 can feel like an “island on its own”, disconnected from ELC and the rest of the school. Does anyone else in P1 feel this way?
A1: We have to be careful that play pedagogy doesn’t become a “show room” approach. What can we do with the resources that we have?
Q2: “Children start in the word with an enthusiasm for learning through the natural world around them” - discuss. #ScottishEducatorsConnect
Capturing some of the discussions below...
A2: Transitions are crucial. We need to take a developmental approach so that we match our pedagogy to the needs of learners.
A2: Play can happen throughout the school. In a P6 class the concept of “play” was a challenge - is it due to the formalisation that happens, and the move away from play based learning. Play is possible in the upper school.
A2: One teacher has developed an approach to play in P6, building in a play based start to the day to develop enjoyment from the minute that they walk in the door.
A2: Practitioners’ perceptions and view points are key. If we see the creativity that children demonstrate through our observations we can see the skills that children develop.
A2: Children get inspiration from the environment around them. How can we use the environment - spaces, interactions and experiences - to support children to grow and develop?
A2: When we truly observe children in their play, we can see the learning that happens. It is the skill of the practitioner to observe and interact appropriately to support and enrich learning.
A2: We need to prioritise practitioner development so that practitioners can see how to develop play pedagogy without having lots of physical resources.
A2: The role of the adult in play pedagogy is something we need to provide professional learning on. How do we flip “control” to enrich learning?
A2: Observation is the key assessment strategy; observation is the role of the adult.
A2: Support from senior management teams is key and is essential from the beginning when developing play pedagogy.
A2: Evidence - how do we evidence the learning? Some schools have continued to use standardised assessments alongside their observations and have demonstrated the growth in children’s learning.
Q3: Shifting towards a focus on the processes of play - what so the authors mean here? How can we identify them? How can we assess them? #ScottishEducatorsConnect
Some helpful comments being made...
A3: In the current circumstances we have seen amazing play from P7 through curiosity and inquiry in the likes of science. We need to continue this when we develop our new normal.
A3: Realising the Ambition needs to be our guide book moving forward in establishing our approaches to play pedagogy.
