The characteristics of play by Jill Skjottrup
Noticing, Recognising and Responding
We should observe them first, it's a formative assessment for NE (We can't just ask the learners to swim)
How can we change our practice?
Why should we be concerned? Learning, the schedule is very tight, not flexible because of the number
- We need to learn who the learners are
- Introduce a buddy play (iExplore)-cross pollinate
- When are we going to do the real play
- What kind of environment we give for the learners
- Learning is the process, not a product
- Play is all about exploration
- Self-chosen and self-directed
- Contains structures or rules established by the players by themselves
- Imaginative, non-literal and removed from reality
The sacred URGE to play -Kimberley Crisp-Pennie Brownlie
Building relationships with children and parents, visiting them through skype
Relationships, engagement in learning, learning dispositions, identifying as a learner, belonging/wellbeing at school
- Learning areas: Physical play, language play, exploratory play, constructive play, fantasy play, social play
- set up like a house, dining, living, kitchen, etc
- Urges in children's play (gathering, transporting, deconstruction, huts, throwing, enveloping, connection, posting, patterning and ordering, rotation, orientation, transformation, climbing, jumping, digging and burying, tug of war, tumbling and wrestling, running and chasing, playing with water, playing with fire
NZC vs Te Whariki
Page 42 in NZC - Nathen Wallis
The school curriculum design and review
How we are delivering the curriculum? -Through play
School should be ready for the learners, not the learners
Try something new and persist to do -Margaret carr
Links between ECE and School
Piaget's cognitive developmental stages
Setting up the play environment around the habitat whether the learners can put away stuff easily.
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