Feeling Disrupted and Re-learning Play

Today I was challenged by a webinar by Peter Gray, where he explains the importance and fundamentals of Play based Learning.

While listening to the hour webinar I came to the conclusion quite quickly that I had previously not really considered what Play based Learning really meant. I can not even think now what my definition may have been prior to this new perspective.

I can now see more what uninterrupted play looks like - I had been seeing it physically in my centre but not through the eyes of the learning that was happening in the play. I was just seeing disputes as disputes, and things that I could help children with, without considering that the helping with disputes is like the helping with putting on shoes (for a child who can do it themselves), it not only stops them learning to do it for them selves, it could potentially stop the child from developing the resilience needed to cope with the demands that will come later in life.
I can now see more clearly some of the learning in the play I observe each day. Key for me was the 5 parts that make up true play based learning Vs just doing activities.

• Self direction/boredom/choice
• Motivated by the child's own wants and needs
• Guided by mental rules (learning through mistakes and social interactions)
• Imaginative - imagining things that aren't there, people, objects, designs, creations.
• Is observed in an alert/active state - engagement????

And I think I agree with everything he said. It sits well with me, It feels logical (and I love logic), But it opposes a whole lot of thoughts I just had a day ago. So in disruption I now sit, contemplating whether the thoughts I had yesterday (around teachers bringing their own passions into the play) are wrong, or whether they do have a place in the concept of play.

And also - when play isn't meeting the criteria above - is it still play? How can we support children to increase the value of their play - or is that the wrong question. Does the teacher simply need to back off and these conditions will rise to the surface.

So much disruption of thinking :)
How will this change how I see the philosophy in our centre.

Thanks Peter Grey

Getting Familiar with the new Teaching Standards

Since I was last teaching the Teaching standards have been revised and consolidated into 6 standards.

Demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi partnership in Aotearoa New Zealand. (NEW Commitment to Te Tiriti)

• This links to the old standard 3. Bi-cultural practices, 9. Diversity

Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners (NEW Use inquiry and Professional Learning)

• This links to the old standard 12. Inquiry, 4. Professional Learning,

Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner. (NEW Relationships and Behaviours)

• This links to the old standard 1. Professional relationships

Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety. (NEW Develop a Culture)

• This links to the old standard 7. Learning Environment,

Design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learner’s strengths, interests, needs, identities, languages and cultures. (NEW Curriculum and Assessment)

• This links to the old standards 11. Assessment, 6. Planning, 8 Akonga

Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace. (NEW Respond to Learners)

• This links to the old standard 8. Akonga, 9. Diversity

Leadership seems to be able to run through all the new standards. Moving forward I will be tagging new entries with the new criteria.

Into the new World of ECE

So I have spend the last 4 years out of teaching in terms of children, and have been working in the professional development of teachers and leaders in education, and helping them get the most out of their SMS system and data analysis.

But now I re-enter the teaching profession - In the role of not only ECE teacher, but ECE centre ownership. What an exciting and somewhat terrifying journey lays ahead...