During this project, we've had a number of discussions regarding the right balance of adult-led and child-initiated learning. The EPPE study (see Resources) indicates that the most effective education providers ensure that children have a range of experiences including those that are planned and adult-led, planned play and spontaneous play.
I honestly can't say that I know what the right balance is, or how to achieve it, but I do feel able to illustrate how flexibility and a willingness to let go of teacher control can sometimes be of great benefit!
I honestly can't say that I know what the right balance is, or how to achieve it, but I do feel able to illustrate how flexibility and a willingness to let go of teacher control can sometimes be of great benefit!
Community Story - Jenni
'People form communities by coming together for a purpose'
My K1 class (3-4 year olds) were near the end of our unit on community, with the above central idea. They'd explored our school, been on a walk around Happy Valley and found out some interesting information about a few different roles in our community. I wanted to know what kind of information they were processing and what they'd gained from the previous few weeks.
We had big pieces of paper, pens and play figures to represent any characters we wanted. The activity started as very adult-led. I introduced a blank piece of paper and a single figure: 4-year-old Max. He was all by himself. Was that okay? Most groups started giving Max a home and a family, and with a few prompts (he's hungry, he's bored), whole communities of people and places grew up around him. Some groups had so much to say that I could barely keep up with them.
One group, however, was different. They weren't full of suggestions and I couldn't just throw in the odd question to extend their thinking. I felt like I was spoon-feeding them what I wanted to hear. What did they really know or independently think? After a few minutes together, they'd drawn a few places and selected a few figures, so I stepped back and said, 'now you can play.' They looked at me for a moment. 'You can play with this however you want.'
As soon as they realised what I meant, everything transformed. They brightened up, started talking animatedly, and used the language and vocabulary I was waiting for, and more. Now I could ask the questions and extend their thinking, or even better, introduce a character and/or scenario to see what they would do.
For some reason, these particular children had not engaged with the activity or taken any ownership of it until I expressly gave up control of the story (I didn't think I was the boss, but I suppose they did).
I started recording the video below as soon as I saw just how animated they became. I wish I had a video from the beginning, for a true comparison!
My K1 class (3-4 year olds) were near the end of our unit on community, with the above central idea. They'd explored our school, been on a walk around Happy Valley and found out some interesting information about a few different roles in our community. I wanted to know what kind of information they were processing and what they'd gained from the previous few weeks.
We had big pieces of paper, pens and play figures to represent any characters we wanted. The activity started as very adult-led. I introduced a blank piece of paper and a single figure: 4-year-old Max. He was all by himself. Was that okay? Most groups started giving Max a home and a family, and with a few prompts (he's hungry, he's bored), whole communities of people and places grew up around him. Some groups had so much to say that I could barely keep up with them.
One group, however, was different. They weren't full of suggestions and I couldn't just throw in the odd question to extend their thinking. I felt like I was spoon-feeding them what I wanted to hear. What did they really know or independently think? After a few minutes together, they'd drawn a few places and selected a few figures, so I stepped back and said, 'now you can play.' They looked at me for a moment. 'You can play with this however you want.'
As soon as they realised what I meant, everything transformed. They brightened up, started talking animatedly, and used the language and vocabulary I was waiting for, and more. Now I could ask the questions and extend their thinking, or even better, introduce a character and/or scenario to see what they would do.
For some reason, these particular children had not engaged with the activity or taken any ownership of it until I expressly gave up control of the story (I didn't think I was the boss, but I suppose they did).
I started recording the video below as soon as I saw just how animated they became. I wish I had a video from the beginning, for a true comparison!
Jenni's note: this is not by any means perfect practice! In hindsight and with the power of video, there are definitely things I would do or say differently given the chance. But I feel it illustrates the power of play and playful activities in the way that the children are able to answer my questions and use language above the level of a more formal, adult-led learning engagement.
Writing through play - Sarah
'Guided writing' versus 'supporting writing through play'. . .
We had been looking at non-fiction books throughout our unit 'sharing the planet'. The children had previously used non-fiction books to look at features of living things and help them create models and pictures. They were becoming familiar with some of the features and so we started to make our own books. I started with groups of children who chose to write about the same thing. This was manageable but it felt too guided and did not fit with my own philosophy. It was not 'inquiry' to me! I started to feel a little frustrated with myself and reflected on this. After an encouraging discussion with a colleague, I had the confidence to 'scrap' what I was doing and look for opportunities that came up through the children's play instead. The results were great.
Finding opportunities for writing during the children's play
Some children had been creating their own bowling game with the logs. I asked them how other people would know how to play the game. With a little bit of questioning, the children said they could write the instructions down. They then worked together to make a book of instructions for the game. Whilst observing this, another child wrote his own instructions on the easel and read it back to me (these examples can be found on the slideshow).
We had been looking at non-fiction books throughout our unit 'sharing the planet'. The children had previously used non-fiction books to look at features of living things and help them create models and pictures. They were becoming familiar with some of the features and so we started to make our own books. I started with groups of children who chose to write about the same thing. This was manageable but it felt too guided and did not fit with my own philosophy. It was not 'inquiry' to me! I started to feel a little frustrated with myself and reflected on this. After an encouraging discussion with a colleague, I had the confidence to 'scrap' what I was doing and look for opportunities that came up through the children's play instead. The results were great.
Finding opportunities for writing during the children's play
Some children had been creating their own bowling game with the logs. I asked them how other people would know how to play the game. With a little bit of questioning, the children said they could write the instructions down. They then worked together to make a book of instructions for the game. Whilst observing this, another child wrote his own instructions on the easel and read it back to me (these examples can be found on the slideshow).
Use of technology
Many children had been playing in the builders tray with the ice, gloop and animals. One child brought an iPad to me and asked if I could help him find out more about penguins and polar bears. Together we searched using a children's search engine and found out some very interesting facts. We also used the iPad to find images. This boy made a book based on what he found out. Once he had started, a few more children showed an interest and joined in.
Celebrating children's writing - influencing others
After the class session, during carpet time we shared the writing we had been doing. After celebrating this, many other children opted to come to the 'book making table' to make books of their choice. This area remained in the classroom for at least a week and everyday more and more children came to the table and experimented with different forms of writing.
Sarah's reflection
Writing opportunities can be so much more authentic and meaningful to children when they see a real purpose for it rather than 'just an exercise'. Through observing the children's play, I was able to identify authentic opportunities for writing and encourage this. Children were very keen to experiment with writing and because they came to write when they felt it had a purpose, they were very motivated. I was able to use these opportunities to support these children and challenge them appropriately. Through celebrating children's writing each day, this area became very popular and some children approached this area on more than one occasion throughout the week. I kept a record of who had been to the writing table and across the week nearly every child had visited at least once. Motivation and confidence was high because they had chosen a time when their writing had purpose and it was their idea. Some children still wanted to make a non-fiction book, some wrote instructions, some wrote recipes and others wrote notes in the role-play area. All examples demonstrated that the children understood that writing conveys meaning.
Many children had been playing in the builders tray with the ice, gloop and animals. One child brought an iPad to me and asked if I could help him find out more about penguins and polar bears. Together we searched using a children's search engine and found out some very interesting facts. We also used the iPad to find images. This boy made a book based on what he found out. Once he had started, a few more children showed an interest and joined in.
Celebrating children's writing - influencing others
After the class session, during carpet time we shared the writing we had been doing. After celebrating this, many other children opted to come to the 'book making table' to make books of their choice. This area remained in the classroom for at least a week and everyday more and more children came to the table and experimented with different forms of writing.
Sarah's reflection
Writing opportunities can be so much more authentic and meaningful to children when they see a real purpose for it rather than 'just an exercise'. Through observing the children's play, I was able to identify authentic opportunities for writing and encourage this. Children were very keen to experiment with writing and because they came to write when they felt it had a purpose, they were very motivated. I was able to use these opportunities to support these children and challenge them appropriately. Through celebrating children's writing each day, this area became very popular and some children approached this area on more than one occasion throughout the week. I kept a record of who had been to the writing table and across the week nearly every child had visited at least once. Motivation and confidence was high because they had chosen a time when their writing had purpose and it was their idea. Some children still wanted to make a non-fiction book, some wrote instructions, some wrote recipes and others wrote notes in the role-play area. All examples demonstrated that the children understood that writing conveys meaning.