'Learning at this age happens authentically and seamlessly when children are immersed in an engaging and stimulating environment where practical, play-based learning takes place.' (Ostroff 2012)
'Early Learning in the PYP is a holistic learning experience that integrates socio-emotional, physical and cognitive development. In the PYP classroom, it takes place within dynamic environments that promote play, discovery and exploration. [...] Think about how children can have ownership of the environment in order to build on their learning.' (Early Years in the PYP: Educator's Perspectives)
'Early Learning in the PYP is a holistic learning experience that integrates socio-emotional, physical and cognitive development. In the PYP classroom, it takes place within dynamic environments that promote play, discovery and exploration. [...] Think about how children can have ownership of the environment in order to build on their learning.' (Early Years in the PYP: Educator's Perspectives)
Following the children's interests - Sarah
Bear Hunt role-play
We were preparing to go to the Theatre to watch 'We're going on a Bear Hunt' and many of the children asked if they could go on their own Bear Hunt. Together we decided to change our role-play and I asked the children what they thought we might need and how we could make it.
Sarah's reflection:
The children were fully engaged in this role-play for a two week period and they played collaboratively. It was a great opportunity for me to work on mathematical language and extend this through their play experiences as well as many other learning opportunities as described above. I found that the children were using the role-play productively, a lot of language was being developed and they were very focussed on what they were doing. At times there were many children in the area at once and rather than feeling overcrowded it seemed to work - they negotiated space and roles. As the children were involved in all the decision making, they had a clear understanding of why things were there and what they might be used for. I feel that the play and learning would have been very different if I had just set up the role-play area myself and I don't feel that they would have engaged in the same way.
The children were fully engaged in this role-play for a two week period and they played collaboratively. It was a great opportunity for me to work on mathematical language and extend this through their play experiences as well as many other learning opportunities as described above. I found that the children were using the role-play productively, a lot of language was being developed and they were very focussed on what they were doing. At times there were many children in the area at once and rather than feeling overcrowded it seemed to work - they negotiated space and roles. As the children were involved in all the decision making, they had a clear understanding of why things were there and what they might be used for. I feel that the play and learning would have been very different if I had just set up the role-play area myself and I don't feel that they would have engaged in the same way.
Communication between the two classes (AM and PM session)
The two classes left messages for each other explaining what they had done and what they thought the others could do to help them next. The children made group decisions on how they could make the different areas and what they could use.
Once the area was developed the children explored and added as they went along. There were so many learning opportunities, some of which were initiated by the children and some of which was guided by myself through this interest that they had.
The two classes left messages for each other explaining what they had done and what they thought the others could do to help them next. The children made group decisions on how they could make the different areas and what they could use.
Once the area was developed the children explored and added as they went along. There were so many learning opportunities, some of which were initiated by the children and some of which was guided by myself through this interest that they had.
Key learning that was evident:
Team work, collaboration, listening to other's ideas and group decision making
Problem solving
Creativity
Fine motor and gross motor skills
Speaking and listening
Learning new vocabulary
Mathematical language to describe position, direction and movement
Sharing resources
Retelling a familiar story
Using narrative in role-play
Taking on the role of characters
Team work, collaboration, listening to other's ideas and group decision making
Problem solving
Creativity
Fine motor and gross motor skills
Speaking and listening
Learning new vocabulary
Mathematical language to describe position, direction and movement
Sharing resources
Retelling a familiar story
Using narrative in role-play
Taking on the role of characters