Productive Play: A Learning Journey - Jenni
As part of this project, I have been reading 'Developmentally Appropriate Play' (see Resources for more information), which seeks to illustrate 'high-level play' that is deeply rewarding and satisfying for both the learning and joy it encompasses. The following is an account of one instance in which I applied these principles to my own practice.
Jayden, Lukas and Austin were engaged in rather chaotic, unconstructive play. They were running in circles around children who were building on the carpet and their voices were high-pitched and very excited. I asked them what they were playing.
'It's my party,' said Jayden.
I asked them what they needed to have a party. All three boys began to tell me a variety of things, but it was too much for me to remember. I asked them how we could remember this long list of things. They weren't sure, so I suggested making a list.
'It's my party,' said Jayden.
I asked them what they needed to have a party. All three boys began to tell me a variety of things, but it was too much for me to remember. I asked them how we could remember this long list of things. They weren't sure, so I suggested making a list.
I modelled writing a list on the whiteboard for them, using the opportunity to reinforce 1:1 correspondence with counting and numeral recognition. I wrote the words and drew pictures to scaffold and encourage early reading and writing behaviours.
When the boys were satisfied with their list, I asked how they would collect these things. What would they use? Someone suggested they could hold out their hands and pretend they had a cake.
This was a good idea, but I'd already seen how the lack of a concrete prompt with these particular children could prevent sustained productive play. I reminded them that other children in the class had used Sticklebricks to make cakes in the past.
Lukas and Austin immediately headed over and began their constructions. There was a lot of discussion about the best shapes to use for the cake base and the candles. They were insistent that they had to use long, thin pieces for candles, even though Naomi suggested that they could use a thicker piece for a thicker candle.
The boys continued to refer back to the list as they made different items. Eventually, though, they encountered a problem.
Other children started rubbing off the list!
At first they tried to fix my writing, but when that became too difficult, Austin began drawing his own balloons. Lukas joined in with his own mark-making. At this point, the boys chose to stay with mark-making, which was fine from my perspective. They had spent in excess of 15-20 minutes of sustained engagement with the party play and did not revert to chaotic play.
Other children started rubbing off the list!
At first they tried to fix my writing, but when that became too difficult, Austin began drawing his own balloons. Lukas joined in with his own mark-making. At this point, the boys chose to stay with mark-making, which was fine from my perspective. They had spent in excess of 15-20 minutes of sustained engagement with the party play and did not revert to chaotic play.
(Above) Austin realises that the balloons are gone!
(Below) In the meantime, Jayden had collected the party items and put them inside the tent. His play culminated in a party.
(Below) In the meantime, Jayden had collected the party items and put them inside the tent. His play culminated in a party.
Jenni's Reflection
I was able to document an honest journey from chaotic, unproductive play (running around in circles, disrupting other children and apparently little learning taking place) to high-level play involving socio-dramatic and problem-solving skills that they could continue to practice after I withdrew. With a relatively small initial intervention (creating a list with me), their play gained a clearer purpose and the boys were able to co-operate more effectively. Their play became more creative (constructing the cakes, finding ways to represent the cutlery and crockery), they were challenged to solve problems as they arose (the list has gone!), and they used mathematical and mark-making skills for a purpose.
This was far more successful than simply stopping their initial chaotic play by telling them they were too noisy, for example.
(For more ideas on strategies for developing higher level play, please see the book Developmentally Appropriate Play )
I was able to document an honest journey from chaotic, unproductive play (running around in circles, disrupting other children and apparently little learning taking place) to high-level play involving socio-dramatic and problem-solving skills that they could continue to practice after I withdrew. With a relatively small initial intervention (creating a list with me), their play gained a clearer purpose and the boys were able to co-operate more effectively. Their play became more creative (constructing the cakes, finding ways to represent the cutlery and crockery), they were challenged to solve problems as they arose (the list has gone!), and they used mathematical and mark-making skills for a purpose.
This was far more successful than simply stopping their initial chaotic play by telling them they were too noisy, for example.
(For more ideas on strategies for developing higher level play, please see the book Developmentally Appropriate Play )
At Tsing Yi Kindergarten we had been inquiring into the the celebration of Chinese New Year. The children shared their knowledge about the red envelopes during a circle time discussion. The next day I shared the envelopes with the children but this time I put a variety of 10, 20, 50, 100 and 500 HKD inside and observed the children as they opened the envelopes!
I recognised that they had an understanding about money and could read the numbers on each note. I then challenged them to think about what they could but with each note. We shared our ideas and experiences of spending money and from that action I decided to continue with our 'Play' Unit of Inquiry through setting up the classroom as a shopping mall.
Assessing children's learning through play - Sarah
"Play leads to powerful learning outcomes. It is when children play that they demonstrate the extent to which they are able to apply and expand their knowledge, skills and attitudes. By observing students and by engaging in their play-based activities and experiences, interacting educators are able to assess the essential elements of the PYP: knowledge, skills, concepts, attitudes and action."
Early Years in the PYP: Educators' Perspectives
When I read this in the PYP document I related to it immediately. As an early years practitioner, one of my key tools for assessment has always been observation. However, when it came to assessing children's learning of a central idea I was a little unsure of how this may look. If I asked children questions towards the end of a unit, I found that the confident communicators would demonstrate their learning quite clearly but those children who were less vocal or confident would not always demonstrate their true understanding.
Developing an observation tool that assesses learning throughout a Unit of Inquiry
In attempt to overcome this obstacle, I decided that I needed a tool that would help myself and my support staff to document children's learning throughout the unit. It was very evident to me that I was learning a lot more about the children's understanding of the central idea through things they said during their play experiences and I needed to find a manageable way of documenting this.
I made an observation page for every line of inquiry with a few hints of what type of evidence we might be looking for. I explained this to my support staff and we put a few copies on clipboards around the classroom.
Developing an observation tool that assesses learning throughout a Unit of Inquiry
In attempt to overcome this obstacle, I decided that I needed a tool that would help myself and my support staff to document children's learning throughout the unit. It was very evident to me that I was learning a lot more about the children's understanding of the central idea through things they said during their play experiences and I needed to find a manageable way of documenting this.
I made an observation page for every line of inquiry with a few hints of what type of evidence we might be looking for. I explained this to my support staff and we put a few copies on clipboards around the classroom.
Implementation
As adults in my class observe children's play and engage with the children during various contexts we record anything that the children have said or done that demonstrates an understanding of the lines of inquiry and central idea. By the end of the unit, I have a bank of evidence of the children's learning.
For the purpose of this, I have typed up some of my samples but it would usually be a hand-written working document.
Sarah's reflection
As a class teacher, I have found this tool particularly beneficial. When the children are comfortable in a situation and talking freely amongst their friends, they show what they understand. If they are able to talk confidently about their ideas and discoveries in this context, as the PYP document states, it demonstrates to what extent they understand and are able to apply their knowledge. This has enabled me to document evidence of children's understanding, particularly for the quieter and less confident children who may find it more difficult to demonstrate their understanding through responding to a question.
After reflecting on this approach with my support staff, I found out that they also found it a useful tool. It gave a focus to what they were looking for and documenting, which proved to be very helpful to me.
As adults in my class observe children's play and engage with the children during various contexts we record anything that the children have said or done that demonstrates an understanding of the lines of inquiry and central idea. By the end of the unit, I have a bank of evidence of the children's learning.
For the purpose of this, I have typed up some of my samples but it would usually be a hand-written working document.
Sarah's reflection
As a class teacher, I have found this tool particularly beneficial. When the children are comfortable in a situation and talking freely amongst their friends, they show what they understand. If they are able to talk confidently about their ideas and discoveries in this context, as the PYP document states, it demonstrates to what extent they understand and are able to apply their knowledge. This has enabled me to document evidence of children's understanding, particularly for the quieter and less confident children who may find it more difficult to demonstrate their understanding through responding to a question.
After reflecting on this approach with my support staff, I found out that they also found it a useful tool. It gave a focus to what they were looking for and documenting, which proved to be very helpful to me.
Evernote: a tool for documenting individual learning journeys - Sarah
Evernote is a piece of software/application that can be downloaded to a PC, iPad or mobile device. It is free to download but if you wish to upload large amounts there is a small fee.
This software allows you to make individual notes or create various notebooks. These notes can include photos, text, videos and audio.
Whilst I was on an IBO PYP course about assessment in the early years, one teacher explained how she had started using evernote to record children's learning. I had already started using evernote myself but had never thought to use it for this purpose before. I am always trying to find new, creative and time-effective ways of documenting children's learning so I decided to trial it.
Class team approach
Before I set up an account, I showed my support staff what I had discovered and told them what potential I thought it may have. I explained that I wasn't overly familiar with it yet myself and we could all learn together. I asked them if they thought they could see potential and would they be willing to trial it with me and learn together. They were both very keen so we started straight away.
Setting up evernote
I set up my account with an individual notebook for each child and downloaded Evernote onto all the class iPads and my laptop. Initially I allocated individual days for each member of staff to spend time observing children and experimenting with the programme, learning how to add and organise notes within each notebook.
Ongoing use of evernote
Over time, all members of my class team have become confident in using evernote to record key moments of the children's learning which has enabled a learning journey to develop for each individual. This has been extremely helpful for me as a teacher and I really value how supportive the rest of my class team have been.
Sharing the learning journey with parents
During the last parent meetings I used these learning journeys as my driving tool for the discussion. I was able to go through the different notes which gave an overall impression of the children's learning and was a great way to start the discussion. Feedback from parents was very positive; they found it particularly useful and enjoyed seeing photos and videos of their child. Many commented on how this was more meaningful to them as they could see the evidence in front of them.
Individual notes can be emailed directly to parents which could be useful for significant moments but very time consuming if you plan to share everything with the parents. However, a whole notebook can be shared as long as the recipient has an evernote account. I am currently in the process of trialling this with a few parents. I will send out information to parents about how to download evernote and make an account then I plan to send each parent their child's notebook by the end of the school year. This will be a lovely keepsake for them as well as a great addition to the child's end of year school report.
Sarah's reflection
I have been amazed at how quickly all adults in the class have adapted to using evernote and all three of us have discussed how helpful it has been. For me, it has been a really useful tool for sharing with parents, as described above. It is a very time-efficient way of documenting key moments of the children's learning, including those spontaneous moments. As long as you log in to the account, it syncronises so it means that all information is accessible from anywhere. It also means that all information is in one place and therefore very beneficial when it comes to parent's meetings or report writing. I have reflected on this with my support staff and they have commented on how they really like using it. All members have said they find it much better than using post-its or bits of paper and photos that later need sorting. It is an immediate record that everyone can access.
Of course, I am not saying that evernote is the only programme that offers these tools and there are definitely similar programmes that offer the same tools. However, the principal of using a programme like this for documenting a child's learning journey has proven to be successful for me this year, whichever the chosen programme is.
Class team approach
Before I set up an account, I showed my support staff what I had discovered and told them what potential I thought it may have. I explained that I wasn't overly familiar with it yet myself and we could all learn together. I asked them if they thought they could see potential and would they be willing to trial it with me and learn together. They were both very keen so we started straight away.
Setting up evernote
I set up my account with an individual notebook for each child and downloaded Evernote onto all the class iPads and my laptop. Initially I allocated individual days for each member of staff to spend time observing children and experimenting with the programme, learning how to add and organise notes within each notebook.
Ongoing use of evernote
Over time, all members of my class team have become confident in using evernote to record key moments of the children's learning which has enabled a learning journey to develop for each individual. This has been extremely helpful for me as a teacher and I really value how supportive the rest of my class team have been.
Sharing the learning journey with parents
During the last parent meetings I used these learning journeys as my driving tool for the discussion. I was able to go through the different notes which gave an overall impression of the children's learning and was a great way to start the discussion. Feedback from parents was very positive; they found it particularly useful and enjoyed seeing photos and videos of their child. Many commented on how this was more meaningful to them as they could see the evidence in front of them.
Individual notes can be emailed directly to parents which could be useful for significant moments but very time consuming if you plan to share everything with the parents. However, a whole notebook can be shared as long as the recipient has an evernote account. I am currently in the process of trialling this with a few parents. I will send out information to parents about how to download evernote and make an account then I plan to send each parent their child's notebook by the end of the school year. This will be a lovely keepsake for them as well as a great addition to the child's end of year school report.
Sarah's reflection
I have been amazed at how quickly all adults in the class have adapted to using evernote and all three of us have discussed how helpful it has been. For me, it has been a really useful tool for sharing with parents, as described above. It is a very time-efficient way of documenting key moments of the children's learning, including those spontaneous moments. As long as you log in to the account, it syncronises so it means that all information is accessible from anywhere. It also means that all information is in one place and therefore very beneficial when it comes to parent's meetings or report writing. I have reflected on this with my support staff and they have commented on how they really like using it. All members have said they find it much better than using post-its or bits of paper and photos that later need sorting. It is an immediate record that everyone can access.
Of course, I am not saying that evernote is the only programme that offers these tools and there are definitely similar programmes that offer the same tools. However, the principal of using a programme like this for documenting a child's learning journey has proven to be successful for me this year, whichever the chosen programme is.