1. Burnaby School District
Burnaby Start UP!
Sheri Brattston
Burnaby School District
August 30, 2015
“Play is at the heart of children’s lives and learning, preparing them for becoming worthy, productive citizens of tomorrow – today…”
(Canadian Association for Young Children, 2001)

2. Shape of the session Welcome Explorations Image of the Child Play
Playful Inquiry
Shape of the Day
Role of the Teacher
Hand out “Play: what does it mean to me?” Have students write out their definition and then share it with a partner. Talk as a whole group.

3. Explorations Did you know…
“Children and adults have similar needs as learners. Both groups derive important understandings about themselves and the world around them… For adults, hands-on-play and reflection lead to personal growth and foster insight into how children learn.”
(From Play to Practice; M.Nell, W.Drew, D. Bush; 2013; NAEYC)
Let’s Play!
Play: Set up explorations for students to move through. Think: Think about the experience. What did you think, feel, or imagine? Talk: Talk about your experience while playing. Do you think it influences your work with children?

4. Play, think, talk!
Play!
Think about playing. What did you think, feel, or imagine?
Talk with a partner about your experience. Do you think your experience with play influences your work with children?
After students have written about their experience etc, discuss as a whole group. Relate back to what children must experience. Play is valuable and important!

5. What about your image of a child…
Have a look at this picture… what do you see? What expectations might you have of this child?

6. And now…
Same child… now what do you see? What expectations might you have of him now?

7. Image of the child
Each of us has our own image of a child that influences our expectations…
what children are or are not,
what they have or do not have,
what they can do or can’t do.
These positive or negative expectations can construct a context that values or limits the qualities and potential of a child.
(Carlina Rinaldi; Gandini and Edwards, 2001; in Learning Together with Young Children,
Carter & Curtis, 2008, pg. 90)

8. Let’s think Take a moment to think about your “image of a child”…
Do you agree or disagree that your image of a child can influence your work with children?
Share your thoughts with a partner…
So… our own personal play experiences and our image of a child can influence our work with children. Something to be aware of as we work with children.

9. Let’s return to play… On the handout provided brainstorm why play is important. Next, share with a partner. Review and discuss as a whole group.

10. Why play?
play builds knowledge and skills according to where the child is developmentally
play brings all aspects of learning together
play that is self-directed, needs no external motivator
play is a social activity that forms the basis for participating in a community
Handout “Why Play” for reference

11. Why play? play fosters understanding and respect
play is the finest method of instruction for students who speak English as a second language
play is a rich laboratory that can be used to teach multiple concepts simultaneously

12. Why play?
play makes it possible to test new ideas and find out what works
active play selectively stimulates nerve growth in the brain
during play the brain makes sense of itself through stimulation and testing (play activity actually helps sculpt the brain)
(Brown, 2009, pg. 34)
“When we embrace play… we restore joy and enthusiasm for teaching and learning”
(Primary Play, 2011, the Elementary Teacher’s Federation of Ontario)

13. Play & the brain http://www.youtube.com/watch?v=HHwXlcHcTHc
click picture
YouTube: Stuart Brown, Serious Play: Watch up to Homer Simpson. Have students capture an A-Ha moment. What intrigued them? Why is play fundamental to brain growth and development? Discuss.

14. Play & the brain
According to Brown (2009), “play is a profound biological process. It has evolved over eons in many animal species to promote survival.
It shapes the brain and makes animals smarter and more adaptable.
It fosters empathy and makes possible complex social groups.
Play lies at the core of creativity and innovation….
“We are built to play and built
through play”.
(Play, How it Shapes the Brain Opens the Imagination, and Invigorates the Soul, pg. 5)
Show Stuart Brown’s book

15. Let’s read…
Please take a moment to read through your section of “Holding on to Play: Reflecting on Experiences as a Playful K-3 Teacher” by Lisa D. Wood.
When you finish reading discuss your section with your group. Now, as the expert on your section share the information with your “colour match”
Share what you read… Does the article change your thinking?

16. Gallery Walk
Now that we have looked at play in GREAT detail, let’s think about the features of a well-developed, play-based program! As we move through the gallery walk have students think about play and learning.

17. Gallery Walk

18. Gallery Walk

19. Gallery Walk
Review the chart paper. Go over the features of a well-developed, play-based program during the next few slides.

20. Let’s write…
What do you notice? What are the features of a well developed play-based program? What would it look like/sound like?
Have participants in 2 groups with 1 piece of chart paper each. Review the picture from the virtual gallery walk and have students record what aspects they see with regards to a well-developed, play-based program (looks like, sounds like etc.) 4 slides.

21. Features of a well-developed play-based program
large blocks of time for play-based learning
rich, open-ended, hands-on materials (preferably natural) that stimulate curiosity and exploration
a variety of play spaces for different purposes
a variety of activities happening simultaneously

22. Features of a well-developed play-based program
lots of talk among children
early literacy and numeracy connections embedded in play experiences
limited amounts of time in situations involving large-group direct instruction
learning projects initiated by children and supported/extended by the teacher and children together

23. Features of a well-developed play-based program
home-school communications that highlight children’s learning in action
learning opportunities that connect school with community

24. The wonder of learning
“Imagine children who continually question why things look and function the way that they do. Where their natural sense of wonder is at the centre of their learning and informs the direction it will take.”
(Natural Curiosity: A Resource for Teachers,
University of Toronto, pg. 1)
Play the video. Have participants pay close attention to how children’s innate curiosity is being nurtured. Ask participants what they notice about the children in the video (engagement, participation, attentions,

25. Embracing play in the classroom
One way to nurture curiosity is through playful-inquiry and inquiry-based learning…

26. Playful inquiry
“Playful inquiry invites the influence of adults. It is an inquisitive stance towards learning in which adults facilitate learning by observing, listening, encouraging, and wondering together with children. During playful inquiry the adult does not control the experience so the child’s mind is open to learn.”
(Sarah Orleans, Portland Children’s Museum)
Like play… inquiry builds on children’s innate curiosity and sense of wonder!

27. And, inquiry-based learning
Inquiry-based learning is a process of intellectual activity that naturally builds on children’s innate curiosity and sense of wonder. Children are engaged in activities that help them…
actively pose questions,
investigate,
solve problems,
draw conclusions about the world,
become researchers,
and do meaningful work.
(Full Day Kindergarten Program Guide, British Columbia, p. 19)
Like play… inquiry builds on children’s innate curiosity and sense of wonder! Hand out the scholastic inquiry process. What does it look like?

28. Benefits of inquiry-based learning
stimulates curiosity
increases motivation
improves understanding
fosters a love of learning
leads to deeper questions & critical thinking
transcends content mastery
evokes higher levels of engagement
builds lifelong learning skills
(Natural Curiosity: A Resource for Teachers, University of Toronto, pg. 1)
So, the benefits of inquiry based learning are… as above

29. Inquiry through invitations
Fiona will cover

30. Shape of the day Examine the full day k plan provided
Compare/contrast to what your current plan looks like
In table groups talk about how you can create a day plan that flows for your children and meets your program goals
What questions arise?
Review the chart paper. Go over the features of a well-developed, play-based program during the next few slides.

31. Shape of the day
Outdoor Explorations
Grab your bin and head outdoors…

33. Shape of the day Quiet activity time
Shhhhhhh… I’m relaxing my body and my mind!

35. Role of the teacher What about me?
As teachers how can we provide opportunities for playful inquiry? What is our role?
Create groups. On chart paper have each group make a list… What is our role? “The role of the teacher is…”

36. Role of the teacher The role of the teacher is to…
create an environment of hands-on, open investigation
help children articulate their questions and learning
ask open-ended questions
help children make sense of discoveries
offer supportive prompts
share and reflect discoveries
(Primary Play, 2011, the Elementary Teacher’s Federation of Ontario, pg.43)

37. Role of the teacher Ask yourself… What are the children interested in?
What are they doing well?
What are their understandings/misconceptions?
How do they use language?
What do they do when faced with a problem?
How do they apply what they know?
What connections are they making?
By attending to the process, content can be dealt with in a meaningful context.
(Primary Play, 2011, the Elementary Teacher’s Federation of Ontario, pg.45)

38. Questions/Comments

39. Thank You!
Enjoy your evening!