Learning through play

During lock down 2.0 in Auckland, I had time to do some research about extending the play skills of the boys. I participated in two webinars around play from the Longworth Education School who provide a play based learning environment. The first one was around the evidence behind a play based programme and the second was about settling up the classroom to be playful. 

Some key learning I took from the first webinar was that 'effective play is self chosen and self directed'. This required a massive amount of reflecting on my behalf! I have spent the last few years trying to improve the students play skills by involving them in Lego Club, board games and Engage games. All of these have played a huge part in improving the boys interpersonal skills but it hasn't been self directed nor self chosen. 

The webinar highlighted the fact that effective, self directed play allows children the opportunity to problem solve, create their own rules and extend their imagination without the influence of adults. This is not something I provide in my classroom and when the children are free playing, I jump in to dissolve conflict or a difference of opinion so I am cutting off their opportunities for higher order thinking.

Therefore, as the Government announced a return to level 2 and that schools were opening again, I got excited about changing the set up of my classroom to help develop a new set of play skills! I discussed some 'rules' with the Learning Assistants in my class around the new play table but didn't share it with the students so we could see how they embraced it without our input or guidance. 

The first week I set up a range of toys and dolls with some glasses, a jug and a baby bottle. The students were curious about it and 3 out of 6 engaged with the items on the table but didn't play with each other. 

 

The second week back I changed the table to a dress up table with hats, scarves and bags as the webinar said to provide children with adult things as it provided an opportunity to make connections between the real world and imaginative play. This proved much more successful for helping the students to engage in play with each other. Even the adults got to play - purely led by the students of course! 

 

I am going to continue to change the play table every week to see if I can continue to improve their skills when playing with each other and see if it has an impact on other aspects of their learning.