CONTRIBUTORS Is learning and development in the EYFS
really “child’s play”? This month, in our ongoing collaboration with Edge Hill University curated by ALICIA BLANCO-BAYO, Early Years Lecturer and WTEY Programme Leader at the University’s Faculty of Education, we’re delighted to hear from CANDICE McGAHAN, former Retail Supply Chain Manager and now Early Years PGCE Graduate.
Play is listed as one of the basic rights of
every child by the United Nations (1989) and comes with a long list of benefits to a child’s development cognitively, emotionally and physically. Giving the freedom of play to a child in an early year setting suggests a significant positive impact in child development. The pressures to teach academic skills, reach early learning goals and assess can cause a balancing act in how play and learning are interlinked.
Child-led learning promotes learning without limits, giving children the freedom to express themselves and make their own choices, in turn leading to creativity, problem solving, critical thinking and enhanced confidence. As teachers we want to support children and maximise their outcomes, creating active learners and promoting the love of learning.
Many child-led playful pedagogical approaches draw ideas from renowned philosophers of early education, including Regio Amelia, Montessori and Piaget, with the view that ‘Play is the work of a child’ (Montessori 1964) and the best form of cognitive and language development (Piaget 1964). How can teachers promote this playful pedagogy and still meet statutory attainment and early learning goals?
The Early Years Foundation Stage (2021) focuses on play-based learning and supports playful pedagogy, but assessment and attainment are still a necessity. The adaptability of a teacher, the environment of a classroom and igniting imagination of every child to guide learning through play are all key enablers of development. When this is put into practice it provides limitations in real life because play can be misinterpreted. Contemporary theorist Peter Gray (2013) believes play supports the notion that if children are given the platform to independently follow their own interests through play, they will learn everything they need to know with extreme enthusiasm. Can this viewing of play as self-chosen, enjoyable and unstructured and without adult interaction fit in the modern classroom? It’s about understanding what the adult’s role is in play-based learning and how adult-led activities can involve playful teaching.
While I was researching the impact of play on academic achievement, I discovered contemporary social theorist Natalie Canning (2020). Canning states there needs to be a shift in mindset to empower children, allowing teachers to see play in a different context. Canning’s ‘empowerment of play framework’ supports educators when observing play to support a playful pedagogy. There is a fine balance between the pressure of achieving academic goals and demonstrating a playful pedagogy that is fulfilling and motivating to every child.
As teachers our role is significant in supporting and developing children by providing a rich learning environment and providing choice of ‘how’ children learn with an adaptable approach. With the demands of the statutory curriculum there will always be an element of teacher-led activities in the classroom, but finding the right balance and welcoming child-led play into the classroom will support the end goal of all round development for every child.
Innovative teaching all year round
In her regular column this month ahead of the new school year, STEMtastic! founder KIRSTY BERTENSHAW looks at ways to keep teaching fresh and engaging – for your students and you!
Cross curricular or project-based learning
Project-based learning is a dynamic method that gives students a central theme to be carried across different curriculum areas. The most obvious benefit of project-based learning is that students can see the purpose of learning a concept in relation to a real-life theme, preferably meaningful to them rather than abstract. They can work to investigate ideas and concepts, suggest ideas and test them, collecting and interpreting data along the way.
While this takes a good deal of planning, once a project is in place it can be reviewed, adjusted, and redeployed in the curriculum for the next year’s cohort.
An example of project-based learning could be the design of a renewable energy system to provide as much energy as possible to power the school. Students can investigate the power requirements of the school, calculate the approximate usage, the cost per kWh and average usage costs. They could investigate the best placement for solar panels or a way to move renewable resources to the best position depending on the season. They could write a report to the school governors to convince them of the investment in renewable resources, and even produce advertising for the public to explain the benefits of the changes.
Flipped learning
Flipped or reverse learning gives students an introduction to the learning materials before the lesson, allowing active participation and problem solving guided by teachers. It does require students to participate in home learning activities on time, although group work goes part way to solving this issue as most students will have completed the home learning. Learning materials may be presented as an online video, demonstration/ practical or documentary where students watch before lessons, and then in-lesson establish and discuss a conclusion from the learning. An example of flipped learning could be a series of practical videos on reactions of group 1 and group 7 elements as home learning. In class students can suggest trends and reasons for the results observed, perhaps making predictions for any elements not included in the videos.
Regular innovative learning techniques
When teaching a topic, rather than introducing a concept, posing a hypothesis, and then testing it as is usual in science lessons, try completing a practical first. Give students the instructions first, either on the screen/ board or printed, then allow them to complete the task as directed. Students can then discuss what they have done and establish the theme and the scientific concept based on their observations. This active learning technique engages students and allows them to develop their independent problem-solving skills.
Metacognition encourages students to think about thinking, to examine why they have made the conclusions or suggestions they’ve given. While giving the correct answers is important, developing problem solving, demonstrating the process of elimination to narrow down options and ingraining thought processes prepares students for independent and higher learning skills which they can use throughout their lives rather than just in lessons. For example, before telling them if they are correct or coaxing out a different response, ask students “why might it be that?” Or “what makes you think that?” Or “how do you know that?”
Peer teaching
When a topic area has a lot of content to learn, it can be challenging to make the lessons interesting. One method is to break up the content in smaller chunks and assign these chunks to different students. Each student can explore their chunk of content and feedback to their peers, either in person, via a written resource or by placing a document in a shared folder.
Kirsty is the founder of STEMtastic, an education consultancy with a focus on Science, Technology, Engineering and Maths
www.stemtastic.co.uk
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www.education-today.co.uk September 2022
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