April 6 2010 PCS Play Based Learning

Why are We “Saving the Day for
Play”
For All Children?
www.ascy.ca
The Importance of Play
Early Years Study 2: The Long Reach of
Childhood (pg. 49)
• Expands intelligence
• Is a testing ground for language and reasoning
connecting to the challenges children face in school,
such as literacy, math and science concepts
• Stimulates the imagination, encouraging creative
problem-solving
• Helps confidence, self-esteem, sense of strengths and
weaknesses, and a positive attitude towards learning
• Is a significant factor in brain and muscle development.
www.ascy.ca
The developmental literature is clear: play stimulates physical, social,
emotional, and cognitive development in the early years.
Children need time, space, materials, and the support of informed
parents and thoughtful skilled early childhood educators in order to
become master players. They need time to play for the sake of playing.
Jane Hewes(2006) Let the Children
Play
www.ascy.ca
Play has been recognized by the
United Nations High Commission for
Human Rights as a right of every
child.
American Academy of Pediatrics 2006
• Play is essential to development as it
contributes to the cognitive, physical,
social, and emotional well-being of
children and youth.
www.ascy.ca
68 poor children randomly assigned to:
Direct Instruction - Teacher-directed
script with child “lines” focuses on
academics.
High/Scope - Children learn actively
through plan-do-review and group times.
Nursery School - Children learn through
play.
www.ascy.ca
5
Ready to Learn
(Kindergarten entry IQ of 90 or
more)
100%
80%
60%
91%
68%
70%
40%
20%
0%
High/
Direct
Instruction Scope
Direct Instruction
made 9 out of 10
children
intellectually ready
for school; childinitiated-activities
made 7 out of 10
ready.
Nursery
School
www.ascy.ca
6
Direct Instruction
High/Scope
Nursery School
Identified as
emotionally
impaired
47%
6%
6%
39%
Arrested for a
felony by 23
0%
10%
17%
10%
20%
30%
40%
50%
www.ascy.ca
7
www.ascy.ca
04-175
Key Findings from the
Abecedarian Project
18 Months to 21 Years Old
Intelligence (IQ)
Grade repetition
Reading and math skills
Special education
Social competence
Teen pregnancies
Years in school
Smoking and drug use
Full-time employment
Ramey et al., 2000
www.ascy.ca
Play Under Siege
• Play is being replaced by lessons targetting
Cognitive Development “Cognitive Tyranny” with
the push of standardized testing
• This philosophical change is a result of the lack
of academic achievement on scores in
elementary EQAO
• This pressure has been trickling down to Early
Childhood Programs for a number of years
(Literacy, Numeracy, Cognitive Realms)
• In general, today’s children have more money,
toys and accessories but they also have less
freedom
www.ascy.ca
Lifestyle changes have brought about a
crisis for children and play – Play is not a
simple matter for many of today’s children.
www.ascy.ca
Over-scheduling and over-facilitating
• Studies have found that the average child’s
free time has dropped from 40% to 25% of
their day
• Children today are in formalized, scheduled,
adult-driven activities earlier than ever before
• Play has become stressful and expensive
• Play with peers often takes place in adultarranged play groups – highly supervised by
adults
www.ascy.ca
The Work of Play
www.ascy.ca
Play….
•
•
•
•
•
Concrete
Constructivist Approach
Social
It comes naturally
Engages all senses and multiple skills at
the same time
• “Lights up” the brain
www.ascy.ca
Inner Work
►Emotional Development / empathy /
perspective-taking / self-control / building
relationship
• Play provides opportunities for developing
the pathways necessary for interpersonal
skills and resiliency
www.ascy.ca
Is every child known full and
well?
• Videatives… Teddy
www.ascy.ca
Saving the Day for Play… what is required?
www.ascy.ca
Ontario’s Early Learning Framework
A planned
curriculum,
including play,
supports
early learning.
Early learning
thrives when
respect for diversity,
equity and inclusion
are practiced.
Play
is a means
to early learning.
Six Core Principles
of child development,
early learning & care
The early years
set the foundation
for lifelong learning,
behaviour and
health.
Early learning
depends on the skills
of knowledgeable,
responsive and
reflective ECE’s.
Partnerships with
families and
communities
strengthen
early learning.
www.ascy.ca
Play…..
Play
is a means
to early learning.
Six Core Principles
of child development,
early learning & care
www.ascy.ca
Aligning with “Play” Principle
• Educational background of ECEs
• Philosophical beliefs of ECEs
www.ascy.ca
www.ascy.ca
Play in Practice?
• Environment for play?
• Time for play?
• Value of play as revealed through roles
undertaken by the ECE?
• Videatives – Math in blocks – tea party
www.ascy.ca
Knowledgeable, responsive,
reflective ECEs
Early learning
depends on the skills
of knowledgeable,
responsive and
reflective ECEs.
www.ascy.ca
Partnerships with families and
communities
Partnerships with
families and
communities
strengthen
early learning.
www.ascy.ca
Aligning with “Partnerships”
Principle
• Educational background of ECEs
• Philosophical beliefs of ECEs
www.ascy.ca
Challenges and opportunities
• We can reconsider how parents are
engaged.
• For some programs, there are limited
opportunities for engagement with
community partners.
• What evidence of learning are we
providing for parents and others?
• Opportunity to promote play as a means to
early learning.
www.ascy.ca
Sometimes learning doesn’t stick
on the fridge with a magnet.
ECEs have an
opportunity to make
children’s
development and
learning more
visible to others.
www.ascy.ca
Respect for diversity and inclusion
Early learning
thrives when
respect for diversity,
equity and inclusion
are practiced.
www.ascy.ca
A planned curriculum……
Intentional, Responsive Planning
A planned
curriculum,
including play,
supports
early learning.
Observe & document
Reflect
Implement
& Adapt
Plan
www.ascy.ca
Intentional Responsive Planning
•
•
•
•
•
Relationship – “play partner” / collaborator
Observation
Reflection from multiple perspectives
Continuum of development
Adaptations in the environment and
through implementation.
• Document…all children and their families
are known by their assets.
www.ascy.ca
Challenges
• Evidence – What measure? For whom?
For what purpose?
• Role of the professionals – Who does
what? And how?
www.ascy.ca
A planned curriculum……
Intentional, Responsive Planning
A planned
curriculum,
including play,
supports
early learning.
Observe & document
Reflect
Implement
& Adapt
Plan
www.ascy.ca
The Continuum of Development
•
A guide that identifies sequences
of development
•
Supports a planned curriculum
that is responsive and relevant for
individual children and groups.
•
A base for observation and
discussion of children’s growth
and learning.
•
A tool to converse with families
and others about children’s
growing skills.
• Is not a locked step,
universal pattern of skills
that should be achieved
according to a specific
timetable.
• Is not a curriculum.
• Is not a tool to assess
children’s progress
against benchmarks.
• Is not a screening tool to
identify developmental
difficulties.
www.ascy.ca
Five domains of ELECT provide
lenses to view development
Social
Physical
Emotional
Play
Cognitive
Communication
Language,
Literacy
www.ascy.ca
Play
Cognition
Communication
Language,
Literacy
Physical
Play
www.ascy.ca
Play
Sensory with accessories to support Cognitive /numeracy,
and physical / fine motor
Some/all: Determining quantity – comparing quantities (P)
Cognition
Some / all: Preschool: Using new words in play (P)
Communication
Language,
Literacy
Some / all: – sensory motor discrimination – using hand-eye
coordination to pour, dump and fill (T)
Physical
Opportunity for 1: Pulling self to stand, stand with support
Some /all: Peer Group Entry – observe before entering play
Emotional
Opportunity for 1: Emotional – showing pleasure in mastery
www.ascy.ca
Thank You
• For more information about the Early
Learning Framework visit
www.ontario.ca/children
• Lois Saunders, ELF Consultant
lsaunders@ascy.ca
www.ascy.ca