Creating order from the chaos in a play based environment

Kindergarten Advisory Support Service Creating order from the chaos in a play-based environment

Foreword I am pleased to introduce Creating order from chaos in a play-based environment.

While we are not presuming that a playbased environment creates chaos, this guide addresses common confusion about play-based learning environments and how to manage them effectively to assist in eliminating any potential chaos that may occur.

This guide will demonstrate that the National Quality Framework (NQF) allows teachers and educators to be creative and purposeful in establishing play-based learning environments.

By understanding and applying the concepts outlined in this guide, a service can be transformed from what appears to some as a seemingly chaotic space into an ordered environment which enhances positive learning outcomes for children.

It is important for teachers and educators to develop strategies that work for their service, management, children and families. Therefore, this document is not prescriptive, but, instead, more of a guide that helps to unpack the requirements in a clear and concise manner.

Creating order from the chaos in a play-based environment is based on the successful Kindergarten Advisory Support Service (KASS) workshop of a similar name and was provided to all long day care services in Queensland free of charge. KASS is a service operated by Australian Childcare Alliance Queensland (ACA Qld) and is proudly funded and supported by the Queensland and Commonwealth Governments under the National Partnership Agreement on Early Childhood Education.

Gwynn Bridge Chief Executive Officer Australian Childcare Alliance Queensland

I hope this resource will assist you and your service, and is the starting point for improved quality ratings, happy parents and of course happy children.

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About the Authors Pam Maclean Pam Maclean, the Principal of Child’s Play Consultancy Services, is renowned for her integrity and professional approach with over 30 years working in the early childhood education and care sector.

Pam has expertise in service and playground design, professional development and mentoring of staff and auditing services to ensure optimum outcomes. She has a particular interest in arranging service space layouts to increase their appeal and positively affect children’s behaviour.

Pam was the principal presenter in the three most recent Kindergarten Advisory Support Service (KASS) state-wide workshop series and has been engaged by Australian Childcare Alliance Queensland (ACA Qld) to provide professional development and mentoring to services in 2015.

Pam holds a Master of Education (Educational Leadership).

Further information is available at www.childsplayconsultancy.com.au

Linda McConville Linda McConville is the Operational Project Manager of Kindergarten Advisory Support Service (KASS) which is operated by Australian Childcare Alliance Queensland (ACA Qld).

Linda is a registered teacher with a wealth of knowledge and experience from her 30 plus years in early childhood teaching which includes teaching in primary, pre-school and kindergarten, the long day care sector as Director of both rural, remote and metropolitan services and for many years as a validator with the National Childcare Accreditation Council (NCAC).

As the project manager for KASS, Linda supports all long day care services and teachers across Queensland with the Queensland Kindergarten Funding Scheme (QKFS) and implementation of quality kindergarten programs.

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Contents Foreword 1 About the Authors

2

What is play-based learning?

4

What is a play-based learning environment?

6

How do I manage a stimulating play-based environment?

7

How can play-based learning help me develop positive, beneficial relationships with children, families, community and between team members?

10 How can I engage and build on families’ understanding of the NQF in a playbased environment?

11 Indoor/Outdoor programming – what does it mean and how do I implement it within the service?

12 References 14

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What is play-based learning?

The EYLF definition of play-based learning is: ‘A context for learning through which children organise and make sense of their social worlds as they engage actively with people, objects and representations.’

A play-based environment is one in which children learn naturally from play and everyday experiences. It allows children to discover, investigate, create, imagine, try out ideas and ask questions under the guidance of purposeful educators and teachers.

In some previous approaches to learning, teachers delivered highly structured, teacherled programs, with educators acting as the organisers and decision makers. The focus was on scheduled activities rather than learning outcomes, with less attention paid to specific knowledge, skills, understanding, and dispositions. The NQF addressed this deficit with a play-based learning approach that focuses on each child and how they learn.

Play-based learning provides choice and flexibility. We can be more responsive to children’s needs and interests. This approach allows us to form positive learning partnerships with children and families. There are still learning outcomes to achieve, but we now share the responsibility in a learning relationship, of furthering the children’s learning and development where both adult and child have intent to learn from each other (EYLF, page 46).

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We share the planning with children, and work in partnership with families, actively involving them in their child’s learning. The EYLF states that “viewing children as active participants and decision makers opens up possibilities for educators to move beyond pre-conceived expectations about what children can do and learn” and “children thrive when families and educators work together in partnership to support young children’s learning” (EYLF, page 9).

Play-based learning allows us to better understand each child. This approach emphasises achieving specific learning outcomes rather than focusing on planned activities. This means we can better focus on the achievements of each child, small groups or the whole group. In striving to develop a love of learning in children, we embark on a shared journey of discovery – imagining, creating, questioning, seeking answers and sharing excitement in the new and intriguing.

Incorporating a play-based learning approach encourages the development of confidence, resilience and persistence: all essential life skills.

Learning Outcomes The funnel diagram below demonstrates the ongoing relationship between key elements of a play-based learning environment: families, community, educators, children and the program itself.

Families Communities

Teachers and Educators

Children as Learners

Program Content

As teachers and educators, we develop relationships with children and, together, we create environments where learning occurs.

We relate learning to content and outcomes from EYLF, QKLG and the Continua of Learning and Development. In play-based programs, the combination of people and content work together to create meaningful relationships.

Each partner in the process has valid ideas to contribute.

This is a dynamic relationship that grows and develops over time. As the relationship develops, it will be enriched by knowledge of each other and how learning works best for each child. We are required to be facilitators of learning and be responsive to changes as they occur for each child or family.

To achieve positive learning outcomes, it is important to understand what play-based learning is and how to facilitate it in our own setting. This means that we need to understand the bigger picture and how our team works together. Maintaining cohesive teamwork will help to achieve this, and will support our program and reduce stress in the workplace.

Learning Outcomes Achieved 1,2,3,5,6

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What is a play-based learning environment?

A play-based learning environment is an environment that is nurturing, stimulating, yet also open-ended.

It is an environment where children are able to select and explore a range of experiences, discover environmental concepts and make connections, while, at the same time, developing their interests alone or among peers. In order to fully understand a play-based learning environment we need to acknowledge that learning is an active process involving engagement of children and teachers. The EYLF (page 45) defines an ‘active learning environment’ as one in which: ‘children are encouraged to explore and interact with the environment to make (or construct) meaning and knowledge through their experience, social interactions and negotiations with others.’ A playbased learning environment encourages active learning; with educators playing a crucial role in encouraging children to discover deeper meanings and make connections among ideas and between concepts, processes and representations. This requires us to be attuned to children, engaging with children’s emotions and thinking.

Play-based learning environments: • Stimulate and offer open-ended exploration • Include skilful teachers and educators who know when to step in or step out of events • Find a balance between child initiated/directed and teacher-guided learning • Invite and include meaningful involvement of families and the community in children’s learning beyond simple greetings and drop-off and pick-up chats.

The teacher’s role in play-based learning environments We build on children’s knowledge and understanding using routines, play experiences, spontaneous teachable moments, and our own knowledge of children and families.

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Skilful teachers and educators use these aspects throughout the day to encourage children to achieve learning outcomes – either as individuals, small groups or whole groups. Skilful teachers are not directive in their approach; rather, they are intentional, thoughtful and purposeful. “Intentional teaching is an active process and a way of relating to children that embraces and builds on their strengths” (QKLG, page 79). There are many intentional teaching practices which are important to familiarise yourself with. These can be found on page 63 of the QKLG, Appendix 1: Intentional teaching practices. Intentional teaching is also one of the practices described in the EYLF. Intentional teachers are aware of when to step into and out of children’s experiences, and how to facilitate exploration by providing materials that allow children to inquire, hypothesise, debate and negotiate their own learning journeys – alone or with peers. We aim to be this kind of educator.

It is important that we make use of ‘teachable’ moments to extend children’s thinking and understanding. In doing so, we acknowledge children as competent learners and promote independence.

We need to build on our knowledge of individual children to inform and enhance future programs.

We use play-based learning to build children’s understanding about important social issues such as fairness and equity. This includes promoting and modelling positive interactions and relationships and supporting the inclusion of all children in play.

It is our responsibility to provide a rich environment where open-ended learning may occur, and where ideas are encouraged and explored freely.

How do I manage a stimulating play-based environment?

To successfully manage a stimulating play-based environment, it is important to consider our approach with children, to identify the kind of teacher we desire to become and the elements required in establishing an effective play-based learning environment.

This is an ongoing part of the reflection process we all go through when we work with children, and one which leads us to become more selfaware teachers.

Teachers’ impact on play-based environments As teachers and educators, we are great influencers and we have a responsibility to see that our influence is positive and supportive in the play-based learning environment. We set the tone, and both families and children take their cue from us as to what is acceptable and what is not in terms of behaviour. We establish the physical environment and are responsible for ensuring it is appropriate for the children in our care. As teachers, we must be very aware of this influence and temper it with consideration of others’ needs and expectations.

We play a crucial role in establishing the tone of the relationships forged with families and children, the pace, and the short and long-term goals for the environment. We are responsible for the tone of the learning space.

Teachers are expected to: • Actively listen to and support children’s ideas • Respond to children’s needs and cues

The social and emotional atmosphere of the room depends on us, and the way in which we encourage interaction and positive social behaviours. Genuine engagement and positive, respectful relationships with children are necessary to create a learning space where children can grow and learn with confidence.

“Relationships are the foundations for the construction of identity – ‘who I am, ‘how I belong’ and ‘what is my influence’ (EYLF, page 20).

Physical space and layout – indoor and outdoor Along with the social environment, the physical layout of play spaces contributes enormously to outcomes experienced or achieved. A poorly planned play space can present a huge hindrance to our program goals. It will impact negatively on everyday activities and cause us, and the children, a lot of frustration and anxiety.

In a poorly planned space, flow of movement is not sufficiently considered and the space becomes a battleground, with us taking on the role of chaos control. ‘Flexible arrangement of furniture and equipment together with openended materials encourage children to become flexible thinkers and investigators’ (NQS, Element 3.2.1).

• Act as a positive role model • Offer children choices about their day and how they spend it • Actively involve children in decision making (the child’s voice) • Encourage children to work together to resolve differences.

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To ensure your space is welcoming and facilitates play-based learning it is important to consider: • The physical space and layout • What you and the children do in the space (including child and family input into the space) • The resources we make available • Whether the current layout of space supports the program.

We often feel challenged by the ordeal of arranging the space appropriately. Part of the difficulty is finding the time to undertake the task. It may help to draw a plan with the children as we discuss their ideas and how we may like the room set up. Consulting the children and asking for their input demonstrates that we consider them to be capable and competent, which is important in building confidence. The same process can be followed to plan outdoor play spaces. The main point is that, together with children (and parents), we have made decisions and produced a plan that we can work towards. Standard 3.2 of the NQS is about the environment being inclusive, promoting competence, independent exploration and learning through play. EYLF also states that ‘“environments……..cater for different learning capacities and learning styles and invite children and families to contribute ideas, interests and questions” (EYLF, page 15).

When planning the layout of the learning space, consider the flow of movement within the space and the accessibility of materials and resources. Include natural items in the space, as research indicates that having plants in learning environments leads to improved health, concentration, problem-solving skills, behaviour, and academic performance. Research highlights an emphasis on the benefits of live plants and other natural items in the room as discussed in Quality Area 3 of the NQS. Quality Area 2 is also supported when children’s health benefits are considered.

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How to address the challenging times An important aspect of success is to find the balance between being organised and flexible.

The key to achieving this is to methodically assess each element of a typical day, such as arrivals, group time, and meal times. We need to determine which of these times we currently manage well, and which ones we find challenging. Select the worst of the troubling times and address it first. We can effectively tackle one issue at a time; too many areas of change are confusing for children as well as being difficult to maintain consistently. Once you have addressed the most troubling issue, deal with the second worst and so on down your list.

If one or more elements of our environment are not working well, there are some strategies we can use to correct it. Examine the flow of a typical day and how the children move about in and use the space. The key to a wellrun room is juggling multiple components.

This includes successfully taking care of the physical environment and layout, managing the relationships in the room, setting realistic rules and goals with children, and actively including families.

Depending on the issues identified we might need to: • Learn more about transitions, mat times or managing meals • Learn how to create visually appealing displays/interest areas • Focus on social skills between children and model these skills, ensuring we discuss feelings, co-operation, negotiation and respect • Actively promote calming or soothing strategies and encourage children to recognise when they need to self-regulate behaviour or seek help to manage upsets.

It is important to recognise that we are the ones who are best able to identify and resolve these issues. We need to be flexible and to look at how we may have contributed to the current situation

and what we can do to improve things. It is up to us to break the unhelpful pattern of behaviour and bring about change in our environment.

Room rules and expectations To help address challenging times, we work with children to develop simple room rules and expectations. As a group, everyone should agree to take responsibility for following these rules; reminding each other until it becomes the natural pattern of behaviour. When children feel their contribution is valued and respected and they can take some ownership over the decisions, they are more likely to understand and follow the rules and to remind others. It is also important to consistently remind children why the rules are in place and what is expected (that is, to keep everyone safe and happy).

To ensure the rules are understood and followed, reminders are essential. We can reinforce the rules by: praising children’s efforts to follow them, reminding children during mat or small group chat times, informing parents of the rules verbally and via newsletter, and displaying the rules visually throughout the service.

By displaying visual reminders around the service, we can encourage children’s involvement, while, at the same time, consistently reinforcing our expectations.

Encouraging children to help make signs and displaying the rules creates opportunities for numeracy and literacy. They will enjoy the learning process and will take great pride in the resulting signs they helped to create.

We may include children’s drawings or photographs of various body parts on the signs to explain some concepts. For example, we could photograph children’s hands to demonstrate a rule about hand washing. Include parent involvement in this process by inviting parents to guess which hands are their child’s.

This serves to remind the parents of the rules, and ensures that everyone understands the reasons behind them.

Encouraging parent involvement and understanding is essential in ensuring the rules are discussed at home and consistently delivered in the service. It is essential that we inform parents both via newsletters and verbally, and explain the processes we are undertaking so they can reinforce positive messages at home.

We can use this process to involve families and build stronger relationships with them at the same time. This will help fulfil QA6 and will make our routines and management of the room part of our program.

With regular reminders, the rules we choose to implement will become habitual behaviour. We need to remember that children learn by doing, so the more the behaviour is repeated, the sooner it will become natural to them.

Why not try this approach?

This simple and practical approach will take time, commitment and patience from the room team; however, it will work if it is consistently implemented. It is important that we trust ourselves to let go of the reins a little and allow the children to play a more active role in managing their day. This will result in the children developing greater independence, confidence, and the room will become a happy and constructive place of learning.

By tackling the worst issue first, we start to overcome the biggest challenge involved in changing our own behaviour patterns and the way we manage our play-based learning environment. The steps we implement will also change those not-so-positive behaviour patterns that may have become habit. This process creates a trickle-down effect, since behaviours that have already improved make it easier to resolve subsequent issues. More positive learning outcomes can and will be achieved in the room once these issues are resolved.

As we improve our management of the playbased environment, we actively create a systematic approach that increases meaningful time with children. Once those aspects are

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addressed, social behaviour settles, routines become calm, transitions are smooth, and mat and meal times are interesting periods each day when ideas are exchanged and discussions on a wide range of topics are held. All these measures will enhance the amount and quality of time spent with children, and each day will be far more enjoyable and positive.

• Being positive and working out priorities • Working through each challenge in turn, starting with the worst • Involving children in decision making and problem-solving processes • Being consistent in the development and implementation of rules and expectations.

Remember that the key elements of managing a stimulating play-based learning environment are: • Recognising that it is up to us to identify and resolve any issues (through reflective practices)

How can play-based learning help me develop positive, beneficial relationships with children, families, community and between team members?

Children’s play offers many open-ended opportunities for us to participate in the learning that occurs.

Kindergarten programs that offer a play-based learning environment recognise the role that parents play as their child’s first teacher and nurturer. Parents, children and teachers are partners in the learning journey. We should actively seek to build positive, meaningful relationships with parents and children beyond the usual greetings and polite interaction on arrival and departure. Strong teamwork and a supportive work culture enhance programs that are offered and promote goodwill in the community. It is important to recognise that interaction between the service and community organisations promotes greater understanding of what early childhood education is all about

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and the important contribution we all make to the future of our communities.

By implementing a play-based learning approach, we meet the expectations of the NQS by developing strong relationships with children, families and the community. The play-based learning process links to EYLF Principle 2; QKLG Perspectives and Principles: engaged parent and child; and QA5 and QA6.

Remember: positive, reciprocal, genuine and meaningful relationships form the foundation for everything we do in our daily life (essential life skills to promote with children).

How can I engage and build on families’ understanding of the NQF in a play-based environment?

By incorporating a play-based learning environment we are actively involving parents in their child’s learning.

To encourage families to learn about the NQF we should: • Communicate clear, meaningful information that is relevant to families • Share information about children’s learning using clear, uncluttered visuals. Invite comment and have family members record this or to write it down yourself before you forget • Create resources with children to share information • Invite parent and community participation in specific events – not just to attend but also to help with planning and implementation.

Follow-up on any participation so families are encouraged to contribute again • Extend family involvement whenever you can – even in simple ways • Develop meaningful ongoing projects and involve family members and local community groups whenever possible • Document all activity for your NQS/QIP expectations.

We are often asked: how do we ensure families value what we do, and how can we be advocates for our work with children? All of the above does that for us.

Why not try this idea? Parent portfolio To build on families’ understanding of the NQF, we can develop a portfolio for parents that introduces our room team and explains the QKLG, NQS, EYLF and service philosophy in simple terms. To make this resource as engaging as possible, you can include interesting A4-size posters about your

program and their role in it, as well as photos of posters about room rules, safety and care routines, and work samples with explanations about the value in what children do as they play and learn.

There are many other things you could include in these portfolios; try to use your creativity to make the resource as appealing as possible. You may also wish to include ideas for indoor and outdoor activities for families to enjoy with children. By including outdoor items in the portfolio, you will help parents understand the value of your outdoor program.

This approach will assist in assessment and rating, as it is evidence of how we communicate with parents about the program (QA1), the value of experiences offered, and how we ensure children’s safety and well-being (QA2). Quality areas or learning outcomes can be easily included; however, we need to make sure that we do not include too much jargon since this will make it less appealing for parents. To ensure best results and highest level of interest, it is important that we keep the portfolio light but informative. This is a great way to advocate for what we do.

The portfolio can be a wonderful resource that we can use over and over again, so update it regularly with items of interest as they occur. The portfolio should be easily accessible to parents – have a hard copy of it available in the service, as well as an online copy on the website. If the portfolio is appealing and information is easy to remember, it will become a valuable method to educate parents about the NQS and how it relates to a play-based learning environment.

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Indoor/Outdoor programming – what does it mean and how do I implement it within the service?

Whether we include this in our service approach will depend upon several considerations including: • Layout of the service – access from both areas • Service philosophy – does this approach match the service philosophy?

• Input of children, families and other educators – do we want it?

It is important to remember that in a play-based learning environment: • Children still need to follow rules and be respectful of others • Educators will still intentionally teach and express delight at new discoveries • We still need to offer ideas and materials as required, as well as guiding, questioning, and exploring concepts with children

• Number of educators in the room – if you are on your own it can be difficult to implement.

• Be available for comfort or conversation as you continue to build caring and supportive relationships with children

Some ideas you could consider are:

• Teachers should provide open-ended comments to guide at times, and step back and enjoy the journey at other times

• Make use of a veranda or courtyard area where you can still observe activity • Have regular open rooms where children can visit other age groups freely for a period of time.

Whether it is implemented or not, it is important to remember that indoor and outdoor environments should not be seen in isolation but as complementing each other.

Element 3.2.1 states that: ‘Indoor and outdoor environments offer significantly different, yet complementary, experiences and should be given equal focus and attention.’

Whatever decision is made it should be reflected in the service philosophy, parent handbook and the program. Don’t forget to document the decision-making process and link it to the NQS, EYLF, and QKLG.

• We should provoke further thinking • There is still a requirement for thoughtful planning and intent for the program – an adhoc approach is not desirable “Play-based approaches require intentional planning and teaching in order to support and extend children’s learning” - Learning and Teaching through Play-Supporting the Early Years Learning Framework by Anne Kennedy and Lennie Barblett

We are great influencers of children, so what we say, do, or indicate to them will affect the outcomes they achieve. As teachers and educators, we have a responsibility to be careful and thoughtful in how we deal with children at all times because our actions can have farreaching consequences and influence. Give some thought to this as you consider your playbased learning environment.

If we follow these simple guidelines, we will have created ‘order out of chaos’ which will result in a positive learning environment and outcomes for all.

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It’s easy as play, isn’t it ?

Something to think ab

out…

I have come to the frighte ning conclusion I am the decisive eleme nt in the classroom.

It is my personal appro ach that creates the clim ate.

It is my daily mood tha t makes the weather.

As a teacher, I possess tremendous power to ma ke a child’s life miserable or joyous.

I can humiliate or humo

ur… hurt or heal.

In all situations it is my response that decides whether a crisis will be escalated or de-escal ated and a child will be humanised or dehumanised - Haim Ginott (1972) Haim Ginott (1922-1973 ) was a clinical psycholo gist, child therapist, school teacher, parent educator, and author wh ose work has had a substantial impact on the way adults relate to children.

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References Australian Children’s Education and Care Quality Authority (2013), Guide to the National Quality Standard.

Australian Government Department of Education, Employment and Workplace Relations (2009), Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Canberra: Commonwealth of Australia.

Queensland Studies Authority (2010), Queensland Kindergarten Learning Guideline.

Brisbane: The State of Queensland.

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Notes

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Notes

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Disclaimer Users of this publication should understand that the material has been developed to support the operation of a kindergarten program in long day care services. All possible endeavours have been undertaken to ensure that the material is correct at the time of publication. Users should make independent efforts to validate any or all information obtained from this publication.

No individual, organisation or otherwise should reproduce the material without the express written consent of Kindergarten Advisory Support Service (KASS) and/or Australian Childcare Alliance Queensland (ACA Qld). As with all professional material, before relying on the content in this document, users should consult with other professionals and their management.

Date of publication: June 2015 Kindergarten Advisory Support Service (KASS) Unit 11/6 Vanessa Boulevard Springwood Qld 4127 PO Box 137 Springwood Qld 4127

e: info@kass.net.au t: 1300 4 KINDY f: (07) 3808 2466

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Kindergarten Advisory Support Service www.kass.net.au