Dianella Primary College What Play looks like in our Early Childhood K-2 Teaching and Learning Productive Zone -Miller and Almon (2009), Walker (2011)
Laissez-faire Ample ‘free’ play but without adult support.
Before and after school Recess and Lunch (Spare Parts Play area) Intentional Play Based Learning Spaces in class rooms (un assessed) Garden Zones Imagination Zones (dress ups)
Child-initiated Play
Playful Instruction
Exploring a purposeful, Rich, experiential teacher engaging learning directed learning. environment through Scaffolded, holistic play with the active learning. presence of educators.
Opportunities for free choice play through Intentional Play Based Learning Spaces in class rooms (assessed) Garden Zones, Mia Mias, Green Learning Spaces, Imagination Zones (dress ups) STEAM - Coding, Robotics, Digital Technology, Engineering and Design Processes, problem solving through visual / kinaesthetic strategies (cross curricular) The Arts – Visual Arts Role Play (masks, toys) Physical Education and sport during recess and lunchtime.
Opportunities for free choice play through Intentional Play Based Learning Spaces in class rooms (assessed) Garden Zones, Mia Mias, Green Learning Spaces Curriculum Areas (linking student interest to topics and curriculum content, via Inquiry Based Learning Shared Reading, Speaking and Listening, Role Play The Arts – Visual Arts, Music and Drama. Physical Education sessions Jolly Phonics, Sound Waves and Paul Swan Maths Games for practising key skills taught in class STEAM - Coding, Robotics, Digital Technology, Construction, Engineering and Design Processes, problem solving through visual/kinaesthetic strategies (cross curricular) The Arts- Music and Drama.
Intersecting zones
Didactic
Highly structured teacher- led instruction with little or no exploration of play. ISTAR - Explicit Teaching Model Literacy and Numeracy Warm ups Guided Reading MiniLit Jolly Phonics Sound Waves