Philosophy of Play

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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


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