Learning
Through Play
‘What
the child can do in co-operation today
he
can do alone tomorrow.’
(Vygotsky
1934).
How
we will scaffold the learning in Belvoir
To promote good teaching through
scaffolding in a place where learning always proceeds from the known to the new.
To scaffold learning through using
appropriate instructional support, processes and language whenever learners
begin to approach a task and developing their abilities to meet the challenge.
To begin from what is near to the
learner's experience and build to what is further from their experience.
To start the learning with tasks that are
concrete, external and visible.
To guide the leaner from concrete
learning to abstract learning.
To develop competence in learners as they
engage in challenging tasks in which they can be successful.
To identify and built upon strengths
rather than accentuate weaknesses.
To engage learners in real everyday
activities that have purpose and meaning.
To gradually release responsibility to
the learner until the task can be completed independently.
To begin a learning journey on entering
the nursery and through play to progress at their own rate until they are ready
to enter Key stage 2.
Learning
Through Play
We
acknowledge that if children engage in play that is meaningful, worthwhile and
driven by their own interests there are many opportunities for high quality
learning across the curriculum.
We
acknowledge that play provides opportunities to develop creativity in education.
We
acknowledge that creativity is fundamental to successful learning.
We
acknowledge that being creative enables children to make connections between one
area of learning and another and so extend their understanding.
We
acknowledge that when structuring children’s play teachers must leave the
children freedom of choice.
We
acknowledge that if play is structured in such a way that children are given no
opportunity to select their own materials, space, time and playmate or to
develop their own ideas teachers defeat their object; the children stop playing.
We
acknowledge that for the teacher play based learning involves organising
provision in such a way so that children can choose where to play from a
selection of equipment and materials.
We
acknowledge that through choosing at playtime children develop the skills of
negotiating, planning, creating, investigating and reflecting.
We
acknowledge that in order to raise the status of play in our classrooms our
teachers need to acknowledge play as central to how young children learn.
We
acknowledge that quality play is consuming, challenging and motivating and
therefore provides a special climate for learning.
Children
at Play
In
their school-based-play children will use their first hand experiences.
Children
try out their most recent learning, skills and competencies when they play.
Children
make up rules as they play to keep control of their play.
Children
choose to play and cannot be made
to play.
Children
rehearse the future in their role-play.
Children
and adults play together, in parallel, associatively, or cooperatively in pairs
or groups.
Children
at play will be deeply involved and difficult to distract from their deep
learning.
Children
at play co-ordinate their ideas, feelings and make sense of their relationships
with their family, friends and culture.
Experienced practitioners
learn to judge when to become involved in children’s play and when to simply
observe and let children take the initiative.
It can be tempting to
over-organise or dominate the natural play in the classroom.
A balance has to be
achieved where structure and enrichment do not become control, and spontaneous
play is allowed to develop.
The classroom must offer a
rich environment that stimulates and encourages spontaneous play.
The practitioner’s role
is to observe, interact, and provide for the development and enrichment of play
activities.
Sometimes the adult will
need to join in the game; at other times they will simply observe and make a
mental note of how they might be able to extend the learning.
Occasionally adults will
need to intervene to help children to manage their emotions or actions within
the game.
Through this sort of play
children develop physically, cognitively, emotionally and socially.
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Play
Themes
Teachers
will plan their play through a popular theme or topic incorporating cross
curricular links.
Themed
play is most successful when:
It
comes from the child’s interests.
The
children contribute to the planning.
Parents
are informed of the topic and asked to contribute resources.
It
engages the children’s imagination and creativity.
Using
Mind Maps for Play
Teachers
and children will use mind mapping to explore possible activities on the
learning theme.
The
teachers and children will plan how they would set up the play activities in the
classroom.
Emotional
Intelligence developed through play.
We
believe that Emotional Intelligence is vital in increasing children’s life
chances.
The
teacher will allow the feelings of pupils to be owned, expressed and respected
in order that their Emotional Intelligence is gradually matured through play.
EI
in Belvoir will be inculcated through promoting learning programmes and
activities that develop self-awareness, social awareness, self-management and
managing relationships.
Learning Outcomes
in Belvoir.
To recreate environments and experiences.
To represent and develop creative and
imaginative ideas.
To increase vocabulary and language to
express own ideas.
To retell familiar stories and rhymes.
To make up their own stories and events.
To develop physical fine motor skills.
To increase knowledge about features of
the environment.
To work as part of a group, taking turns,
discussing and co-operating.
Development
of the schemes of work related to play
The detailed scheme will be developed as the new curriculum comes
online and training has been completed for each teacher.
Teachers will adapt their structured play from 2006 onwards.
Short term schemes will record learning through play activities.
The Outdoor
Learning Environment
The Playground
We have turned
a plain tarmac playground into an exciting games area with puzzles, trails and
other games.
This has
created a stimulating feature at the entrances to the school.
Children have
opportunities to develop the skills they need for life, whilst having fun in
Belvoir.
The area will
be used for play-based learning.
This attractive outdoor space enables children to take an interest in
sport & games and thereby helping them to enjoy a healthier lifestyle.
The facilities provide the perfect opportunity to learn about inclusivity
and diversity through sport and play.
Our playground facilities are also a valuable resource for the wider
community.
The Sport’s
Field
Our
grassy play area will be fully integrated into all curricular areas for play.
Climbing Frame
The
climbing frame will be used both by
Nursery children and Primary 1 pupils as an outdoor play facility.
The
forest will be used as an outdoor play facility and will be fully integrated
into all curricular areas for play.
Resources and
Equipment to Acquire
§
builders
tray or other plastic shallow trays of various sizes
§
shoe
boxes in which to create environments or for storage
§
mark
making equipment to make signs and labels
§
people
reflecting cultural diversity
§
transport:
train set and track, cars, lorries, vans, diggers, caravans, boats, aeroplanes,
spacecraft
§
garage,
doll's house, farm, airport, castle, village etc
§
creatures:
sea life, jungle and farm animals, domestic animals and pets, insects, dinosaurs
§
books,
photographs, posters etc to stimulate and challenge
§
carpet
tiles and artificial grass as bases
§
plastic
trees, pondweed, imitation plants
§
natural
materials e.g. growbag, twigs, small logs, leaves, stones, flower petals, rocks,
shells, gravel
§
miniature
items e.g. sand utensils
§
playmats,
glass nuggets, soap flakes, ice, salt, sponges, coloured paper shredded paper,
tinfoil.