Provocation: doing activates thinking. An active learning environment promotes capable and competent learners who can independently inquire and discover through play.
Two years ago we inquired into playful pedagogies and the structures of schooling. We developed an understanding of the importance of play beyond the common definitions of ‘playful’, ‘imaginative’ and ‘fun’. We reflected upon our practices and formed a shared position on the purpose of play and the use of breaks to support learning and development.
The definition of play is broad. Play includes social games, pretending games, games involving playing with objects, indoor and outdoor play, pretend, authentic, traditional and free play. Playing “in nature” supports children to develop physical skills, social skills and manage risks. Play is:
- essential to a child’s holistic development and wellbeing.
- important for learning and supports cognitive, physical, social and emotional development.
- a foundation for the development of abstract and scientific reasoning.
Play is a fundamental human right for all children, regardless of age, gender, culture, social class or disability. This must be reflected in a range of play environments that offer children, who are otherwise disadvantaged, with experiences that help improve their quality of life. (2012, Gleave and Hamilton).
Extended unstructured “free play”
Research consistently documents that unstructured play has an important role in the school day, and has benefits for children’s cognitive, social, and physical health. Unstructured, free play supports children to develop social skills including team work, turn taking, sharing and conflict resolution. When children initiate their own play they can engage in decision making, problem solving and self-regulation.
Unstructured break time with the freedom to play away from intensive adult supervision is beneficial for children’s learning and development. Whilst unstructured play can be a time when social issues arise there are many positive benefits. Providing opportunity for children to play independently within a safe environment uninhibited by adults promotes creativity and social competence. There is a great value in providing undirected play opportunities; when play, social interaction and physical activity “are included, children chase one [an]other, challenge each other… make up games… all the while becoming more fit, imaginative/innovative, and socially competent” (Jarrett, 2015).
Play in natural environments is viewed as potentially more complex, imaginative, self-determined and ‘playful’, compared to play in indoor environments, notably in schools and preschools, where play is often constrained by adults’ agenda (Brooker and Woodhead 2013).
Playful Pedagogy
Through a pedagogy based in play and inquiry educators design learning to provide opportunities for children to be:
- Engaged
- Communicating and collaborating Powerful learners
- Inquiring
- Having fun
- Creating
- Directing their learning
- Problem solving
- Exploring and discovering
The questions and steps are not predetermined for the student; with the aim being for the children to work harder than the teacher.
Playful contexts are incorporated within the learning program with the intention of promoting social competence, literacy, numeracy, creative and critical thinking and cognitive development. Children are involved as participants in their learning and have a sense of agency and control in their own lives. Active learning environments enable greater opportunities for children to engage in learning. Natural breaks, incorporated as a part of the daily program, are used to engage children with social, emotional difficulties and complex/challenging behaviours.
Our inquiry resulted in:
- clearly stated beliefs that underpin successful practice.
- shared definitions of play and playful learning to support teaching and learning.
- an appropriate balance between proactive planning for children’s play guiding and nudging their learning and respecting children’s autonomy to play without interference.
- consistency, continuity of learning, improved engagement and a consistent approach to high quality practice.
Children with a sense of wellbeing and belonging are highly involved in their learning. They undertake complex and creativity thinking are persistent engage with deep learning and become powerful learners.
Opportunities for structured and unstructured play are incorporated in to the daily program alongside opportunities where children can make choices during their day.
Playful learning is collaborative, engaging, occurs within and beyond the classroom, and is joyful.
Provocations for teaching & learning 