Play Pedagogy, cont.

What is it?

“Playful Pedagogy is a way of integrating children’s play experiences with curricular learning, giving pupils the flexibility to find their own solutions to both new and existing problems.  It engages children in personally meaningful activities, learning about themselves and others, and encourages autonomy and their independent motivation-to-learn.“

(Play Scotland, 2021)

Key messages:

Play pedagogy looks different across the Early Level and depends on the child’s developmental stage.

In Early Learning & Childcare (ELC) settings:

• The child directs and is engaged in their own learning throughout the day (Leuven Involvement Scale).
• Long periods of free-flow play are uninterrupted, with the children having time to “wallow in their play” (Bruce, 2011).
• A free-flowing, high-quality indoor and outdoor learning environment (spaces–indoors, outdoors and beyond the gate) is the vehicle for learning, providing challenge, support and stimulation using open-ended resources.
• Through observing, adults respond in the moment to children’s interests and needs by enhancing and facilitating learning whilst considering the next steps (eg, sensitive interactions, Sustained Shared Thinking etc.).
• Intentional promotion is used to promote curiosity or extend learning.
• The role of the adult:
  • Knows the child emotionally and socially and values them as a capable individual
  • Has a good understanding of child development and how children learn
  • Has knowledge of the Scottish curriculum and key documentation
  • Assumes a flexible role in play situations – as observer, player and commentator

In Primary 1 and beyond:

Continuation of key messages from ELC plus the following:

• The balance moves from child-led to more adult-directed learning as the child develops.
• Children are engaged in deep and meaningful learning experiences for longer periods with less adult intervention and support, e.g. using strategies to deal with conflict without adult support, problem-solving, teamwork etc.
• Children have more agency to plan, resource and lead their own learning independently.
• As the child’s cognitive awareness develops, they better understand themselves as a learner.
• A high-quality learning environment allows for flexibility of spaces, experiences, and focused outcomes, all dependent on the child’s stage of development.
• Free-flow and regular use of outdoor spaces continues to promote playful pedagogy.
• Practitioners consider the curriculum and the best way of achieving its aims through a playful pedagogy, both indoors and outdoors.
• Practitioners support the child in articulating their learning and learning dispositions.
• Using their curricular knowledge, the practitioner is confident, valuing, observing and responding to children’s play experiences as they arise.

Ways we can do this:

Settings create a clear rationale for play and share this with all stakeholders.

In Early Learning & Childcare settings:  A combination of high-quality indoor and outdoor learning environments with a wide variety of open-ended resources that stimulate creativity and promote challenge, with supportive practitioners, responsive to the child’s needs.

In Primary 1 and beyond:  The environment, organisation of the day, snack, approaches to learning, trackers and documentation of pupil learning continue from ELC into Primary.  The environment and approach to learning MAY change over the year in response to the children’s stages of development.

The balance of child-led to adult-directed activities will change throughout the year, reflecting the child’s growing abilities.

Documentation of learning will change over the year as the child assumes more responsibility for recording.

The child will be encouraged to lead and direct their own play, learning, choosing where to work and who to work with.  The child will engage in discussions that help them understand how and why these decisions are important and how they are made (Additional information on play types can be found here: Sharing the Ambition).

The practitioner understands child development and how this links to curriculum experiences and outcomes.  The practitioner uses the Leuven Involvement Scale to assess the child’s involvement and wellbeing levels and how resources and spaces are used.  This information informs responsive support, changing and feeding into future planning for the child.

Feedback or plenary sessions with the whole group are used to share successes, highlight key learning and discuss strategies to support future learning, e.g. overcoming challenges.  Technology such as video and photographs can enhance this experience and make the learning more explicit and visible.

Careful consideration of how the school and classroom timetables are organised is essential.  Understanding SLT of the importance of protecting prolonged periods of uninterrupted time in Primary 1 ensures continuity of experience and positive relationship building with their teacher and classmates; this also allows the children to wallow in their play for extended periods.  Wellbeing must be prioritised at all times.

The practitioner shares the “Play in P1” philosophy with families and ways they can support their child.  Play and learning are shared responsively through Twitter, Facebook, or newsletters.

Transitions are planned and ongoing throughout the year (not just a few weeks before) to ensure the child has multiple experiences of new environments and new adults.

(Additional resources can be accessed on the Play Pedagogy padlet – see below)

Linked Areas of Practice 

Curriculum

Fluidity of Early Level

Independence

Making Learning Visible

Nature Pedagogy

Play

Play Pedagogy

Risky Play

Sensitive Interactions

Spaces

Tools 

Reflecting on Practice

SBC Guidance to support

National Guidance to support

Further Reading to support

Training to support

“Play Pedagogy” Michelle Matthews & Leanne Sweaton, SEIC