I am currently undertaking some educational research on play-based learning as it is without a doubt my biggest passion! If you have a spare 15 minutes and fulfil the criteria (qualified teacher in Queensland, teaching the early years) please take the time to complete my survey.

Survey Link

https://limesurvey.mq.edu.au/index.php/428589?lang=en

In a 21st Century classroom digital media and technology play a huge part in all areas of learning. Digital media can be used as a pedagogical tool for presenting content. It can be used as a means for assessment and it can be used as a way to communicate ideas. The following blog post explains various digital media options and explains ways they can be used in the classroom as well as how they support Indigenous Education, following on from my previous blog entry.

I have learned so much about Indigenous Education through the course of my studies, particularly around the significance of building relationships with local community members and Elders to enable cultures to continue to live on within today’s communities. The following various digital media options can be implemented and adapted for all areas of learning in our classrooms.

Digital Escape Rooms

This is such an easy to create, yet very engaging piece of digital media. You have the option of using google docs or One Note. I have been using this process with a group of students that are part of my extension English class. The students have created narratives as their content and devised puzzles, riddles and codes that require solving for each section of their escape room. Following this, they are using One Note (the school’s preferred platform) to create each section and add password protection. This enables the user of the escape room to have to solve the puzzle/problem/riddle and only proceed with the escape room if they input the correct answer. The students have been so engaged thinking about problems and creative narratives as well as editing and reviewing their content to ensure it is suitable for their chosen audience (teachers, Year 6, Year 3 etc). Here is an example that we used to identify features that we must use when creating our own digital escape rooms.

Example: Digital Escape Room

https://sites.google.com/view/ccpl-digital-library-escape1/home?fbclid=IwAR2YjvKwaIYOFrKzMUE-rSdg9FXmzScBEYLU68a5JzcqD3ioGxfrXgZZs_0

This type of digital media can also be used as a teaching tool to engage your students in new content. In fact, my lecturer used one to support our cultural understanding of his Country and ways of doing and being as a Torres Strait Islander.

Other types of Digital Media

Other types of digital media that we explored both for Indigenous Education and that can be used as learning tools in general include: Augmented Reality apps (Adobe Aero); videos – created by the students or teacher using localised knowledge; 360 degree photos for place-based learning virtually; and interactive podcasts. Podcasts have been a simple learning tool that I have implemented with students of all ages and for various learning areas. From book reviews during book club meetings to sharing a depth of knowledge on a specific topic, they require clear communication skills and often a planned script.

Example: Interactive Podcast

Google street view is an effective app or website to use to plot significant land or story ideas. Another great website to use to create interactive presentations using photos or maps with hotspot links to more information as evident in the above interactive podcast example is Thinglink. Websites such as Powtoon can be used to easily create animated video content to share knowledge and understanding.

Finally, I want to leave you with my key takeaway from my new found knowledge of Indigenous Education that should be considered when planning learning experiences using the Australian Curriculum. The 8Ways of Aboriginal Pedagogy.

This framework will support your planning and understanding.

Note: There are two distinct groups of Indigenous peoples in Australia: Aboriginal and Torres Strait Islanders. Within these two groups, there are a multitude of variances in beliefs, totems, languages, cultures and practices. It is up to YOU to establish respectful relationships and build your own understanding of your local community.

Feel free to leave comments or questions.

Useful Links

• https://www.8ways.online/

https://ilearn.mq.edu.au/pluginfile.php/6816701/mod_folder/content/0/Improving%20Outcomes%20for%20Aboriginal%20and%20Torres%20Strait%20Islander%20Students.pdf?forcedownload=1

Casey, B. (2018). Some burning issues: Arthur Upfield and the Murchison murders, marginalising Aboriginal people and suggestions on teaching Australia’s history of frontier violence, Australian Aboriginal Studies (Canberra, A.C.T. : 1983), 2018(1), 29–42. https://search-informit-org.simsrad.net.ocs.mq.edu.au/doi/epdf/10.3316/ielapa.719076384366256

Crackerjack Education. (2021). Aboriginal and Torres Strait Islander Protocols: Localising Indigenous Australian Resources. https://www.crackerjackeducation.com.au/cje-content/uploads/2017/08/aboriginal-and-torres-strait-islander-protocols-localising-indigenous-australian-resources-large.pdf

Harrison, N. and Sellwood, J. (2016). Strategies for teaching Aboriginal and Torres Strait Islander students, in N. Harrison (Ed.) Learning and Teaching in Aboriginal and Torres Strait Islander Education, 70-99, South Melbourne: Oxford University Press. https://ap01.alma.exlibrisgroup.com/leganto/public/61MACQUARIE_INST/citation/36255458120002171?auth=SAML

OECD. (2017). Supporting Success for Indigenous Students. https://ilearn.mq.edu.au/pluginfile.php/6816701/mod_folder/content/0/Supporting%20Success%20for%20Indigenous%20Students.pdf?forcedownload=1

Queensland Studies Authority [QSA]. (2010). Dialogue Circles. https://www.qcaa.qld.edu.au/downloads/approach2/indigenous_res_dialogue_circ.pdf

Queensland Studies Authority [QSA]. (2013). Aboriginal and Torres Strait Islander histories and cultures resources: English Supporting the implementation of the Australian Curriculum cross-curriculum priorities. https://www.qcaa.qld.edu.au/downloads/aust_curric/ac_ccp_atsi_cultures_english.pdf

The Healing Foundation. (2021). Stolen Generations Resource Kit for Teachers and Students. https://healingfoundation.org.au/schools/

The Yarning Circle. (2021). Let’s Have a Yarn with Yarn. Retrieved 30/4/2021 https://www.theyarningcircle.com/face-to-face/

In the previous blog post I wrote about why play is essential in the early years. This is particularly important in the first few years of primary school as in the current data-driven approach to education play can be dismissed as unwarranted busy work. Many times I’ve heard teachers share their concerns of not having enough time for the students to play and learn, however, the research identifies play as a vehicle for learning (Mathieson & Banerjee, 2010; Veiga et al, 2017; Nicolopoulou et al, 2015; Lindsey & Colwell, 2013; Blair, McKinnon & Daneri, 2018; Diamond et al, 2019) . There are multiple ways that play can be incorporated in learning in a school context.

Outside learning at lunch time:

Learning within the classroom:

In order to effectively contextualise learning for students, experiences should be planned in a range of contexts including routines and transitions, play, real life situations, investigation and focused learning.

Learning through play is highlighted within the Australian Curriculum throughout the Personal and Social Capabilities. Skills and knowledge that students should be developing and learning are evident within the four areas: self-management, self-awareness, social management and social awareness.

There are many more ways to incorporate learning through play. In the next blog post I will explain the concept of using play as a context for assessment and intervention. Please feel free to share your ideas of learning through play in the comments!

Mrs W ✍🏻

References

Australian Curriculum. (2020).  Personal and Social Capabilities. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/personal-and-social-capability/

Blair, C., McKinnon, R. D. and Daneri, M. P. (2018). Effect of the Tools of the Mind kindergarten program on children’s social and emotional development. Early Childhood Research Quarterly, 43, 52-61. Retrieved from https://www-sciencedirect-com.simsrad.net.ocs.mq.edu.au/science/article/pii/S0885200617300613?via%3Dihu

Brisbane Catholic Education. (2015). Five Contexts of Learning. Retrieved from closed link.

Diamond, A., Lee, C., Senften, P., Lam, A., & Abbott, D. (2019). Randomized control trial of Tools of the Mind: Marked benefits to kindergarten children and their teachers. PloS One, 14(9). DOI: 10.1371/jounoal.pone.0222447 

Lifter, K., Foster-Sanda, S.,  Arzamarski, C., Briesch, J., and McClure, E. (2011). Overview of play: Its uses and importance in early intervention/ early childhood special education, Infants & Young Children,  24 (3), 225-245. DOI: 10.1097/IYC.0b013e31821e995c 

Lindsey, E. W., and Colwell, M. J. (2013). Pretend and physical play: Links to preschoolers’ affective social competence. Merrill-Palmer Quarterly, 59 (3), 330-360. DOI: 10.13110/merrpalmquar1982.59.3.0330

Mathieson, K., and Banerjee, R. (2010). Pre-school peer play: The beginnings of social competence. Educational and Child Psychology, 27 (1), 9-20. Retrieved from http://growinggreatschoolsworldwide.com/wp-content/uploads/2018/02/ECP27_1-Mathieson-Banerjee.pdf

Nicolopoulou, A., Schnabel Cortina, K., Ilgaz, H., Brockmeyer Cates, C., and de Sa, A. B. (2015). Using a narrative- and play-based activity to promote low-income preschoolers’ oral language, emergent literacy, and social competence. Early Childhood Research Quarterly, 31, 147-162. Retrieved from https://www-sciencedirect-com.simsrad.net.ocs.mq.edu.au/science/article/pii/S0885200615000071?via%3Dihub

Veiga, G., de Leng, W., Cachucho, R, Ketelaar, L., Kok, J. N., Knobbe, A., Neto, C., and Rieffe, C. (2017). Social competence at the playground: Preschoolers during recess. Infant and Child Development, 26, 1-15. DOI: 10.1002/icd.1957

 

I was recently discussing with a colleague the importance of being reflective and critical when it comes to education, and planning learning experiences for our students. My co-worker Steph Ryan said “there’s a difference between time wasting and down time” and I could not agree more. In particular, the positive impact of knowing your learners well enough to enable you to be flexible in your planning. At times, young children may just be too tired to stick to the plan and need some time to recharge. This time does not have to be wasted either. There are lots of options for quiet or low key opportunities that young children can participate in when they have ‘had enough school’.

Activity Ideas for Down Time:

• read a story
• play a maths game like Buzz
• watch educational YouTube videos about topics you are learning
• Use sites like Go Noodle to get the children moving
• do an obstacle course
• do a directed drawing
• do an art activity
• choose a quick challenge – for example – how many shapes can you make using 7 match sticks?
• memory games
• sorting activities using books or picture cards that you might already have in the classroom

My main point is, always consider how you can maximise the learning potential for the students. Ensure that you can link both the planned and spontaneous learning experiences to the curriculum. If a colleague were to ask you what is the purpose of this activity, you should be able to explain to them what you are working towards. This avoids what is also known as basket weaving, or time wasting activities. We all know how precious, and limited, our time is.

Furthermore, by knowing your learners and the content well, you will able to think on your feet and adjust activities as you teach. If you begin an activity and it is not working or the children are too fatigued to persist, make adjustments! Teaching is all about reflection and striving to improve.

Do you have some ideas of engaging ‘down time’ activities that you can share?

Mrs W ✍🏻

Links:

gonoodle.com

An example of directed drawing:

https://proudtobeprimary.com/easter-bunny-directed-drawing/?utm_medium=social&utm_source=pinterest&utm_campaign=tailwind_smartloop&utm_content=smartloop&utm_term=14553742

Challenge ideas:

https://www.education.com/activity/article/design-challenge-making-a-boat/

The approaches and philosophies that an educator values and embeds in practice are heavily influenced by the views they hold of children and childhood (McCartney & Harris, 2014; Rinaldi, 2012). There have been many different theories proposed about learning which involve the educators taking on a variety of different roles. 

As a teacher, it is part of the profession to plan, assess, observe, support, nurture, discipline, guide, evaluate, analyse and lead. Dewey (1906) had a major influence in early childhood education with his ideas of learning as social activity and that children learn best as part of a community (Mooney, 2013).  Dewey’s theory has had an influence in the Italian city of Reggio Emilia and the unique approach to education involves teachers as learners, working alongside the children, hypothesising their learning direction and being flexible in the learning process (Lindsay, 2015; Rinaldi, 2012). In Vygotsky’s theory of the Zone of Proximal Development, the educator’s role is to support children in their learning, stretching their knowledge and capabilities through scaffolding (Reusser & Pauli, 2015; Follari, 2011; Holzman & Newman, 2008). Similarly, Project Based Learning approaches involve the teacher to plan engaging challenging tasks that are based on the children’s interests and then prompt children’s thinking and problem solving skills as the project develops (Bell, 2010). 

There are developmental based theories of education, for instance, Piaget considered a more ‘hands off’ approach where the teacher’s job was to observe and provide prompts to engage children as their innate abilities developed (Follari, 2011; Muthivhi, 2015). Furthermore, specific approaches such as Developmentally Appropriate Practice (DAP) have been produced in order to ensure children’s learning is appropriate for the age and stage they are observed at (Bredekamp & Copple, 2008). The teacher’s role becomes more complex in a multifaceted approach such as DAP, however, the focus is still on the teacher’s decision-making ability including curriculum choices, methods of teaching and their ability to apply their understanding of child development theory (NAEYC, 2009). An explicit way of teaching that involves the teacher making the learning process and expectations visible to the children through set learning intentions is based on research by John Hattie (2012). Hattie (2012) believes that the teacher has the most significant impact in an educational setting on the children’s learning. 

In contemporary educational practice, teachers are expected to draw on a range of these theories, philosophies and ideas from history and apply a variety of pedagogies in their daily experiences. This notion is supported by research that has determined teachers as central to learning and their roles have become ever more complex. The challenge for teacher’s in today’s world is to understand all educational theories and be flexible in their approach, meaning one day they may be focusing on following Piaget’s theories of child development and the next they are expected to be open and flexible in their teaching applying an open-ended project based approach. Contemporary education relies on competent teachers and their adaptability in order to make appropriate pedagogical decisions that is contextually and culturally considerate (Leggett & Ford, 2013).

In this ever-changing role of the teacher, how would you describe your role as an educator? Which theories or philosophies have influenced the way you perceive your role? What pedagogical approaches do you implement in your classroom?

Mrs W 

References 

Bell, S. (2010). Project-based learning for the 21^stcentury: skills for the future. In  The Clearing House, 83. 39-43. Retrieved 28/9/19 from https://www-tandfonline-com.simsrad.net.ocs.mq.edu.au/doi/pdf/10.1080/00098650903505415?needAccess=true

Bredekamp, S. and Copple, C. (2008). Getting clear about developmentally appropriate practice. In Young Children, 63 (1), 54-55. Retrieved 26/9/19 from https://www-jstor-org.simsrad.net.ocs.mq.edu.au/stable/42730228?seq=1#metadata_info_tab_contents

Follari, L. M. (2011). Historical overview: people and beliefs that shaped the field. In Foundations and Best Practices in Early Childhood Education: History, Theories, and Approaches to Learning. 23-48. Prentice Hall: Boston. Retrieved 9/8/19 from https://ap01.alma.exlibrisgroup.com/view/delivery/61MACQUARIE_INST/12216069520002171

Hattie, J. (2012). Visible Learning for Teachers: Maximizing Impact on Learning. Routledge: Oxon. Retrieved 28/9/19 from https://ebookcentral-proquest-com.simsrad.net.ocs.mq.edu.au/lib/mqu/reader.action?docID=958163

Holzman, L., & Newman, F. (2008). Playing in/with the ZPD. In E. Wood (Ed.), The Routledge reader in early childhood education (pp. 87-108). Oxon, UK: Routledge. Retrieved 5/9/19 from https://ap01.alma.exlibrisgroup.com/view/delivery/61MACQUARIE_INST/12210180880002171

Hudson, K. (2012). Practitioners’ views on involving children in decision-making: Challenges for the children’s rights agenda. Australasian Journal of Early Childhood, 37(2), 4-8. Retrieved 28/9/19 from https://search-informit-com-au.simsrad.net.ocs.mq.edu.au/fullText;dn=641448277768545;res=IELAPA

Leggett, N., & Ford, M. (2013). A fine balance: Understanding the roles educators and children play as intentional teachers and intentional learners within the Early Years Learning Framework. Australasian Journal of Early Childhood, 38(4), 42-50. Retrieved 28/9/19 from https://search-informit-com-au.simsrad.net.ocs.mq.edu.au/fullText;dn=819052073145912;res=IELAPA

Lindsay, G. (2015). Reflections in the mirror of Reggio Emilia’s soul: John Dewey’s foundational influence on pedagogy in the Italian educational project. Early Childhood Education Journal,43, 447-457. Retrieved 25/8/19 from https://link-springer-com.simsrad.net.ocs.mq.edu.au/content/pdf/10.1007/s10643-015-0692-7.pdf

McCartney, H. and Harris, T. (2014).  The image of the child constructed and transformed by preservice teachers in international contexts. In Action in Teacher Education, 36 (4), 264-282. Retrieved 29/9/19 from https://www-tandfonline-com.simsrad.net.ocs.mq.edu.au/doi/abs/10.1080/01626620.2014.948226

Mooney, C. (2013). John Dewey. In C. Mooney, Theories of Childhood: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky (2nd ed., pp. 2-19). St Paul, MN: Redleaf. Retrieved 21/8/19 from https://ilearn.mq.edu.au/pluginfile.php/5791006/mod_resource/content/1/Mooney%20%282000%29%20Dewey.pdf

Muthivhi, A. E. (2015). Piaget’s theory of human development and education. In J. Wright (Ed.) International Encyclopaedia of the Social and Behavioural Sciences(2^ndEd). 125-132. University of Cape Town: Cape Town, South Africa. Retrieved 25/9/19 from https://www-sciencedirect-com.simsrad.net.ocs.mq.edu.au/science/article/pii/B9780080970868920130?via%3Dihub

National Association for Education of Young Children. (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. Retrieved 24/9/19 from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/PSDAP.pdf

Rinaldi, C. (2012). Re-imagining childhood. In Adelaide Thinkers in Residence. Government of South Australia. Retrieved 28/9/19 from https://www.education.sa.gov.au/sites/g/files/net691/f/reimagining-childhood.pdf

Reusser, K. and Pauli, C. (2015). Co-constructivism in Educational Theory and Practice. In International Encyclopedia of the Social & Behavioral Sciences, 913-917. Retrieved 28/9/19 from https://www-sciencedirect-com.simsrad.net.ocs.mq.edu.au/science/article/pii/B9780080970868920269?via%3Dihubm