Qi Hui Tai 22444645

Play-based Learning The Concept of Literacy, Numeracy & Science in Child Care Family

Observing how play based learning is being carried out in the centre Observe how play based learning impacts childrens learning Professional development in regards to the concept of play-based learning

Observing how play based learning is being carried out in the centre Observe how play based learning impacts childrens learning Professional development in regards to the concept of play-based learning

Being brought up in Malaysia, the concept of play is viewed very differently than it is in Australia. In Malaysia, play is seen as a reward after the children have done substantial amount of school work. A kid plays at home but learns in school (Edwards, 2009). When a kid attends kinder (3-6 yrs old), parents would expect the kinder to provide formal teaching and children are expected to learn to read and write alphabets, phonics and numbers up to 20. Prior to coming to Australia, I worked in a kinder and I witnessed firsthand of the routine in the kinder and I noticed how minimal play is seen and valued in the classroom.

In Malaysia, play is seen as a reward after the children have done a substantial amount of school work.

Initially, I couldnt get used to the idea, but as placement progresses I began to see the light Much of students learning comes through self discovery- an outcome of play

(Klein, Wirth, Linas, 2004)

Through this placement, I get to see how children learn through play. Initially, I couldnt get used to the idea, but as placement progresses I began to see the light in it and how it impacts childrens learning. Much of students learning comes through self discovery- an outcome of play ( Koralek, 2004). I begin to investigate and explore the concept of play in addition to observing the advantages of play for young children and the challenges for educators. Therefore, this item is included to demonstrate my learning in this area.

Children decided to build chairs for themselves to sit on at the yard. Doesnt it look like an office chair ?

Ansh built a 3D aeroplane with the appropriate parts such as captains seat.

Bjay constructed a high chair and later modified it to make it easier for him to access.

Children engaging in a dramatic play of MasterChef competition in the sandpit and I felt honored to be the judge.

Play in the classroom. Bjay constructed a car using mobilo

JJ was happy to create a swing for himself by sitting on a cup stilts

After doing some readings and engage in play with young children throughout placement. I realise that the concept of play is not as simple as it seems and it has its complexity. Wood (2004) shows that open ended activities (e.g free play) do not always result in children learning or engaging with important ideas (as cited in Edwards, 2009) and I find this true to some certain extent. From my observations, children do not always reflect on their actions, therefore an educator is present to scaffold their learning. I find that one of the challenges for educator in this learning environment is the ability to capture the golden moment with children and extend their learning spontaneously. If we miss the golden moment, children play experience might not be as enriching as it can be.

One of the challenges is the ability to capture the golden moment with children and extend their learning spontaneously.

Play based learning definitely has its advantage for I believe that children should young children. Through observing play in be given an opportunity to placement, I noticed play brings out the learn though play either in creativity and imaginative side of children. It is school or home. Although amazing to see how these elements in play play is seen as the most can lead them so much further in their natural, familiar and learning. When children engage in play in comfortable tool for kinder settings, I see a sense of freedom in engaging the world, adults them compared to the children in Malaysia. play a crucial role as a They not only begins to develop their identity supporter of play process. as a child through exploration but also the sense of agency in their learning. They not only begins to Although play is viewed differently in Malaysia, I develop their identity as a hope that one day I am able to introduce the child through exploration but also the sense of concept of play to educators in Malaysia. agency in their learning. Learning consists more on reading and writing, play can always be one of the learning tool.

Investigate how the concept of literacy, numeracy and science is being integrated into childrens play Observe how educators use of language to promote these areas Implementation of learning experience in relation to these concepts

Understanding from the EYLF & VEYLDF that children learn through play at this stage, I had a chat with Rach, a pre-kinder teacher from the childcare about whether children are required to know their alphabets or number before they enter Prep. She told me its not a pre-requisite but if a child is showing interest, a teacher builds on that interest. My three focus children demonstrated interest in numeracy, literacy and science. So, that led me to one focus questions: 1. How does a teacher integrate literacy, numeracy and science in a childs play in childcare without conducting formal teaching?

How does a teacher integrate literacy, numeracy and science in a childs play in childcare without conducting formal teaching?

Coming from a background where formal teaching begins at prekinder, this item is recorded to demonstrate my growth in this area

VEYLDF identifies 5 outcomes for children at this stage: To develop their identity, sense of community and wellbeing, develop an interest in learning and becoming effective communicators (DEECD, 2009). It is fairly different in comparison to the National Curriculum Framework for Prep to Year12, which focuses on developing knowledge on various subjects such as Mathematics and English. Coming from a background where formal teaching begins at pre-kinder, this item is recorded to demonstrate my growth in this area on how I integrate these concepts into childrens play without conducting formal teaching.

Hopscotch in play yard. Counting on & skip counting

JJ loves technology. I Implemented this science experience of making sound cup. He explored with the strings and found out that strings vibrate and causes sound to travel Goop Fun

Children playing snakes & ladders. A game connected to counting on, skip counting and counting backwards.

I did some chalk shapes drawing on the childs play yard and allow them to freely explore with it.
Playing with measurements. N was looking for an object which is a meter long.

Coming from a background whereby formal teaching on various subjects matter begins at kinder, I find it a challenge initially to implement experiences relating to these concepts with my focus children in their play. Because children learn through play at this stage, it forces me to think out of the box when implementing experiences. I certainly became more creative and implemented experiences through games such as number hunt, shape hunt, I spy shape and even ryhmes. Also, its a joy knowing that they are so many ways to integrate these concepts into childs play without conducting formal teaching. For example, instead of having lessons on numbers from 1 to 10, I drew hopscotch on the ground and the kids became aware of the numbers in addition to recognizing them. A discussion was sparked among the children because of hopscotch and they exchanged knowledge and understanding.

Because the children learn thorough play at this stage, it forces me to think out of the box when implementing experiences.

I learn that educators can support these concepts through daily conversation

I realised that these concepts are embedded in their everyday lives and it is an educators role to support these concepts, connecting the scientific concept and everyday concept (Fleer, 2010). I learn that educators can support these concepts through daily conversation. For example, when my focus child came to me with her drawing that contains alphabets. I used the opportunity to talk about alphabets and the conversation moved naturally from alphabets to the sound in letters. My focus child, Sisi learn how to sound S and was able to identify other words that share the same sound such as sand and santa. In a nutshell, there are so many examples that I can think of and as educators we have to be aware and extend the childs learning whenever possible.

Investigate how family influence a childs live in terms of learning and development (e.g Identity, confident learner) Observe the partnership between family and educators

JJ, my focus child is a sweet boy who is nice and friendly. During my single day placement, I noticed that he does not always wear clean clothes when coming to school. I brought this issue up with Rach, a pre-kinder teacher and she told me that JJ is under child protection. She explained that children who are under child protection could be due to neglect or abuse. I suspect in this case, it is the latter. Children learn in the context of their families and families are the primary influence on childrens learning and development ( DEECD, p. 10). After reading this on the Victorian Early Years Learning and Development Framework, I decided to observe how family plays a role in a childs live focusing on the area of identity. Since the centre philosophy emphasizes on relationship with family, I decided to see how is that being carried out.

Children learn in the context of their families and families are the primary influence on childrens learning and development
-Victorian Early Years Learning and Development framework p. 10

24 April 2012 I was building JJs profile and was puzzled when it came to filling out who his friends are. I noticed that I could not think of anyone except for a girl, Wanda. Then, memories came flashing back and I realised that through my observations, he was always playing either alone, with Wanda or me. This breaks my heart becase Wanda is not even from his class. She is a pre-kinder kid. -Personal Reflection

7 May 2012 Today, JJ was just chatting with me about having a birthday party. He told me that he only wanted to invite 2 friends to join, Wanda and I. I asked him why and he said that he only have 1 good friend. Relationship with family is affecting developing a positive sense of self.
-Personal Reflection

15 May 2012 2 child psychologists from Frankston Hospital came to visit JJ. They said that they couldnt reach his parents so they became concerned and wanted to pay him a visit at the child care.
-Personal Reflection

14 May 2012 There was an incursion in school today and I noticed that JJ refused to participate in the group activity. He was observing others and wasnt very confident to join the shared experience. -Personal reflection

Observing JJ has helped me to see the key role that family plays in a childs identity development. According to VEYLDF, in order to form a sense of self, children need to build secure relationships first within the family and then with caring, attentive adults in other settings (p. 18). It saddens me to see that JJ does not possess a positive sense of self. He does not make friends easily and his best friend is from another room. It could possibly be he feels insecure in his relationship with his parents, hence, he is less confident to make friends or being in a shared play experience. Clearly, from my observations and the conversations I had with him, his family indeed influence his identity. JJ being a less active participants can be strengthened through positive sense of identity which he is yet to develop.

Clearly, from my observations and the conversations I had with him, his family indeed influence his identity.

I convey my thoughts to my mentor teacher and asked her if she knew much about his family situation. She admitted that she is not sure and she hasnt had a proper conversations with his family (my mentor teacher is a kinder teacher that works 9am-2pm). This makes me wonder to what extent does the centre philosophy influence educators practice. I wished I could do more to help JJ but I know what I can do is limited as I do not think I am not in position as a pre-service teacher to talk to his family. If educators are unable to change what happens at home, they can certainly change what happens in the classroom. An educator can assist children with less favorable family situations to make friends by providing opportunities. Furthermore, encouragement and affections might be required more than other children. I believe an educator can make children feel secure in the environment even if the family situation is less favorable. .

I understand that educators need to focus on other children as well, but I believe when an educator make a difference in a childs lives, it really does impact his whole life. This is my driving force and what keeps my passion going.

If educators are unable to change what happens at home, they can certainly change what happens in the classroom.

Item 1: Play-based Learning

Edwards, S. (2009). Early Childhood: education and care. NSW: Pademelon Press Koralek, D. (Ed). (2004). Spotlight on Young Children and Play. USA: National Association for the Education of Young Children. Item 2: The concepts of Literacy, Numeracy & Science in Child Care Department of Education and Early Childhood Development. (DEECD). (2009). Victorian Early Years Learning and Development Framework (VEYLDF). Melbourne: Early Childhood Strategy Division. Department of Education, Employment and Workplace Relations and Council of Australian Governments. (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Retrieved from http://www.deewr.gov.au/earlychildhood/Policy_Agenda/Qua lity/Documents/ Final%20EYLF%20Framework%20Report%20-%20WEB.pdf

Fleer, M. (2010). Early Learning and Development: cultural historical concepts in play. Melbourne, VIC: Cambridge University Press. Item 3: Family Department of Education and Early Childhood Development. (DEECD). (2009). Victorian Early Years Learning and Development Framework (VEYLDF). Melbourne: Early Childhood Strategy Division.