November 2016 - The great play debate
Structure vs, free flow.
What is most effective? How do I ensure that we are doing what is best for the children whilst still also including everything that we feel is necessary to their education.
Does it work for some children and not for others? What do we do for those?
How to ensure that continuous provision is purposeful play? How do we monitor how the children are playing and what interactions are taking place? My walk that showed that the children without adults were using more vocabulary and expressing themselves confidently. Work with sslic on opportunities and interactions strands.
Consider schools that follow different structures. E.g. Stream autumn/spring/summer and provide different settings and structure for each. Could that be something we do? What are the problems with this? Different demands from teachers. Some children who don't fit the mold. Parental engagement and support.
Different research and opinions. Use last years children as a case study for the 'right' way to do it. Then why isn't it working in the same way this time? Children are younger. More EAL/SEN and different cultures. So are these children in need of MORE structure because they seem unable to play and learn independently. Or should we be going in the other direction and focussing our attention on the majority of learning taking play subtly through the opportunities. Possibly another argument for the streaming option?
Would a nursery change this?
What is most effective? How do I ensure that we are doing what is best for the children whilst still also including everything that we feel is necessary to their education.
Does it work for some children and not for others? What do we do for those?
How to ensure that continuous provision is purposeful play? How do we monitor how the children are playing and what interactions are taking place? My walk that showed that the children without adults were using more vocabulary and expressing themselves confidently. Work with sslic on opportunities and interactions strands.
Consider schools that follow different structures. E.g. Stream autumn/spring/summer and provide different settings and structure for each. Could that be something we do? What are the problems with this? Different demands from teachers. Some children who don't fit the mold. Parental engagement and support.
Different research and opinions. Use last years children as a case study for the 'right' way to do it. Then why isn't it working in the same way this time? Children are younger. More EAL/SEN and different cultures. So are these children in need of MORE structure because they seem unable to play and learn independently. Or should we be going in the other direction and focussing our attention on the majority of learning taking play subtly through the opportunities. Possibly another argument for the streaming option?
Would a nursery change this?