Play-Based Learning in the Grade One Classroom

This summer I have been taking a university class on "Trends and Issues in the Early Years" for my masters program. I am really enjoying this course and learning a lot from my professor and colleagues. One of the assignments in this course was to create a blog site with group members and then create a post on a trend or issue in Early Childhood Education of our choice. We then got to respond to each others post and reflect on our new learnings. I thought this assignment was a great post to share for my monthly blog post, instead of writing a new one. I hope you enjoy! :)

Play-Based Learning in the Grade One Classroom

As teachers, we know that play is an important part of a child’s development. Not only does play help students reach curricular outcomes, but it also supports language development, social skills, gross and fine motor skills, and allows students to share their views and understandings of the world around them. Unfortunately, many teachers are questioned by coworkers, administrators, and families on how well students are truly learning and reaching curricular outcomes in a play-based classroom.

In 2017, I completed an inquiry project on how curricular outcomes are reached through play in kindergarten. Through this project I developed a knowledge and understanding of a play-based classroom, and how play does in fact reach curricular outcomes (and beyond). I am now entering my 5th year of teaching and 4th year of teaching Grade 1. I am aware of the importance of play-based learning, but find that I struggle with incorporating play in my grade 1 classroom due to the demands and timelines of the curriculum. I use invitations, specifically for Math and literacy, and outdoor education at times, but I would like to dive into the world of play and learn about how it would look in my classroom.

“The paradigm shift that occurs between kindergarten and grade 1 is unrealistic and abrupt. If playing is pleasurable, engaging, and creates feelings of joy and passion in learning, it should become an integral and accepted practice beyond kindergarten. Play should not be regulated to a “thing of the past,” recess, or strictly leisure activity.” (Kobylak & Kalyn, 2017, p. 35) There is no mention of play in the grade 1 curriculum, which creates a large gap in the connection between kindergarten and grade 1. Introducing play into a grade 1 classroom can be daunting and challenging, when going against the norms of a more “traditional” grade 1 approach.

In brief, below is what I can speak to about how to incorporate play into a grade 1 classroom through my own research and professional experience:

· Begin with providing materials from a unit for children to explore, then develop essential questions with students and connect it to curricular outcomes. (Kobalyk & Kalyn, 2017)

· Indicators aren’t “set in stone.” Teachers have the freedom to create indicators for students as long at the outcome is understood. (Kobalyk & Kalyn, 2017)

· Be well planned, ask questions, observe, inquire, provoke, and provide meaningful resources and materials that reflect student interest, families, curriculum, and the environment to support meaningful learning during play.

· Document student learning through the use of anecdotal records of observations and conversations, poster boards, photographs, pictures, student sample work, diagrams, binders, posted outcomes, etc. and allow students to select work and learning to be displayed as well. Documentation is important when faced with questions/challenges about student learning. It as well provides students and teachers with visuals of what they know and have learned.

· Reflect on what you are seeing as an educator and what is being learned by the students and then decide what direct instruction is necessary. (Kobalyk & Kalyn, 2017)

· Play reaches cross-curricular outcomes and increases family engagement in the grade 1 classroom. (Kobalyk & Kalyn, 2017)

I look forward to hearing your thoughts and experiences when it comes to incorporating play into your classroom.

References:

Kalyn, B., Kobylak, K. (2017). Play and exploration in grade one: Extending the principles of early learning. Journal of Childhood Studies, 42 (1), 32-44. https://www-proquest-com.cyber.usask.ca/docview/1953973941?OpenUrlRefId=info:xri/sid:primo&accountid=14739

XOXO,

Elle