Developmental Play: Creating Engaging Experiences

Learning Focus: Problem-Solving
Relevant Domain & Skills:

• 4.2 Problem-Solving - developing strategies internally
• 4.5 Inquiry - comparing results with peers and in books
• 4.6 Classifying - understanding relationships between categories in the hierarchy, Patterning

Outline: 

Plan: This can be a multi-step activity, or just choose one step. Introduce the idea of a nature scavenger hunt, maybe in a group circle discuss what is seen in nature, share examples, and pictures, and introduce the materials that they can use; a scavenger list, pens/pencils, a bag to carry their items. Items can be; leaves of different shapes, rocks of different sizes, flowers, insects, etc. Let the children wander the learning environment, in groups or pairs and collect items on the list, and look for other cool items. Ask the children to describe the things they collect, is it smooth, what colour, is it big or small? Encourage them to think about the items they find, asking questions like "Why do you think this leaf is shaped like that?”After some time, gather all the kids around a table or in a group to share the interesting items they found. Lay out all the items on the table, the kids could then categorize them, by item, size, colour etc. Talk about what they saw, heard and found.

Resources: https://www.greenchildmagazine... 

Educator Role: The main role of the educator would be to observe and document the experience. Secondly would be to facilitate curiosity, exploration and problem-solving. Asking questions to provoke thoughts and ideas about the nature around them and the similarities and differences in everyone's items they found. To promote teamwork and communication between the children, maybe encouraging older children to help the younger ones.

Observation & Documentation: I recently learned of a “Project Wall” type of documentation. I think that this could be a great activity to document that way. The idea is you document and display all the related material for everyone to enjoy and ask the children what they know about the topic or activity at the start and at the end of the “project.” 

Additionally, I would take a video of the scavenger hunt, that way we could see and reflect on the learning, and grab screenshots and quotes from during that time without having to disengage from the activity with a pen or paper. Ask the children to document some of their learning and questions, through pictures they may take.I would take pictures and ask the children what their thought process was when they sorted items, observing the communication and relationships that may have formed over the activity.If we did extend the activity to an art activity, we could also document the pictures, sculptures or other things along the project wall. When completed we could reflect as a group and maybe write a story about what, why and how we did the scavenger hunt and following activities.

Next Steps: The next step could be gathering and supplying art materials, so the children could design nature-inspired art. They could reflect on their hunt, I’d encourage them to think about ways that they could make their art different and interesting, what can they add to help their vision? We could then write about our art, how it makes us feel, does their art has a story they want to share or tell.

Resources: https://www.thecrafttrain.com/21-ways-create-art-nature/

Types of Play: This invitation will touch on the following types of play; Constructive Play, Sensory Play, Science & Nature and Literacy & Math.

Outline: Learning Experience/Invitation to Play: Children will have the opportunity to build and create their marble run. By using play dough and loose parts, they can create 2d and 3d marble run experiences.

This will be set up on one side of our learning environment, letting children decide if they want to join in play, but letting them move about the space as they wish. My goal would be to set up a small example in the middle of the table, have a sign of invitation, “Can you make a marble run”, and “How far can your marble go.”

Some materials needed would be play dough, (which can be store-bought or homemade), marbles (size dependent on the age group), tape, scissors, cardboard, cans, cups, sheet pans, and various loose parts.

Since this is an open invitation, the children will have the opportunity to add materials as needed from around the room. I also would add paper and pencils, that way children could draw out their ideas, share ideas and document their learning through their experiments and experiences.

I see the role of the Educator would be as an observer, since the invitation is set up before the children enter the room I would step back and observe and document as much as I can. Not only that, but I would ask the children questions about their plans and thoughts. I would be there for any assistance any children would need, but I would guide them to talk and share ideas with their peers to problem-solve and create ideas.

Since I would be observing and documenting this learning experience, I can see the specific areas of learning each child would focus on. Through this, I could recognize any areas that need to be changed to facilitate learning for everyone.

 

a) This idea came from playing with my children on the weekend. My older children were trying to set up their marble run, and my daughter was playing with play dough. It reminded me of a stem activity I found online a few years ago. I have been trying to implement more open-ended activities and loose parts into our day-to-day lives.

b) While there is an intent to this invitation, the ultimate goal for me is to provoke thinking and creativity. I would love to see how the children could add to this invitation, what items from around the house, and what could/would they use to get where they want to. I want to show them an idea, a spark of interest and watch and observe where they will go.

c) I hope that the children will look at the materials supplied and envision what they want to see with their marble run. This gives the children the opportunity to work in pairs or small groups, or by themselves. It can be a project that lasts just a set amount of time, or it could spread into a few days, maybe the children will go from designing to gathering materials, to constructing, to testing, to redesigning. If it is something that the children enjoy, maybe it will turn into a longer project with them adding ideas.

d) This activity or invitation can touch upon each of the foundations of learning in How Does Learning Happen.

Belonging (Examples from HDLH)

• supporting relationships between children as they initiate, respond, collaborate, celebrate, and demonstrate care for others.

• Participate fully in ways that are most comfortable to them;

• participate in social interactions, shared exploration, play, and learning with adults and children;

In this invitation, the children will have the opportunity to join and participate as they wish, from observation of others to leading a group. They will have the opportunity for collaboration as well as ownership of their ideas.

 

 

Well-Being (Examples from HDLH)

• experience a sense of competence, autonomy, and agency as they participate at their own pace throughout daily experiences and interactions

• are increasingly able to take initiative, tackle challenges with enthusiasm and persistence, and cope with and adapt to changes, frustrations, and the unexpected in everyday living;

This invitation can help with self-regulation, one key component of this activity is play dough, the sensory experience is calming, and the tactile experience is great for sensory-seeking children. Given this invitation, I want to see it as open-ended as possible, if a child decides to just enjoy playing with the Play-Doh and the loose parts materials I see that as a great thing. Any opportunity for a child to feel safe, heard and understood in a learning environment is very important to me.

 

Engagement (Examples from HDLH)

• focus attention, manipulate, investigate, observe, question, test theories, solve problems, create, and represent ideas and their understanding of the world around them through play in divergent and increasingly complex ways;

• engage with others to negotiate, collaborate, create, and communicate feelings, ideas, experiences, and knowledge;

• through their play, explore materials that support an increasing awareness and understanding of concepts associated with literacy and numeracy

This invitation can promote engagement in the children. They will be able to take their time and test their theories about how to construct their marble run. They can negotiate materials and collaborate ideas with their peers or other adults. Not only that, but they can play and explore the materials as they wish, and they have the opportunity to draw and write with the supplies.

 

Expression (Examples from HDLH)

• initiate, respond to, and engage in reciprocal communication with others;

• documenting children’s communication to help them revisit thoughts and ideas expressed to extend their understanding;

 

Expression is a funny thing to me, there are so many ways a child can express themselves beyond communication. Through this invitation, I hope to see both communication expressions, with peers and others as well as seeing them express their ideas and thoughts, see the thinking process and document what I can. I’d love to document this invitation as a learning story so that as a group we can read through our visions and have it on hand if any child would like to revisit this experience.

 

References

Benefits of Play-Doh. (2022, October 17). The OT Toolbox. https://www.theottoolbox.com/b... 

Play Dough STEM Challenge. (2018, November 17). Frugal Fun For Boys and Girls. https://frugalfun4boys.com/marbles-play-dough-stem-challenge/

Rinaldi, C. (2021, March 23). How Does Learning Happen? Ontario's Pedagogy for the Early Years. Government of Ontario https://files.ontario.ca/edu-h...