Play is an essential part of a child’s social, emotional, physical and cognitive development. It allows them to test ideas, work through uncertainties, explore social interactions and make sense of the world around them. Play has no predetermined outcome or time limit. It is not about an end product but about a process. It’s the exploration of ideas that is crucial.

Recently in Team Harakeke we had a “Play Based Learning” afternoon.

Learners were given a range of different choices to explore through play.

Students may be: 

building obstacle courses, cities, marble tracks, creative structures etc / exploring science equipment like prisms, magnifying glasses, microscopes… / working out how things operate / exploring different mediums like dough, paint, water, gloop, clay, sand, mud / exploring nature - planting, weeding, watering, identifying native plants, birds, insects …

Teachers may be: 

asking clarifying questions such as What would happen if? Why did that happen? What do you notice? What else could you try? / providing materials / teaching and monitoring safety skills / teaching specific skills as they are needed / suggesting additional equipment

Teachers may be saying: How can I help? What do you need? Keep trying, you can nearly do it / How could you record your score?

We want to educate the whole child; socially, emotionally, physically, as well as cognitively. We believe the best way to do this is by ensuring that children have opportunities to play. Without having such child initiated and adult supported time to play, children get fewer opportunities to develop some of the broader social, emotional and physical skills.

Team Harakeke enjoyed trialling their Play Based Learning session, and plan to do this each Term!