《声音》 VOICES Ivy's VOICES Fall/Winter Edition 2018 - Page 31

ITI CORNER a. Give children space and time to play. A large portion of any school day should be set aside for free play. A good ECE classroom is laid out and resourced in such a way that encourages rich, safe play experiences. b. Give children support. When children play alone or together they will, from time to time need help and support. Free time is not a time for teachers to relax; far from it. In fact, teachers should be especially observant and attentive to children’s play offering help and support where needed. Teachers must be well equipped as observers and curious explorers. c. Provide a materials rich environment. Children need things to play with. Not toys specifically, but rather open ended materials such as blocks, wood, clothing, cloth, shapes, art materials, and play dough. Children need opportunities to experience beauty in all its forms, so be sure that children have inspiration in the form of music, art work and flowers and plants. d. Respect and Listen to their Ideas. If you really listen to children they will let you be their partners in exploration and innovation. Teachers should never be far from a clipboard, camera and recording device. Listening and documenting children’s work and discussions will give you rich information about what they know, what they are curious about and where you can guide their explorations. How children develop skills through play 08 07 A confident child feels capable of attempting their next challenge 01 A child is naturally curious Play as Problem Solving As children grow up they need to learn to solve problems in a variety of ways. As they play and explore, they will encounter a multitude of problems to solve. Some problems, like interpersonal conflicts, will require them to use their interpersonal intelligence. Other problems, such as how to balance and block structure will test their spatial and logical-mathematical intelligence. In every cases teachers must be close at hand not to rescue, but to observe, ask questions and assist when appropriate. How then should educators support problem solving through play? a. Ask questions that challenge children to think deeper; for example the “I see, I wonder” construction. For example: “I see that you are trying to build a high tower, I wonder if the small blocks are a good choice?” b. Give children clear resolution frameworks and language for interpersonal conflicts. Giving children clear and concrete options for what to do when they encounter interpersonal problems and language for how to talk about their feelings in a constructive way. This should be done by talking about feelings and modelling conflict resolution. c. Assist, but don’t rescue. Children learn to solve their problems by doing just that. If teachers rush to solve every problem then children do not learn the true spirit of innovation. Teachers should give children feedback, ask questions, challenge and encourage but not rescue. With appropriate feedback and prompts children can solve a wide variety of problems on their own. 02 A child who is mastering new skills feels confident The child’s curiosity drives them to explore through play 06 Repeating fun play activities help a child to achieve mastery of their skills 03 05 A child likes to repeat activities that are fun 04 As a child explores through play they discover new things and learn The child finds learning and exploring fun 29