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Each of the following video observations are groups of 2 or more children aged 3 to 4 years of age. The first observation is a play date, outdoors, and the second and third observations are in playgroup settings, indoors.

The observations can all be viewed as ‘Child-directed play and learning’ (Department of Education and Training 2017), as the ‘adult’s role in [these video observations are] to observe what the child knows and understand based on what they make, write, draw, say and do’ (Department of Education and Training 2017).

Observations:

Play date – Siren Films 2005

Seb and Chelsea were playing with a broomstick trying to make a hole in the ground with magic spells. Chelsea and Seb have a small argument over how many turns they get; Chelsea didn’t step down and got her way. Seb walks off grumpy and stops playing. Soon after they then run off playing together quickly forgetting their argument

Chicken Pie Playgroup – Siren Films 2005

Seb wants to take their pies out of the oven however Erin says that the pie is not ready and is very persistent about it, she says “They can’t come out” … “There not ready yet”, So Seb turns around to make a pie of his own instead. After He finishes making his pie Erin says that his Pie is not ready yet and snatches it away. Seb is a bit upset by this but quickly solves his mean girl problem by walking away and playing with another group of children instead. This demonstrates that Seb is learning to control his emotions and act accordingly to his situation

Sand play Playgroup – Siren Films 2005

Seb was at playgroup with some friends playing with sand. Seb fills up one of the girls’ cups with sand and asks, “would that be enough?” when filling up her cup with sand. The two of them are filling up boxes and cups full of sand, and then putting them in “ovens” to cook. I observed the children using manners such as please and thankyous, and that they were sharing tools and toys. This ordinary moment shows how Seb is becoming sensitive to other people’s feelings.

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How does constructive group play promote childrens communication skills?

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I noticed that each of the observations I made were connected by the expression of emotion; and remembering when observing these child directed moments that ‘Listening as the premise for any learning relationship’ (Rinaldi C 2001) and to quote one of Carla Rinaldi’s definitions of listening, ‘listening is emotion’ (Rinaldi C 2001). The playdate observation is a confirmation of this idea, as the two children Seb and Chelsea, in the moment had a disagreement but quickly forgave each-other as they wanted to still be friends demonstrating forgiveness and compassion. The Chicken Pie playgroup is also connected closely to Rinaldi’s definition of listening, when Seb, a boy in the playgroup was getting a bit upset as Erin wasn’t letting him join in, so he ends up walking away and playing with a different group, demonstrating a control of emotions. The last observation the Sand playgroup which clearly demonstrates empathy, and growing sensitiveness in one of the children. As illustrated when Seb in the playgroup asks lots of questions and uses politeness when helping another child become more comfortable in the play environment.

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Communication is a considerable factor when thinking about learning, each of the three ordinary moments focuses on the understanding of emotions and learning how to communicate their feelings. The learning from these moments is shown through co-constructive and dramatic play contexts, specifically at how the child responds in each situation.

The playdate with Chelsea is a moment which shows Seb ‘learning to interact in relation to others with care, empathy, and respect’ (Department of Education and Training, 2016) (outcome 1 of VEYLDF). When observing the playdate, you can notice Seb becoming visibly upset by a disagreement he has had with Chelsea, so he walks away for a little bit to compose himself. He quickly shrugs it off to keep playing with his friend. This behaviour can relate specifically back to Lev Vygotsky’s Zone of proximal development, a theory which discusses how social development is ‘a product of social interaction between [people] who jointly solve problems together’ (Seok-Hoon S 1997); and the way that Seb maturely came back to apologise to Chelsea is evidence of this.

The chicken pie observation is an ordinary moment where Seb was playing with Erin making playdough chicken pies, however, Erin wasn’t playing nicely. This ordinary moment forces Seb to ‘learn to manage [his] emotions [and learn how to] cope with day-to-day stresses’ (Department of Education and training 2016) such as having to deal with people who don’t want to collaborate with you. The experience of having an uncooperative playmate is an important experience for children to have, as ‘children must be able to learn through experiences of touching, moving, listening, seeing, and hearing’ (Nolan A, et al 2015). This type of ordinary moment gives Seb a greater opportunity for emotional development growth as it allows him to ‘begin to understand that listening to the responses of others can help them understand and make new meaning of experiences’ (Department of Education and Training, 2016) (outcome 4 of VEYLDF).

The sand play observation is a moment which connects to outcome 1 of the VEYLDF whereby children have a strong sense of identity. When Seb was asking his friend if she had enough sand, you could instantly tell that Seb it’s trying to ‘show interest in others and experience being part of a group’ (Department of Education and Training, 2016). He is ‘participating with others in play and other learning opportunities and developing friendships’ (Department of Education and Training, 2016), this moment can connect to Rubin’s stages of dramatic and imaginative play where the game that they were playing illustrates constructive group play (Centre for learning innovation 2006). Moments like this in playgroup settings, are essential for Seb’s learning and development, as this moment includes all areas of development; As demonstrated when he uses his motor skills to pour and scoop sand, linking to cognitive and Physical development, when he asks questions and listens while he plays with his friend, relating to social, emotional and language development.

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Now when considering the question ‘how does constructive group play promote childrens communication skills?’ you should think first about current capabilities, how we can provoke and support childrens future learning and any new future learning resources we as educators can use.

It is important to remember to build ‘on a child’s abilities within their zones of proximal and potential development’ (Department of Education and Early Childhood Development 2012).

The children in the playdate ordinary moment have strengths in working with others and problem solving. However, knowing that Seb walked away instead of expressing what he felt demonstrating that he struggles expressing of his feelings.

To support this need in a classroom we can implement a communication activity which will allow children to ‘express ideas and feelings and understand and respect the perspectives of others’ (ACECQA 2018) such as messy play with sand/mud/paint, making sure to provoke learning by asking open ended questions, possibly setting a scene, and giving time for conversation and play.

Noticed in the chicken pie observation, Erin was not sharing and wanted to be in charge of the “oven”, this behaviour indicates to educators we should provide more group opportunities for children so they can ‘generate and discuss ideas, make plans, exercise skills, brainstorm solutions to problems’ (Department of Education and Training, 2016), allowing children to reflect upon and explain their choices.

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ACECQA 2018, Early Years Learning Framework Practice Based Resources - Developmental Milestones, Viewed 20th September 2021. <https://www.acecqa.gov.au/sites/default/files/2018-02/DevelopmentalMilestonesEYLFandNQS.pdf>

Department of Education and Early Childhood Development 2012, Strength-based approach

A guide to writing Transition Learning and Development Statements, State of Victoria. Viewed 20th September 2021, <https://www.education.vic.gov.au/documents/childhood/professionals/learning/strengthbappr.pdf>

Department of Education and Training 2016, Victorian early years learning and development framework. Victorian Curriculum and Assessment authority. Viewed 20th September 2021, <https://www.education.vic.gov.au/documents/childhood/providers/edcare/veyldframework.pdf>

Department of Education and Training 2017, Practice Principle Guide – Integrated teaching and learning approaches, Viewed 20th September 2021, <https://www.education.vic.gov.au/Documents/childhood/providers/edcare/pracguideintegratedteachinglearning2017.pdf>

Markham Stouffville hospital child development program n.d, The Power of Play: Creating Opportunities for Speech and Language Development e-Learning Course

Stages of Development of Social Play, Viewed 20th September <https://childdevelopmentprograms.ca/elearning-modules/the-power-of-play/story_content/external_files/Developmental%20Milestones%20of%20Social%20Play%20and%20Sharing.pdf>

Nolan A, Raban B 2015, Theories into Practice - Understanding and Rethinking Our Work with Young Children and the EYLF, Teaching Solutions Blairgowrie VIC

Rinaldi C 2001, The pedagogy of listening: The listening perspective from Reggio Emelia, Vol. 8 No. 4. Wayne State University.

Seok-hoon S 1997, Zone of Proximal Development, and the World of the Child, [report], Viewed 20th September 2021. <https://files.eric.ed.gov/fulltext/ED416957.pdf>

Siren Films 2005, Learning Through Play: The 3- to 4-year-old (Documentary Film), KANOPY, Viewed 20th September 2021. <https://vu.kanopy.com/video/learning-through-play-3-4-year-old-documentary-film>