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Opening Session at the Auditorium.                            Day 1 

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Opening Session at the Auditorium.                            Day 1 

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Room -1 Dance Studio  Lower Ground Floor.    Jennifer Ryan & Megina Baker        

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Room -1 Dance Studio  Lower Ground Floor.    Jennifer Ryan & Megina Baker        

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Session 1: 9:30am-12:30pm Group 1

Session 2: 1:15pm-4:00pm Group 2

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Please find below the bus pick-up time and location:

28 Sep (Sat) & 29 Sep (Sun)

Depart from Central Pier 3 to ESF Discovery College, Discovery Bay: 7:00 am

Depart from ESF Discovery College, Discovery Bay to Central Pier 3: 4:15 pm

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Light breakfast and registration:- 8:00 am - 8:30 am
Introductions:- 8:30 am - 9:15 am
Session 1:- 9:30 am - 10:45 am
Break:- 10:45 am - 11:15 am
Session 1 (Continue):- 11:15 am - 12:30 pm
Lunch:- 12:30 pm - 1:15 pm
Session 2:- 1:15 pm - 2:30 pm
Afternoon tea:- 2:30 pm - 2:45 pm
Session 2 (Continue):- 2:45 pm - 4:00 pm

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Light breakfast:- 7:30 am - 8:30 am
Session 3:- 8:30 am - 10:00 am
Break:- 10:00 am - 10:30 am
Session 3 (Continue):- 10:30 am - 11:30 am
Session 4:- 11:45 am - 1:00 pm
Lunch:- 1:00 pm - 1:45 pm
Session 4 (Continue):- 1:45 pm - 3:00 pm
Closing:- 3:15 pm - 4:00 pm

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Froebel Playing with Power doc by Dr Shaddai Tembo and Simon Bateson

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Froebel Playing with Power doc by Dr Shaddai Tembo and Simon Bateson

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Social Identity Wheel Handout Revised (1)

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The Kids Bond Over Making Fruit Salad | The Secret Life of 4 Year Olds | Tuesday 15th November | 8pm

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Whiteness: WTF? White Privilege and the Invisible Race

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We know that children enter early years settings with a rich and individual catalogue of experiences that have all contributed to their own personal narratives, and these experiences evolve as the children grow and develop. This is why A Unique Child is one of the four overarching principles in the Early Years Foundation Stage.

Children's uniqueness is often exemplified in their storytelling, and showing a genuine interest in their stories is crucial in giving them a sense of who they are. However, children's sense of identity becomes all the more secure when we, as practitioners, respond to their stories in a meaningful way, by building their interests into our planning and giving children the space and time to explore them - as the following example shows.

CASE STUDY
Me: (Bouncing into my pre-school room, gesticulating and smiling) 'Good morning everybody!'

Children:(In chorus) 'Good morning Liz!' (Each child runs towards me grabbing on to various limbs, laughing.)

T'ziyah: 'Liz! Liz! You know my nan came on Saturday. I was at her house yeah, and she made nice soup but I didn't eat it all it was sooo hot but then yeah, my mum and dad let me watch a film on the weekend Liz. I seen theBlack Panther, did you see that movie? He was soooo strong, he was black and I'm black too, but I've got shaved hair from the barbers, I saw the barber on Saturday! Then I got the mask from Asda and daddy says I can't bring it to nursery because he says(T'ziyah pauses for air) and then he said...(T'ziyah re-enacts a fight scene, swiftly positioning his body into a stance that tells me he is ready for war). I LOVED it Liz, but dya know what his name is T'Challa and my name is T'ziyah and we've nearly got the same name but the movie was for boys not girls!'

Mariyah: 'Yes, it is for girls! My mommy says girls can watch it too!'

A UNIQUE CHILD
This interaction exemplifies so much about the nature of children's storytelling, and I am sure that you will have had similar experiences of an excited three-year-old coming to you on a Monday morning to tell you about their eventful weekend. What is important is our responses to children's stories.

My response to T'ziyah would inform him directly about how he builds a secure sense of identity as 'a unique child who is constantly learning and can be resilient, capable, confident and self-assured' (Development Matters in the Early Years Foundation Stage).

Many thoughts and questions can spring to mind when children seek your affirmation as they exchange personal narratives, and in this instance I wondered:

Do I affirm that he is in fact black? Is it necessary?

How do I respond to this appropriately, so that I support his confidence?

I am familiar with the film and I am aware that our shared experience can enable me to build on the learning opportunity.

Why did T'ziyah say it is a film for boys? Is he beginning to internalise some sexist thoughts which need to be effectively challenged?

The strength and racial identity of T'Challa, the Black Panther, had led T'ziyah to conclude that he too was powerful. In that short, excited burst of words, with great uses of adjectives and expression, clear intonation and pauses, he had told me about his family, his culture, who and what are important to him and his passion for role play. So, what do I do with all of this information?

POSITIVE RELATIONSHIPS
At that point, I had known T'ziyah for eight months and knew that I was one of his trusted key workers. Over time our relationship had allowed him to share, and he had learnt 'to be strong and independent through [our] positive relationships' (Development Matters in the Early Years Foundation Stage). This will be the case for the children you work with too.

T'ziyah's comment that Black Panther was a 'boys-only' film provided me with the opportunity to foster a positive relationship across the gender divide and challenge his emerging views on girls. We must never forget how influential our perspectives are when helping children to make sense of their world, and it is key that we incorporate these into how we plan activities and extend learning opportunities.

T'ziyah's exchange presented the perfect opportunity to challenge sexist attitudes through role play. So, we re-enacted a scene from the film, with each of the boys and girls choosing the character they wanted to be irrespective of gender or race - a South Asian girl or black boy could be Black Panther if they wanted. T'ziyah enjoyed repeating the key phrase from the film, 'Wakanda forever!'.

ENABLING ENVIRONMENTS
My response to T'ziyah's story raises questions about diversity and inclusion, and the enabling environments we create for the young children in our care. 'Inclusion' is about more than providing a diverse range of books and dolls. We have to move past resource tick boxes and tokenistic gestures which pay lip service to 'diversity and inclusion' with regards to children's lives.

If we, as a sector, are not willing to challenge the dominant racist, sexist and ableist structures in society, because we are too cautious or afraid to enter into uncomfortable conversations about diversity, then early years practice and provision will remain the same - as will society. Always remember that early years provision is a microcosm of the wider systemic discrimination and injustices that we are experiencing right now in the world.

Acknowledging the enormous diversity within our society is a tiny step in the right direction. Far more important, however, is working meaningfully and collaboratively with families to recognise and incorporate the different realities for their children that take place by fostering truly 'enabling environments' within the setting.

It is about talking explicitly about race and acknowledging that T'ziyah has seen himself represented in a film that centres on black superheroes, rather than brushing aside his experience because you don't know how to talk about race.

Having a strong partnership with parents and carers means using home time as an opportunity to discuss T'ziyah's day with his mum or dad. Importantly, the conversation should be in front of T'ziyah to further demonstrate to him how important he is and how his family is valued.

Additionally, responding to children's stories and interests can enable us to create 'enabling environments' that deliver the cross-curricular learning that we all seek for the children in our care.

Through our Black Panther role play, T'ziyah was able to develop, for example, his communication, social and gross motor skills (Prime areas), as well as his spatial awareness (Mathematics). It also allowed for active learning, critical thinking and exploratory play (Characteristics of Effective Learning).

LEARNING AND DEVELOPMENT
I drew on my observations of the Black Panther role play and T'ziyah's input to plan 'next steps' in his learning. As well as avoiding an adult-led approach, T'ziyah's involvement also gave me a clearer understanding of his interests.

My aim was to build on the role play to extend his creativity and encourage him to tell more stories about this place that he had seen in the film. I wondered:

Can this imaginary place be recreated in the local community?

Could we visit the local reservoir, which is also a beautiful outdoor location with logs to jump off and vast green to run through?

Maybe he can bring his dressing-up clothes from home and wear these as he runs round the reservoir?

Challenges and dilemmas
What should we do if we cannot relate to what our children share with us? How do we ensure a reaction that still supports and values our children and makes them feel unique and valued?

Too often we worry about not getting it right, but this is counterproductive. We encourage our children to take risks and get things wrong, and we must be prepared to do the same.

If we do not have the right language to use when entering territory that feels alien to us, then we mustn't use this as a reason to not say or do anything at all.

Parents are the best people to ask about their children. We must maintain professional boundaries but also build trust, so that we can ask questions that can inform us about the child.

Use staff meetings to share best practice.

Develop your own CPD by engaging in learning that takes place outside of the traditional routes of reading and writing reflective journals. Although these things are key, widen your pool of knowledge by attending webinars on topics that you feel unsure about, for example, anti-racist practice. Webinars are good spaces to learn and reflect as they do not require you to be sat in a room full of strangers, as may be the case in traditional face-to-face training situations, and they also allow you to absorb the information in the comfort of your own home.

MORE INFORMATION
You can attend any of Liz's specialist 'Anti-racism in the early years' webinars by finding her on social media:
Liz Pemberton MA, QTS is an early years trainer and consultant and former nursery manager.

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Inclusion - 'Wakanda forever!' - Nursery World

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One boy's interest in the Black Panther film shows how stories can help build a secure sense of identity, says Liz Pemberton

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Room -2   2D3-2D4   Second Floor - Mark Church 

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Room -2   2D3-2D4   Second Floor - Mark Church 

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Session 1: 9:30am-12:30pm Group 2

Session 2: 1:15pm-4:00pm Group 3

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Room -3   3A3 and 3A4       3rd Floor -   Liz  Permberton

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Room -3   3A3 and 3A4       3rd Floor -   Liz  Permberton

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Session 1: 9:30am-12:30pm Group 3

Session 2: 1:15pm-4:00pm Group 4

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Room -4  Senior Student Center (SSC)  4th Floor-Anne Van Dam & Fiona Zinn                                                               

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Room -4  Senior Student Center (SSC)  4th Floor-Anne Van Dam & Fiona Zinn                                                               

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Session 1: 9:30am-12:30pm Group 4

Session 2: 1:15pm-4:00pm Group 1

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Closing Session at the Auditorium                               Day 2

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Closing Session at the Auditorium                               Day 2

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Room -1 Dance Studio Lower Ground Floor.    Jennifer Ryan & Megina Baker         

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Room -1 Dance Studio Lower Ground Floor.    Jennifer Ryan & Megina Baker         

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Session 3: 8:30am-11:30am Group 3

Session 4: 11:45am-3:00pm Group 4

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Room -2       2D3-2D4   Second Floor - Mark Church     

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Room -2       2D3-2D4   Second Floor - Mark Church     

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Session 3: 8:30am-11:30am Group 4

Session 4: 11:45am-3:00pm Group 1

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Room -3       3A3 and 3A4       3rd Floor -   Liz  Permberton

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Room -3       3A3 and 3A4       3rd Floor -   Liz  Permberton

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Session 3: 8:30am-11:30am Group 1

Session 4: 11:45am-3:00pm Group 2

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Room -4   Senior Student Center (SSC)  4th Floor- Anne Van Dam & Fiona Zinn    

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Room -4   Senior Student Center (SSC)  4th Floor- Anne Van Dam & Fiona Zinn    

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Session 3: 8:30am-11:30am Group 2

Session 4: 11:45am-3:00pm Group 3

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Play is central to how children learn-the way they form and explore friendships, the way they shape and test hypotheses, and the way they make sense of their world. Much is known about how play supports learning, yet little empirical research has explored what it might mean to put play at the center of formal schooling. In 2015, the Pedagogy of Play (PoP) research project began investigating the nature of playful learning in schools. Funded by the LEGO Foundation, the project focuses on three core questions: Why do educators need a pedagogy of play? What does playful learning look and feel like in classrooms and schools? How do educators set up the conditions where playful learning thrives?

The answers to these questions can be found in our new book, A Pedagogy of Play: Supporting playful learning in classrooms and schools! You can access a free PDF of the book, or you can purchase a physical copy of the book via the Lulu website.

We began our research with the International School of Billund (ISB) in Denmark, a school whose mission is designed around learning through play. Our research with ISB inspired a working set of playful learning principles, practices, and tools; pictures of practice (stories illustrating playful learning in action); and the beginnings of a pedagogy of play framework. We also developed a research methodology for examining and enhancing playful teaching and learning. Recognizing the cultural variations of learning and play, we expanded our research to include schools in South Africa, the United States, and Colombia. In each context, we sought to understand what playful learning looks and feels like.

On the tabs of this web page, you can find more details about our research, including some key ideas, resources for teachers and administrators to develop or enhance their playful learning practices, and resources for teacher educators who wish to support pre-service or in-service teachers in cultivating playful classrooms and schools. We also invite you to explore our blog popatplay.org, which offers team reflections and activities, stories of playful practice, and insights and experiences from practitioner and research colleagues who support learning through play.

Since 2015, we have been investigating the relationship between play and school. A growing body of evidence demonstrates that play supports children's social, cognitive, emotional, and physical development, and that there is a positive connection between enjoying learning and academic success. But integrating playful practices into school, or embracing play as a strategy for learning, has proven challenging. In part this is due to paradoxes that arise when play and school intersect:

In play, children are in charge. At school, the adults typically set the agenda.

Play can be chaotic, messy, and loud. Schools often need to be orderly and quiet.

Play often involves taking risks. Schools aim to keep children safe.

Both statements in each bullet above are true, and both statements of each bullet should be honored. These paradoxes are the underpinning of why a pedagogy of play-a whole school approach to examining, discussing, and supporting playful learning and teaching-is critical.
Six Core Principles of Playful Learning
Based on literature reviews of learning and play, insights from educators and researchers around the globe, and practitioner action-research with playful teachers and school leaders in Denmark, South Africa, the U.S., and Colombia, our research team developed six core principles of playful learning:

1. Play supports learning

2. Playful learning in school requires play with a purpose

3. Paradoxes between play and school add complexity to teaching and learning

4. Playful learning is universal yet shaped by culture

5. Playful mindsets are central to playful learning

6. Supportive school cultures enable playful learning to thrive

These principles form the foundation of a pedagogy of play. You can read more about each principle in our book, linked on the Overview page.
Playful Learning Indicators
It is easier to talk about, plan for, and assess playful learning with colleagues who share an understanding of what playful learning means. Together with educators, we co-created working definitions of what playful learning looks and feels like in their own contexts. Through interviews with educators and students, observations, focus groups, study group discussions, and examining documentation of student learning, we developed site-specific, culturally relevant maps of playful learning. If you hover over the points marked on the map below, you can see these Indicators of Playful Learning for each site:

For each model, playful learning is represented at the intersection of the indicators; in other words, playful learning is likely to occur when all three indicators are present. The models are explored in depth in our working papers. Educators have used these indicators to develop a whole school approach to playful teaching and learning appropriate for their setting. Perhaps not surprisingly (after all, playful learning is universal), the models also share features across contexts. Looking across our four sites, we noticed patterns and developed a cross-cultural model of playful learning indicators.

The cross-cultural indicators provide a starting point for educators and school communities interested in exploring what playful learning looks and feels like, and how they might foster a pedagogy of play in their school. If you are interested in digging deeper or co-creating your own playful indicators, the Playful Learning Indicator Guide: A Weekly Handbook for Research Teams can be found on the For Educators tab on this website.
Playful Learning Practices & Strategies
How can educators set up the conditions where playful learning thrives? Based on extensive classroom observations and interviews across sites, consultations with key thought partners, a review of literature (including related pedagogies such as inquiry and project-based learning), and our own prior research and experiences in the classroom, we identified the following key practices and strategies that support playful learning and teaching across ages and contexts:

Practices

Strategies

Empower learners to lead their own learning

Get to know your learners

Involve learners in decision-making

Reflect on learning with learners

Build a culture of collaborative learning

Use play to build relationships

Facilitate purposeful conversations to build knowledge

Foster a culture of feedback

Promote experimentation and risk-taking

Design open-ended investigations

Encourage risk-taking as a strategy for learning

Encourage imaginative thinking

Share stories to engage and enhance learning

Use role-play and pretend scenarios

Provide materials and experiences that engage the senses and the body

Ask questions that invite curiosity and imaginative thinking

Welcome all emotions generated through play

Design for joy

Use play to explore complex issues

Support learners in working through frustration

Click here for an expanded description of these practices and strategies which, along with related tools, can be found on the For Educators tab and in our book.
Playful Participatory Research
To promote playful learning for children and older learners, it's important for the adult learning community to also embody and engage in playful learning. We developed Playful Participatory Research (PPR) as a research and professional development approach for educators to reflect on their playful practice. PPR is a form of action research in which teachers collect data, analyze results, and use the knowledge to develop or deepen playful teaching and learning in their own schools. PPR provides opportunities for teachers to play with ideas, take risks, and explore new possibilities, and it provides school communities the opportunity to come together for conversations about a pedagogy of play. You can read more here about our collaboration with the International School of Billund and the impacts of PPR. If you want to learn more and try PPR in your school, you can find a link to the Playful Participatory Research Guide: An Interactive Workbook on the For Educators tab on this website.

One of our goals is to help educators-classroom teachers, teacher leaders, and administrators-incorporate more playful teaching and learning into daily practice. Here, we offer specific tools and resources that support a pedagogy of play.

The Educator Toolbox includes an overview of the playful learning practices and strategies, and eighteen related tools appropriate for all ages and contexts. We invite you to adapt the tools (with integrity!) to fit your needs.

We also offer two guides and accompanying workbooks, designed for educators interested in conducting their own playful research (and research playfully!). The first is the Playful Participatory Research (PPR) Guide: An Interactive Workbook, developed by the Pedagogy of Play research team as a way to support educators' playful learning. PPR is a type of practitioner inquiry or teacher research-research done by educators. It is a reflective and playful way for members of a learning community to explore learning through play together, through collecting and discussing data, analyzing it together, and applying what is learned. The PPR Guide provides an overview of the process, an interactive workbook to play with, and some additional resources to support the research.

The Playful Learning Indicator Guide: A Weekly Handbook for Research Teams helps educators co-create their own definition of playful learning. Modelled after the research process of Pedagogy of Play, the guide is helpful for any team of educators interested in better understanding what playful learning looks and feels like in their classrooms and school.

Welcome to the Pedagogy of Play (PoP) teacher education resource webpage. Here you will find materials for a 14-session course to introduce pre-service teacher candidates to playful learning.

These materials were created with the support, collaboration, and feedback from over 30 teacher educators from around the world. Feel free to adapt them as you see fit, using all or some of the course sessions. The material can also be adapted to use with in-service educators to promote their professional learning. Below, you will find:

An instructor guide with detailed information about each course session

A course syllabus that can be shared with teacher candidates

PowerPoint slides for each course session

Suggested Readings

Resources, such as Activity Cards and Assignments that supplement information in the instructor guide, and a library of classroom videos from a range of age groups and geographies that are referenced in the syllabus to promote discussions of playful learning

Act 1 Why do we need a Pedagogy of Play?

Act 2 What does learning through play look and feel like in different cultural contexts?

Act 3 How can we promote a Pedagogy of Play?

Project Info

FUNDER: The LEGO Foundation

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Play is central to how children learn-the way they form and explore friendships, the way they shape and test hypotheses, and the way they make sense of their world. Much is known about how play supports learning, yet little empirical research has explored what it might mean to put play at the center of formal schooling.

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Pedagogical Documentation: Impossible goalposts and imaginary enemies. 

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Pedagogical Documentation: Impossible goalposts and imaginary enemies. 

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PEDAGOGICAL DOCUMENTATION: IMPOSSIBLE GOALPOSTS AND IMAGINARY ENEMIES

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Around the world early childhood and primary school educators are exploring the practices of pedagogical documentation as a strategy fo…

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The Challenge: Meeting requirements and documenting as researchers. 

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The Challenge: Meeting requirements and documenting as researchers. 

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THE CHALLENGE: MEETING REQUIREMENTS AND DOCUMENTING AS RESEARCHERS

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Last week Fiona wrote: I think that documentation is the strategy that will allow us to transform the way we spend our time with…

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Discovering Depth: Planning with Children's Interests, Concepts and their Theories

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Discovering Depth: Planning with Children's Interests, Concepts and their Theories

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In the realm of early childhood education, the phrase "responding to children's interests" reverberates widely. It's often expressed as a strong statement of belief , a reminder to attune ourselves to children's curiosity . Yet, this point of view prompts a deeper inquiry - responding to what, precisely, and why? There exists a risk within this approach , an ambiguity , that may lead to a lack of focus, clarity, and depth in the learning process .

To truly understand and engage with children's investigations , it's essential to look beyond their immediate actions and delve into their thoughts. This requires a framework that allows u s to peer deeper into the underlying concepts and theories shaping their play and research .

Consider for example, a child engrossed in play involving airplanes. Beyond the superficial observation lies a rich tapestry of potential concepts - ourneys, change, sequence, or storytelling. Similarly, construction play with dinosaurs might evoke concepts of power dynamics, hierarchy, or even notions of time.

Besides identifying ideas and theories in children's play, teachers can introduce a concept as a focal point for exploration. B eauty found in nature could be a focus. The journey begins by identifying potential entry points that resonate with your unique group of children at that particular moment in time. Documentation emerges as a pivotal tool in this endeavor. It aids in the systematic collection of information, prompting educators to pose questions (depending on the learning proposal) such as:
· What are the children's perceptions of beauty? · Which natural materials are they drawn to?
What connections do the children establish during these explorations?

Interrogating this gathered data with our peers fosters dialogue and allows for multiple point of view. It's a space where educators can contemplate how to deepen children's investigations or challenge their theories.

In a recent conversation with an educational team in Hong Kong, an intriguing question surfaced: What concepts tend to naturally emerge within the realms of 3, 4, and 5-year-olds? Such inquiries spark reflections on concepts that might provide valuable threads for interconnecting curricular elements based on what often captivates children's attention .

Zooming out of the immediate context provides a lens of clarity. It's a vantage point that allows to see the broader tapestry of concepts and theories intersecting within children's interests. This panoramic view illuminates potential pathways for meaningful educational connections.

In the intricate dance between interests and concepts lies the heart of responsive intentions in childhood education. It's a delicate choreography that seeks to honor the authentic inquiries of young children while providing scaffolding that invites deeper exploration and understanding.
How do you look beyond what children are doing? What concepts do you see often emerge in your context?

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Discovering Depth: Planning with Children's Interests, Concepts and their Theories

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In the realm of early childhood education, the phrase "responding to children's interests" reverberates widely. It's often expressed as ...

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Ethical Issues in Pedagogical Documentation

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Ethical Issues in Pedagogical Documentation

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Learning and Relating through Pedagogical Documentation

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Learning and Relating through Pedagogical Documentation

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Engaging Pre-K Learners by Following Their Interests

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When students show genuine curiosity about a topic, the emergent curriculum approach lets teachers build upon that excitement to reach learning objectives.

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Visit to learn more about Storytelling and Story Acting in the Boston Public Schools - lots of examples and resources. The full Focus on Early Learning curriculum is also available here.

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The Department of Early Childhood is committed to supporting children, families, and educators through this tumultuous time. We have highlighted a number of resources below to address the unique challenges and opportunities of at-home learning for our youngest children. We will continue to update this page as more resources are available. Feel free to contact us if you have questions or specific requests!

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The Department of Early Childhood is committed to supporting children, families, and educators through this tumultuous time. We have highlighted a number of resources below to address the unique challenges and opportunities of at-home learning for our youngest children. We will continue to update this page as more resources are available.

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Please join us if you'd like to go deeper with the ideas shared in the Pedagogy of Play workshop.

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Let`s Play: Teaching Strategies for Playful Learning

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Through virtual hands-on activities, illustrations from classroom and online practice, and experimenting with playful learning and teaching tools both online and in-person (when possible), participant

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Workshop Handouts - Anne van Dam & Fiona Zinn 

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Workshop Handouts - Anne van Dam & Fiona Zinn 