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1. Have you and your friends done any outdoor activity when you are young? If yes, what are they?

2. Do you it is a good idea to allow children to play at school? Why?

3. Find some examples of learning through playing (children).

4. Are there enough indoor or outdoor playground for children in Hong Kong? Why and why not? Any suggestion?

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衞生署衞生防護中心 Centre for Health Protection, DH

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Healthy Living Series – Physical Activity for Young Children

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Play-based learning helps engage elementary students in their education and has cognitive, physical, social, and emotional benefits.

A few years ago, I began shifting to a play-based approach in my kindergarten classroom. Research extolled the physical, cognitive, social, and emotional benefits of play and called to mind Friedrich Froebel's vision of kindergarten as a place where play and learning go hand in hand.

As I made small changes in my classroom, I began to understand that play is a primary and integral mode through which children make sense of the world, and that it is essential to their development and well-being. In addition, it supports skills like collaboration, communication, and creativity. Offering play can feel challenging when mandated programs and standardized tests are requirements of many school districts, but play-based learning is an effective practice for deepening understanding and engaging children. The key is finding a balance between academic expectations and the developmental needs of young students.

Offer Time, Space, and Materials

As I studied children's play, I saw that their bodies and minds were most engaged and focused when they were offered time, space, and meaningful materials to make sense of what they were learning. Teacher-directed activities and transitions are no substitutes for opportunities for exploration, creativity, and socialization.

Using a "choice time" structure like the one outlined in Choice Time: How to Deepen Learning Through Inquiry and Play, PreK-2 affords children opportunities to learn playfully. Making time for play early in the day optimizes learning and helps to balance a classroom schedule. My students have a 30-minute choice time within our literacy block each morning in addition to a 45-minute choice time at the end of the day.

The classroom environment is designed to engage their minds, meet their sensory needs, and offer practice with academic content. Our classroom includes a block center, math center, science center, book nook, dramatic play corner, sensory table, felt board, and art center. Many of the materials in each center can be integrated into more than one center.

With thoughtfully designed centers, children flow from one activity to the next with a sense of purpose. The art center is a place where children can construct all sorts of creations. Pine cones, tree bark, and other natural treasures are piled into the science center with an old overhead projector for light study. Cuisenaire rods, pattern blocks, and counting grids encourage geometric design at the math center. The block center is where children's imaginative worlds come to life.

Creativity and invention stem from some of the simplest materials, and having access to these materials can make the difference in a child's ability to learn.

Other materials are introduced to expand thinking on a certain topic or theme. For example, later in the spring, the sensory table will be filled with soil and the students will begin a scientific study of worms that will eventually lead the students outdoors to the garden.

Use Play to Inform Teaching

I had an initial hesitation surrounding play-based learning because I worried that it would impact my ability to teach district-mandated programs or address required academic standards and assessments. But observing young students as they played gave me new insight on the ways they think and learn. I was able to use that knowledge and address their individual needs more effectively.

Children were more motivated to explore academic standards within their play because it was meaningful to them. After reading Miss Maple's Seeds last fall, the children became fascinated by the knowledge that Eliza Wheeler had created the pictures and story from her imagination. They grew curious about how the book was made. After discussing the book-making process in our circle, a child exclaimed, "We can make books, too!" A few minutes later, a group of children set off to the art center to create books of their own.

The collaborative work of story writing incorporates speaking, listening, and writing standards. Book making has since become a favorite activity, carrying over into other areas of learning.

This winter, a child made a number book and brought it to our math circle to share with the class. Number books quickly became the rage, with each one a little different from the next. One child began a book about groups of 10. A friend offered support by popping up from the table to reference the number grid on the wall. They soon reached 200.

Given time, space, and materials, these children were able to explore mathematical concepts at their ability level while also contributing to other children's understanding. Educational consultant Mike Anderson describes this kind of "self-differentiation" as the place in which learning is "most effective" and "enjoyable"-in other words, their zone of proximal development.

Understand Child Development

Understanding how play supports learning means understanding how children learn. Just as a tree's roots form a foundation on which the tree can thrive, our teaching must have roots in child development in order for children to thrive.

Once my students had experienced play-based learning, they were more focused, motivated, and purposeful. Most important, they were happier. Bringing play-based learning to my classroom created balance, deepened our learning, and defined our classroom community as a place where we could learn and grow together.

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Play-based learning helps engage elementary students in their education and has cognitive, physical, social, and emotional benefits.

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How important is it for students to have fun in the classroom? And if lessons are dominated by play does this distract from learning?

Tim Taylor, an advanced skills teacher in Norwich who has written extensively on learning through play, explores these questions in a post on his blog, Imaginative Inquiry.

He dissects three common arguments against using play to make lessons fun and engaging. One of the criticisms he hones in on is the belief that fun is frivolous and therefore has no role in the classroom. He believes that this concern comes from people mistakenly equating fun with entertainment.

Tim writes: "Learning does not have to be boring, nor does it have to be entertaining, but it does have to mean something to the learner. This, I think, is the nuance that is missing from the anti-fun argument.

"Of course it is bad practice to make lessons vacuous or so distracting that students forget what they are learning. Just as much as it is bad practice to make lessons so tedious and boring that they lose the will to live. But there is no reason at all not to try to make learning enjoyable, to make the context interesting and attractive to the learners, to offer them a way in and to give some opportunities to contribute and be heard."

In another blog post Tim gives a great example of how play can be used to engage students in learning. With the help of Luke Abbott, an expert on imaginative inquiry, pupils were taught about how to respond to an accident using drama-based learning - Tim stresses that this is not the same as role play.

He writes: "Within a few minutes of starting, the children, in role as an emergency rescue team, were discussing what equipment they were going to need to rescue people trapped in a giant sink-hole.

"I remember sitting there in the corner of the classroom, talking to my hard-to-engage class, every one of whom was crouching with Luke in rapt concentration."

It's a technique that primary school teacher Jenny Lewis also converted to. She talks about how she uses the approach in this interview on our network.

We'll be exploring lots more methods and ideas for teaching students through play in our live chat. We'll be talking about the benefits and challenges of the approach, the research behind the idea, and discussing where teachers who want to adopt the technique can find support, resources and examples of best practice.

Join us on Wednesday 19 March, 5.30pm to 7.30pm, to discuss teaching students through play. The discussion will take place in the comment thread below, which is already open, so feel free to post your questions and ideas early and catch up with what happened at a later date.

Our Panel

Philip Waters
Philip has worked with thousands of children in many different contexts using play as a vehicle for change. He currently works at the Eden project and has written and delivered various training programmes in the UK and the USA. He has a particular interest in how children's fiction can be used as cultural and social tool for transformation, a topic he focused on for his doctorate.

Mariah Bruehl
Mariah is the author of the book Playful Learning: Develop Your Child's Sense of Joy and Wonder. With over 15 years experience working in the field of education, she has brought her expertise online with the award-winning website Playful Learning. In 2011 she launched the Playful Learning Ecademy, which offers online learning experiences for kids, parents and teachers.

Ann Langston
Ann is currently director of Early Years Matters, a company providing training and consultancy in all aspects of early years. She has contributed to an independent review of the early years education and has helped develop foundation stage frameworks. Her latest book is Facilitating Children's Learning in the EYFS.

Tim Taylor: @imagineinquiry
Tim is an advanced skills teacher, a visiting lecturer at Newcastle University and a teaching and learning consultant for mantle of the expert. He blogs at Imaginative Inquiry.

Marc Armitage: @marcatplay
Marc is an independent consultant who specialises in the role of children's play in learning and their social world. He has more than 30 years experience in this field and specialises in exploring what children and young people do when they are not usually in the presence of adults. Mandy Andrews
Mandy is a lecturer in early childhood at the University of Plymouth. She was formerly a play officer for a local authority and has a range of children's play experiences, including running an adventure playground.

Judith Reay
Judith is head of the Sue Hedley Nursery School in south Tyneside, which has recently been awarded outstanding by Ofsted. She has 16 years experience, is a foundation stage phase leader and has a masters in early years education. She uses the high scope approach, which emphasises active participatory learning.

Melanie Pilcher: @Pre_schoolLA
Melanie is the policy and standards manager for the Pre-school Learning Alliance and has nearly 25 years experience in early years. She writes articles and resources to support early years practitioners and represents the work of the organisation as a speaker at conferences and seminars.

Yetunde Adediran: @OpenVirtualSTEM
Yetunde has created a community science project called Open Virtual Stem to get more young learners interested in science and engineering. She uses physics, maths and programming to engage kids through digital gaming technology.

This content is brought to you by Guardian Professional. Looking for your next role? Take a look at Guardian jobs for schools for thousands of the latest teaching, leadership and support jobs.

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Learning through play: benefits, challenges and best practice - live chat

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How important is it for students to have fun in the classroom? And if lessons are dominated by play does this distract from learning? Tim Taylor, an advanced skills teacher in Norwich who has written extensively on learning through play, explores these questions in a post on his blog, Imaginative Inquiry.

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Spacebox: On Demand Self Storage At Your Doorsteps @ 3rd DBSxCAL Talk

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In a city that redefines what small living spaces means, hydraulic or folding beds and movable furniture are commonplace.

So when Lewis Cerne and his wife were living in a 300-sq ft space, they began thinking of how to customize furniture that could double as storage. That's when Lewis had a revelatory moment.

"Instead of trying to make everything fit and being frustrated, I thought, why not figure out a way to take away stuff you don't need, but keep it accessible?" asks Lewis, who has been living in Hong Kong for the last six years.

"In Hong Kong, you sit and sleep on storage," says Lewis. "But we want to take these things out and still give you peace of mind."

Hence the seeds for startup Spacebox were planted, a storage solution that allows you to get stuff out of your apartment without leaving home. Lewis partnered up with co-founder and brother Stuart Cerne, and launched the service in November 2014. By January, they had over 100 customers, primarily through word of mouth.
Check here for HK's latest startup events. How it works
Spacebox delivers the specified boxes to the customer. A standard box size costs $49 HKD a month. You then pack up your belongings in the box, taking photos of your belongings and labeling the boxes along the way. You can upload the photos and descriptions (which are privatized), to make deciphering between boxes easier in the future. You then arrange for pick up of the boxes.

After the boxes are picked up, the items are dropped off at a humidity and temperature controlled warehouse. Checkout is free. If you're in a rush, express deliveries are available at an extra cost.

Developing a Model for Hong Kong

In the past, Lewis utilized self-storage units, but found the process tedious and inconvenient for the needs of Hong Kong.

"You have to pack up all your stuff, vet for the storage conditions and then when you need it, lug it all back. It seems like a petty issue, but finding appropriate boxes is also really hard in Hong Kong!"

After some research, Lewis discovered similar concepts had already emerged in other high density cities like New York and was popular.

Lewis, who was working in environmental consultancy, advised anyone wanting to do a startup in a different industry to be realistic about what you can't do. For him and his brother, that included programming. The team now has seven, including two software programers.

"It's crucial to develop the software, don't wait. Luckily Hong Kong has great resources and programers looking for opportunities."

"We're not leasing a fixed amount of spaces. Long term, we need to develop the ability to scale," he says.

Spacebox currently has the capacity for 40,000 boxes. As for the future, the team wants to expand the business and also enable the sharing of storage spaces amongst friends (like a library) or have an option for boxes to be donated to charity.

"My wife is extremely happy we started this," he says, adding that though they have now upgraded to 750-sq ft space, they are still storing their belongings.
The storage market
Spacebox is not alone in this market. Go N Live, another storage startup, have been operating in Hong Kong for two years. Many more storage startups, such as Boxful, are entering this space as well. Thanks for these entrepreneurs, living space in Hong Kong just got bigger.
This interview was conducted and condensed by Hannah Leung of EntrepreneurHK (EHK).

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Meet Spacebox, the Storage Startup Eliminating Hoarding

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In a city that redefines what small living spaces means, hydraulic or folding beds and movable furniture are commonplace. So when Lewis Cerne and his wife were living in a 300-sq ft space, they began thinking of how to customize furniture that could double as storage. That's when Lewis had a revelatory moment.

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The pandemic has revealed the tension between public and private spaces in Hong Kong