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I'm not sure but I'm keen to find out :)

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Creating learning opportunities through play.

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How can we use it to fit in our curriculum?

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learning through meaningful and planned play

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Management of students' excitement. Lack of time.

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A teaching approach that combines play with learning to create a fun and engaging lesson

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How I can use it to engage children

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learn how we can fit the syllabus to it and complete it within the assigned time

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Planned activity

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How do we ensure that the children is really learning and not merely playing

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Can it be integrated into our lessons according to our SOWs without taking too much of our preparation time or the lesson time?

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engaging students in a particular lesson with a play activity that meets the lesson objectives at the same time

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I would like to find out which activities could be integrated into improving my students' penmanship and word recognition skills

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Where can the teachers pool resources together or do we come up with our own?

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The author seems to believe that in order for PPP to be meaningful, a culture of PPP has to be established within the school and not just individual teachers alone.

The author believes that children all have varied interests and would make PPP a challenge as some learning activities may not be deemed as play while it may to others.

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I think that having indicators of what PPP can look like does help us as teachers plan for, assess and reflect on playful teaching and learning, as like mentioned in the article, teachers vary in how they value playful learning practices.

I also agree with the concept of PPP helping children develop in their other skills (e.g motor skills, counting skills) at the same time.

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I aspire to use PPP as a way to help students build domain-related skills while engaging in English lessons

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PPP is an effective yet elusive practice. It builds disciplinary knowledge, critical thinking skills, and collaborative capacities. It helps students explore, wonder, make connections, and have fun.

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Making room for playful learning in school can be difficult. Formidable tensions exist between playful learning and the way teaching and learning are currently structured in most schools.

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1. Play provides a safe and non-threatening space for children to explore, experiment, and take risks, which can foster creativity and problem-solving skills.

2. Play-based learning requires a shift in pedagogical practices and a willingness to take risks and experiment with new approaches to teaching and learning.

3. Play-based learning is not a replacement for traditional teaching methods, but can complement and enhance existing approaches to support deeper and more meaningful learning.

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Play pedagogy provides a platform for students to display learning and make meaning of their learning. It can helps students to learn and remember better.

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Play pedagogy develops a child holistically and I also agree to this. Social skills is one key area that a child needs to develop since young.

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1. Implementing play in learning can be difficult in schools as play involves processes that can be messy, loud and unpredictable which is in contrast to how schools are places that emphasizes orderliness.

2.When we use play in learning, we are helping the child to also develop themselves in areas beyond academic such as in their social, emotional and physical development.

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1. Play is not always an effective way to learn. While play can be an engaging and fun way for students to learn, it may not always be the most effective approach as some topics or concepts may require a more structured approach, or students may need more guidance and direction to understand them

2. It can be difficult to ensure that play activities are aligned with learning objectives and outcomes.

3. Play may not be appropriate for all ages or subjects: While play can be beneficial for younger students, it may not be as effective for older students or in certain subjects like mathematics or science, which may require more focused attention and practice.

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I aspire to learn how to be able to use PPP in my teaching effectively (without taking up too much time) - integrate PPP into the syllabus and not just a one off thing.

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The school culture needs to embrace the play pedagogy to ensure that it becomes a pathway of learning.

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1. Playful learning enables intellectual, emotional, social and physical development of the child.

2. Play is both subjective and objective, depending on the behavior and experiences.

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I aspire to use PPP to bring about the joy of learning in children while they learn the appropriate sets of skills and knowledge. I aim to do it regularly if it is not time consuming.

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"In order to truly play, children need to demonstrate a predisposition to perceive an activity as play."
This concept of play and playfulness being connected is interesting and got me thinking, "How do we cultivate this essence or spirit of play?" With the removal of summative assessment for lower primary and MYEs for other levels, we are getting there but it will be a while before we truly able to say that in our SG curriculum, play supports learning.

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"... resources such as time, space, and materials can seem to be in short supply.'

Time especially needs to be given to educators to, firstly, change our mindsets as many of us are brought up in an era of mostly rote learning, and secondly, to work collaboratively to standardize our understandings of the nature of play and how we value playful learning practices.

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"...delight is often missing in schools.''

We are trying our best to let our students experience the joy of learning e.g. celebrating their successes, allowing students to have sense of achievement/success by use of self-assessment tools etc.

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I aspire to empower my students by giving them more autonomy in their learning. Autonomy is the main developmental driver for children between 6 and 12 years old. This is when DI will come into play when I use tools such as tic-tac-toe choice board etc.

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In the Early Learners' curriculum, PPP is applied through dramatic play in singing, dancing and playing of instruments to develop the skill and confidence of young learners when playing and watching others play.

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I would want to try out PPP in reading and writing. Perhaps by getting students to act out a story and dramatise it before putting it into written format.

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Use of daily, authentic resources such as recycled water bottles to arouse curiosity and then teacher to observe their actions while eliciting responses from questions.

Sight Word hunt after doing a class writing.

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More purposeful use of physical authentic resources for students to explore instead of pictures on PPT etc

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- building with blocks
- engaging in imaginative play
- sensory play activities
- learning centers as areas for children to engage in self directed learning
- outdoor learning experiences (exp. nature walks)

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I would like to see how PPP can be applied in a writing lesson as I feel that it will make writing lessons more interesting and enjoyable for the students.

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Children get involved in sewing, clay, painting, or knitting as a form of purposeful play in Art & Craft. They also play with blocks and sticks to imagine and improvise as they learn.

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I aim to find a way to integrate PPP while also being able to meet the curriculum needs.

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Child- and teacher-directed play:

Co-direct the play experience with the children.

Extend children’s play by asking questions, providing prompts, or adding appropriate resources as you play with the children.

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Using more dramatisation and acting out during Vocabulary lessons.

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PPP engages students through structured activities where students can play. PPP must be effective in achieving the lesson objectives.

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I would like to know more about how I can use play for lessons where I would like to cater to students of different abilities.

I would also like to know how I can incorporate play into writing lessons to make them more engaging.

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"Plenty of time is dedicated to outdoor activities and free play."

Lesson time is limited and dedicating time for outdoor activities takes time away from other aspects of learning.

"Most activities are not planned ahead of time, but are spontaneously decided."

The author also assumes that teachers can spontaneously come up with meaningful activities during unstructured play to allow students to learn what they need to learn.

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Play-based classrooms focus on activities that are less academic in nature. It seems that although play-based activities are effective in teaching concept and skills, I worry about conducting them often for classes in the middle and upper block.

The class sizes are bigger and to manage each student during play-based learning may prove challenging in reality.