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- Lyon

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planned and facilitated by teachers
- creators

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就是通过玩达到一定的目标和收获
Integrated Learning through Play

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Meaningful play time with learning objectives

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Play with some form of intentionally learning
Investigators

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Intentional planning of play to meet outcomes

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Learning along to planned play experiences.

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Planning and facilitation of children’s play while reaching learning outcomes

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Play experiences with objectives through Teachers facilitation

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intentional planning and facilitation of children's play

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during kaleidoscope, when they are engaging with materials in the sensory bin. materials are placed there by the teacher and children engage with the materials. teachers observe children during this time and facilitate.
creators

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researcher所有的地方除了厕所，其实厕所也游戏可以，就是看谁站在指定的地方等候，哈哈哈

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researcher所有的地方除了厕所，其实厕所也游戏可以，就是看谁站在指定的地方等候，哈哈哈

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Purposeful play can happen anywhere

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It can happen anywhere (especially outdoors), anytime, as long as there are both implicit and explicit objectives to be met and guidance from teachers

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It can happen anywhere (especially outdoors), anytime, as long as there are both implicit and explicit objectives to be met and guidance from teachers

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- Lyon

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During the entire curriculum; as the teachers plan for purposeful engagement and interaction with teaching materials and toys.

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during the entire curriculum (skills workshops - literacy, math, chinese) as we engage them with different activities and toys with integrated learning
during the different stages of inquiry where they explore and experiment with various materials
communicators

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With kamibot and cubico in the classrooms:)

Also Inquiry space where they extend and work on what they have in the process.

Investigators

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Skillswork (small group corner activities) - play and learn Literacy, Math and Chinese while facilitated by teachers through games and with hands on materials.

Inquiry (provocation) - planned materials for children to explore and play with.

Outdoor learning experiences (OLE) - planned activities outdoors e.g. I Spy consonant blends (it's a game but with a learning objective).

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Kaleidoscope and Stretchers
Children have fun with the materials provided and at the same time they are learning different skills.

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Kaleidoscope- children engaged with the materials in the sensory bin ( teachers’s facilitation)

Ray of light and green space corners - children engaged with the materials provisioned and also integrate with stretchers lessons.

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When facilitated, Purposeful play happens all the time, right from me play to outdoor play (Learning shapes, vocabulary, fine motor skills etc.)

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With planned games and materials such as puzzles, matching games, Kamibot

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Teachers should intentionally plan and set learning goals or outcome during various play times so that learning can be received by the students. Teachers should also do their part in scaffolding them as necessary

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Plan, prepare materials, BE PRESENT with the children, facilitate, ask and receive questions.

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-Lyon

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Teachers take the role of:
- planning (according to the needs and abilities of the children)
- preparing materials for purposeful play
- observing (how the children interact and helping them to attain new skills, scaffolding their learning)
- facilitating (assisting children who are unable to meet objectives, asking questions to engage their minds)

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We are facilitators through play. Allowing children to express their ideas, guiding them through provocation, and also creating opportunities for interactions with their peers. 辅导者陪伴着首先打开老师的思想才有很多问题和孩子互动

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provide materials, remind them of essential agreements like gentle hands, sharing with friends. to be there to ask and answer questions and to engage in conversation.
creators.

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-We facilitate their play
-Planning materials with the intention for purposeful play
-Interacting with the children and asking questions
-Scaffold their learning that happens during play
-Being meticulous and Present during their play

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Teachers plan and provide learning materials and facilitate the learning of children.

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- Planning appropriate play experience
- Provide appropriate materials
- Observe and facilitate children's learning during play (eg. ask questions

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how to guide the children to meet the objectives we have set in place. some times they have their own ideas on how to play and engage with the materials.
creators

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首先要打开老师的思路，感觉有时候就局限一些问题，不知道怎样沟通更好，我们是会沟通，现在是要更好的沟通 Teachers must first think ahead and predict what questions the children will ask, and from there how to extend their learning.

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-Correctly interpreting what they are doing
-Getting them to manipulate with the materials without distractions
-Meeting the objectives
-Directing their thoughts and ideas to the intended objectives

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For toddlers, their attention span can be quite short, thus it can be quite challenging to complete planned activity and observation even with proper facilitation.

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The challenge is not being able to listen to each and every child (too many voices).

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we have a few challenges:
- need upskilling in facilitation and asking good open-ended questions
- our small groups have 6 pax (this means varying levels of abilities and understanding)

at this juncture, social distancing is also an issue ;)

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When the class is distracted by other things/ other children

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When the class is distracted by other things/ other children

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-Lyon

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材料 不可以让幼儿玩的持久。
Children losing interest in the learning material after awhile.

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Whether the purposeful play experience will improve each individual child's skills and abilities to meet the intended learning outcomes

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Time to add modification/differentiated activitie

Time to work with children who are of different abilities

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我们可以多一些培训关于如何沟通，怎样沟通，什么可以沟通，沟通的问题有哪些(decide how and what to communicate with children). Plan and predict children’s Questions. Extend their learning through provocation even during play (beyond inquiry). Also reflect after children’s play, what are the learning areas or outcomes children achieved and not achieved.

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We will relook at our green space and add in materials that ties in with the TD theme- Sharing the planet and also materials related to recycling that they can use to extend their learning in Term 1.

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Reflect together as a class on the play areas the children enjoy and don't enjoy as much, and how we can improve on the spaces in the classroom together in preparation for Term 2.

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Criterion 8.1

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Planning the ROL space with a theme/outcome (too open-ended, lacking in purposeful play)

Getting my Team to work on asking open-ended questions during their free play time

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Be specific when explaining learning outcomes at the start of the lesson and involve teachers in the learning outcomes

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Be specific when explaining learning outcomes at the start of the lesson and involve teachers in the learning outcomes

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- Lyon

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Play with purpose, entertain and educate

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Me Play
Participate purposefully when the children are playing, and then teach the children knowledge during the process of playing with the children, such as teaching the children the names of animals when they are playing puzzles, etc.

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Participant, guide children to learn while participating in children's games.

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How to properly guide?  Children's attention is easily distracted and it is difficult to study deeply.

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Reposting as Header was missing

Planning the ROL space with a theme/outcome (too open-ended, lacking in purposeful play)

Getting my Team to work on asking open-ended questions during their free play time

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Learning through play which children do best!

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When using fun materials: Using toys like remote control car to enhance gross motor skill, balls for markmaking etc

It can be in an inspiring Atelier in choosing art tools that engage them or outdoor where children can run but learning to use roller brush at the same time.

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Planner - planning lesson with purpose
Facilitator - facilitate the session to achieve the intended objectives

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-Plan
-Ask open ended questions
-Observe the children

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Planning child appropriate lesson with engaging materials and fresh ideas

Delivering the lesson while asking the right questions, reacting to children’s responses and staying in the intended direction during the playing process

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To reinforce the children's fine motor skills focus for Term 2 eg. Pouring, we can also encourage children to practice the skills indirectly during ME Play.

Be present, observe what the children are engaging in and ask open-ended questions during indoor and outdoor play.

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1) Child led lesson
2) Engaging materials that encourage “playing” with the materials spontaneously
3) Open ended lesson to encourage creativity from the children

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Tapping on children's prior knowledge experiences in Term 1, children will start the provocation using the water play structure which they have created during Term 1 Project.
Children will be provided with a variety of materials to explore.Teachers will facilitate asking open ended questions related to the topic of either water conservation or water pollution.

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提供一片有水渍的空地，让幼儿在水渍中踩过后在空地走一走，看到自己的鞋印，引发幼儿思考，“为什么会有鞋印？每个人的鞋印不一样，为什么？我们还能怎样留下鞋印?”观察幼儿接下来的活动，是否回去看朋友的鞋？是否对踩脚印这个活动感兴趣？等等……最后将脚印与美术作画联系起来。

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孩子很喜欢3D故事书《我的情绪小怪兽》，根据他们的兴趣了解故事书记得不同情绪，并设置3个游戏活动《卡片游戏》、《音乐游戏》、《角色扮演》，引发幼儿去与同伴表达自己的想法和情绪，游戏结束与幼儿沟通在游戏中在做什么？怎么表达自己的想法？怎么做的？为什么要这样做？除了这些方式还有什么方式可以表达自己？

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1 purposeful play activity

During outdoor time at the garden, we can provide children with the freedom to play with a variety of materials. We can encourage children to water/fertilise the plant, pick up leaves or litters that they see around and place it inside the bin.

Materials such as spades, fertilisers, watering cans, bins etc. to provide children with the freedom to use the materials creatively

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Provocation in learning about element of art on lines through game. Children to go around Atelier and identify lines they can find. To apply their knowledge of lines into their artwork.

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因为我们第二学期的主题是文化复新，我的班是有关于扇子舞，所以其实在我的想法是我是想要利用不同种类的扇子来激发他们来自己创造扇子，然后让他们去认识扇子，不同种类的扇子有什么用处？我们可以用扇子来做什么？最后介绍我们的扇子舞。

Review the various sustainable projects around Odyssey and go for a BINGO hunt in school on things that are good for the environment. Consolidate back in class using technology (click and open for information climatekids.nasa.gov/bingo or print and use Kamibot for children to navigate to open to find out more information).

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幼儿现在对建构式的玩具很有兴趣，例如樂高、積木等，也喜歡完扮演遊戲，尤其是在maker space中，幼儿会利用不同的回收材料进行游戏。从这个点出发，带领幼儿去认识这些回收物品是什么？从哪里来？还可以怎么玩？生活中还有哪些回收物品可以进行游戏，最终引导至美术创作。

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华文：
在课室角落摆上各种敲击乐，让幼儿探索乐器敲打，慢慢加人语言的表达。例如，一边说唱一边敲打。老师表扬幼儿的创意，老师也演示一段。

观赏视频表演，然后来一段小组表演。

English (Not the first provocation):

Setting up the outdoor environment by playing bird sounds to immerse children in the experience while children
1) play with animals figurines to dramatise how life in the rainforest is.
2) Illustrate how they picture wildlife in the rainforest

Add-on: Adding in sounds such as human activity - deforestation and so on to replicate what is happening

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1.     Preparing pictures and objects

During unpacking, the researchers shared what creativity meant to them and several of them mentioned being an artist and being different. So, we will print and prepare several pictures or real-life objects of artist, musicians and sculptors and authors. To link it to the TD theme of how we express ourselves, we will be asking and discussing with them how they feel about the pictures they observe.

-       Include books about wastage (link to provocation 2)

2.     Wastage Creativity

Prepare blocks and recycled craft materials such as toilet rolls, plastic bottles, craft sticks to encourage children to express how they can extend their creativity

我们这学期的主题是我们如何表达自己。围绕文化复兴的内容进行以鼓为中心的一系列的激发、探索、活动、反思。

我们的激发是以一本和音乐会的故事开始激发，让小朋友回答故事中有哪些乐器，给小朋友看鼓的乐器，提问鼓是什么？鼓怎样用？鼓式什么样子的？小朋友尝试绘画出来，进行分享自己对鼓的理解。

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Find out different ways of expressing themselves as we provide items such as fake insects outdoors to allow children to show the emotion they are feeling through their body movements / facial expressions / voice