Continue to develop zones of play.

Look at protected time.

We will continue on our play journey feeling a bit more reassured.

Look at the environment and start to choose resources.

Introduce longer morning soft start in my p2/1 class

Start a floor book to collate pupil voice in a slightly more organised manner!

More observations and standing back to watch.

Schedule protective time and build upon it. Will revisit ThingLink as was unable to complete due to illness.

Continue to work with our P2 teacher to develop play and invite children from p2 into p1.

Stop trying to control everything- let go!

Try to do more protected time with the children.

Try to step back and observe more.

Develop way of recording observations.

Make time just to ‘be’ with the children.

Look at introducing floor books as a way to record observations, track progression and encourage pupil voice.
I’m going to remodel my room- just now the children have to wait for me to put resources out, but they need to be able to get what they need without asking!

Greg begins by talking about how he had always wanted to be a teacher and, initially, was more drawn to working in key stage 2. However, after working in early years, he quickly realised that this was where he belonged.

“That's what it's about. It's almost trying to show schools that there is this magic world. And it's the magic world of childhood. When you go adventuring in it, then just amazing things can happen.”

How lessons from kindergarten can help everyone develop the creative thinking skills needed to thrive in today's society.

In kindergartens these days, children spend more time with math worksheets and phonics flashcards than building blocks and finger paint. Kindergarten is becoming more like the rest of school. In Lifelong Kindergarten, learning expert Mitchel Resnick argues for exactly the opposite: the rest of school (even the rest of life) should be more like kindergarten. To thrive in today's fast-changing world, people of all ages must learn to think and act creatively—and the best way to do that is by focusing more on imagining, creating, playing, sharing, and reflecting, just as children do in traditional kindergartens.

Provide meaningful experiences that will benefit students both in school and later in life 

Combine the principles of PLAY with traditional curricula to encourage creative learning

Promote trust, collaboration, and growth in students

Develop a playful mindset for bringing the arts into every lesson

Foster critical thinking in any school community

The Playful Classroom:  The Power of Play for All Ages is a must-have resource for K-12 educators, higher education professionals, and readers looking for education-based professional development and training resources.

For the Learning, Well-Being, and Life Success of Every Child

Pasi Sahlberg and William Doyle

Inspired by the successes found in Finland's education system, from one of Finland's leading education thinkers and an award-winning US author and Fulbright Scholar

Authors, both fathers of school-age children, share their stories of switching countries — Sahlberg brought his Finnish family to the US, while Doyle brought his American family to Finland — and each was shocked at what they experienced on the other side

Describes the fascinating community-driven and play-based learning experiments ongoing around the world, in rural China, Singapore, Scotland, Texas, and Oklahoma

Calls for change for children's learning and provides a guide for educators, administrators, policy makers, and parents who want to make change happen

In an era when policies based on standardized testing-and-punishment are failing to improve learning and reduce achievement gaps, the book reveals a striking vision of the ultimate effective education reform: letting children play

 • Outcome- It has been apparent by looking at block play and its impact more closely that it is a resource that stimulates vocabulary particularly mathematical language. Whilst some of the children in the identified group will continue to require support in their language development and communication skills it has been apparent that their ability to converse using mathematical vocabulary has increased.

After consulting with learners in my class to gauge their interests and gather ideas and opinions, we transformed our front outdoor area from a blank canvas to an engaging and inspiring environment which provided free flow access to open ended, creative, problem solving, and independent opportunities for all learners across the curriculum.

 

Result- 

Through carrying out the changes implemented in my professional enquiry there has been an overall increase in engagement in outdoor learning for all learners with 88% of learners preferring to play outdoors post- intervention compared to 20% of learners who preferred playing outdoors pre-intervention.