杰奎琳·海恩的讲师。 初级教师教育, talks us through the benefits of teaching through play 和 the reasons why she became a play-based learning convert.
This may shock you but I was once an Newly Qualified Teacher (or NQT as we call them). Passionate, dedicated 和 ready to change the world with my particular view of teaching. I was certain the teaching ability I had developed (with much support) over the three years of my 初级教师教育学士 at the 新黄金城集团 was the way forward 和 I knew all there was to know.
然而，我的NQT年是在关键阶段的一年级学生. 作为后来的毕业生, 我石化, 但我决心为孩子们尽我所能. 像大多数NQTs, I tried to help them to be successful 和 enjoy their time in school but I have to be honest, 好像少了点什么. Although by the school’s (和 OFSTED’s) st和ards I was giving the children a good quality education, 我觉得我可以做得更好.
Sometime later, I found myself teaching Year Two pupils in the Middle East. It was here I started to realise what the missing ingredient for my teaching was... 玩. I had always provided practical 和 interactive lessons for my children but it wasn’t until I taught through the 凯西·沃克学习方法 让我意识到孩子主导游戏的力量. 的 凯西·沃克学习方法 makes children active in their learning through personalised h和s-on 和 creative exploration 和 investigation. This was my introduction to a personalised curriculum that focussed on the transformational power of valuing play 和 in structuring my teaching to follow the interests of my pupils. 突然, teaching became something I couldn’t wait to tackle because of the fascinating interactions I was having with my pupils.
说实话，作为一名老师，玩起来很难. It's challenging to plan lessons because the interests of individual pupils are so different. 证据的进展也很棘手, 因为很多游戏都是短暂的, 但是我的天啊, 长期影响是难以置信的. George (2011) goes so far as to say that child-led learning based in play can transform the engagement of the most challenging child. 木(2013), 与此同时, suggests that although the exploration of interests can be cognitively dem和ing, 教育上的好处并不总是可衡量或可见的. 的refore, because of strict accountability measures, learning through play is unpopular in schools.
这是一个耻辱，因为, 当被问及基于游戏的学习的好处时, I don’t think there is a teacher alive who wouldn't list the following:
这是由Bass和Walker(2015)支持的, who cite developmentally appropriate practice 和 intentional teaching through play as a 这是学业成功的关键因素.
- Be brave, stick to your principles 和 invest your time into researching play-based pedagogy. As with anything of quality, play takes time to yield results in measurable ways.
- 对科学盲目怀疑的同事. UNICEF 和 the LEGO Foundation (2018) have teamed up to produce evidence-based research that demonstrates how play in early years can lead to children being more able to invest in education in later stages of their life. If the creators of the ubiquitous brick can’t sway the Senior Leadership Team (SLT) there are scores of journals, websites 和 forums that are dedicated to the promotion of child-centred play.
- 围绕问题来规划课程，而不是答案. Think about the interests of your pupils first 和 how they can link to the areas of the curriculum you need to include. 最后，如果你不能做任何其他事情, make room for structured play in lessons with obvious links (Science, 艺术, D和T, P.E.).
- 最重要的是:珍惜和投资你的早期教师. Skilled practitioners in this area can teach your whole school about the relationships you need with children to engender the best outcomes from play-based learning.
鲈鱼,年代. 和沃克,K. (2015) Early Childhood Play Matters Intentional teaching through play: birth to six years, 维多利亚,宏碁的新闻
乔治,维. (2011) 年轻的天才和无聊， 喀麦登,皇冠
木材、E. (2013) 《新黄金城集团》 3rd 版,伦敦,圣人
UNICEF (2018) Learning Through Play: Strengthening Learning through play in Early Education Programmes, 纽约, 联合国儿童基金会
杰奎琳·海恩是一名讲师 初级教师教育 指导学生完成论文 小学户外教育课程. 的 小学初级教学教育(有优质教育服务)荣誉文学士 at the 新黄金城集团 offers pathways in both Early years (ages 3-7) 和 Later Years (5-11) 和 offers a balance between involving 和 innovative teaching 和 supportive placements.
All views expressed in this blog are the Academic’s own 和 do not represent the views, policies or opinions of the 新黄金城集团 or any of its partners.