PLAY BASED LEARNING EARLY LEARNING PROGRAM
AIRPORT PLAY A story of guided play in EL3 Late October to Mid-December 2016
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How it started Two children started playing pilots, perhaps inspired by the dressing the caps and uniforms we had purchased early in Term 1. The “passcode” (computer) was central to their play.
PLAY BASED LEARNING Play based education is as much about listening as it is about anything else. Listening to the stories they tell and the play tell engage in. Using that play creates ownership and agency. INSPIRING ACTIVE LEARNERS, DEVELOPING GLOBAL CITIZENS
Numbers and diagrams Taichi often made notes and drawings, with details such as destinations and flight times.
AUTHENTIC SKILLS A situation like this is perfect for authentic ways to incorporate numeracy concepts and literacy skills.
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INSPIRING ACTIVE LEARNERS, DEVELOPING GLOBAL CITIZENS
Other children joined in Other children joined the play, taking roles as “people” (passengers) and “cooks” (flight attendants, making food for the pilots).
PLAY IS CONTAGIOUS In a play based classroom, ideas spread quickly and soon what started as one child can turn into the whole room.
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Boarding passes and other props To support the airplane play Mr Roger asked families to bring us real Boarding Passes from their Autumn Break holiday.
REAL ITEMS Children are excellent at using their imaginations and pretending that items are actually other items. That being said, using real and authentic props makes the play more believable and engaging. INSPIRING ACTIVE LEARNERS, DEVELOPING GLOBAL CITIZENS
Children suggest more roles Other children wanted to join in the play and chose their own roles. Raine thought there needs to be “Security” at the airport. Elliot chose to be a Ground Traffic Control, directing the airplanes to the runway or to their boarding gate.
LISTENING The children are showing their knowledge of how systems work. Teachers listen and note what they know, what their misconceptions are, and what skills they use.
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Planning for Play Soon after Autumn break we had a group discussion about how we could create an airport in our classroom. What do we know about airports? What jobs do people do at an airport? How could we make our own airport?
GUIDING PLAY The children have been in complete control up to this point. The teacher is now entering the play and putting some structure in. This structure is meant to teach and develop specific skills, understanding, and knowledge.
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INSPIRING ACTIVE LEARNERS, DEVELOPING GLOBAL CITIZENS
Guided Group Play The teachers decided on 5 roles, using the children’s ideas. They wanted children to experience the procedures a passenger goes through to get on an airplane. This understanding links to the EL 3 Unit of Inquiry on “Systems”. We made name tags for each role, moved furniture to create the airport setting. Teachers and children played together for periods of 30 minutes or more. GETTING SPECIFIC The choosing of the roles was a way to make the play more specific. Teachers have directed the play to a certain process that they want the students to understand. They have also discussed the skills needed to participate in each role (numeracy, writing, reading, language). INSPIRING ACTIVE LEARNERS, DEVELOPING GLOBAL CITIZENS
All about Roles As we continued the play, ideas about the airport jobs were developed and shared. Some students had particular views about the way the world works. We learned from each other. “Flights go to several destinations, one after another” “Baby bottles are allowed through security” “The Ground Hostess issues boarding passes“ CHALLENGING IDEAS Here we can see what students already know, and then use the collective knowledge of the class to expand how we think. As we set up the play environment, we learn more and more about the world. INSPIRING ACTIVE LEARNERS, DEVELOPING GLOBAL CITIZENS
Use of Props As ideas about the roles developed, we introduced other props such as scales (for weighing bags), real suitcases, various uniforms, etc. We printed and laminated real-looking Pre-Flight Safety cards and airplane emergency-exit diagrams. We used real boarding passes, made passports, and used real ink and stamps.
REAL ITEMS The use of real items helps make the play more feel more authentic. The students can experience the play and the imagination in a hands on way. Using the scales introduces math and comparing numbers. The passports bring in literacy, reading and writing. At this point we can also use these items to teach the students HOW to play with and use them.
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SHOWING UNDERSTANDING THROUGH PICTURES Children at this age are able to express their understanding through drawing and pictures. The teachers sit with them while they draw and transcribe their words and make notes to make their thinking visible.
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Emerging Literacy Skills In early December interest in the airport play was starting to wane, but children agreed to play again to ensure everyone had a chance at each of the five roles. New developments included: -
Ground hostesses calling for late passengers Pilots checking wing flaps and announcing bad weather Flight Attendants’ safety briefings and checking seatbelts Checking for sharp pencils at security; More menu options offered by Flight Attendants
PURPOSEFUL LEARNING When students are engaged in this type of play, reading and writing is something they naturally want to do. Making passports, airline tickets, menus, (etc) are all activities the students engaged in. The teacher can use these opportunities to develop phonics, reading, and writing skills.
INSPIRING ACTIVE LEARNERS, DEVELOPING GLOBAL CITIZENS
INSPIRING ACTIVE LEARNERS, DEVELOPING GLOBAL CITIZENS
What Children Said “We have chicken, fish, spicy soup. What you want. You need a blanket?” - Flight Attendant “Wings are safe, time for take off” Pilot, after safety check. “You can have your pencil. It’s medium [sharp], it’s OK” - Security Guard “That seat is wrong. You need to sit here” - Passenger, checking boarding passes.
“You can have your phone, it’s OK” Handing back phone after security check “Look at the window. It’s good weather, we can fly today” - Pilot. “I’m gonna weigh your bags” - Ground Hostess, explains about the scales “Your suitcase is kind of heavy, but it’s OK. You can go” - Ground Hostess, after weighing the suitcase “If the wing-flaps don’t work it’s not balanced. The plane will crash” - Explaining importance of pilot’s safety check, during discussion after play.
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KYOTO INTERNATIONAL SCHOOL 317 Kitatawara-cho, Kamigyo-ku, Kyoto, Japan 602-8247 Phone: (+81) 75 451 1022 Email: kis@kis.ac.jp
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