Blog Entry 1

Originally I wanted to do this research on using play based learning to create an engaging learning environment,

but after reflection of my classroom practice I have realised something that is lacking in my classroom that is
more vital for my children.

This is the fact that I do not think my classroom is culturally inclusive for all my learners.

My classroom is predominantly Pacific Islander and Maori. The different cultures of the students in my classroom
include Maori, Samoan, Tongan and Cook Island.
I want to research how to create a culturally inclusive classroom involving all their cultures in their daily learning.

 After further reflection I have decided to merge the two topics I am interested in together.
The research topic I have chosen to investigate is Play-based learning, but more specifically how I can use
play-based learning to create a culturally inclusive classroom.

Play based learnings main concept is creating a learning environment that doesn't just cover
academics, it focuses deeper on individualised learning and the child's needs as a whole "PBL is child-centered
and focuses on children's academic, social, and emotional development, and their interests and abilities
through engaging and developmentally appropriate learning experiences"(Taylor, M. E., & Boyer, W. 2020. P, 1.)

I have chosen to link PBL with creating a culturally inclusive classroom because I think it is imperative to have
an inclusive learning environment and I don't believe you can create a safe learning space without having a
culturally inclusive one. One of the most imperative concepts of play-based learning is the focus on social
development and peer relationships. "Play-based learning experiences were defined as instances which
allow children to engage in active, social learning experiences in classrooms".(Anderson, b,. M. 2017, p1.)

This is perfect for creating classroom engagement and getting my new entrants settled and motivated into school.
My plan is to eventually create these play-based learning experiences to also be cultural learning experiences
for the children and their cultures.

I have chosen this topic because I have a New Entrant classroom in which most of the students struggle with
engagement or settling in to school and I believe that involving their culture will not only create a supportive
learning environment, it will make them feel comfortable and motivated towards their learning.
A culturally involved classroom gives students ownership over their learning as does the concept of student voice
that comes along with play based learning (Morales, M. A,. & Hernandez, C,. & Shroyer, G. M,.  2013..)

Reflecting deeper on my culturally responsiveness in the classroom: I alway ask students about their
culture/involved cultures in learning when it suited what activities I was planning, however I never instilled these
daily in their learning, which I realise needs to be a consecutive reoccurrence in daily practice.
The students cultures should be throughout the curriculum subjects.
After researching culturally responsiveness I am going to include different cultures in my daily planning,
research information about the cultures, talk to my students' Whanau for information/games/ideas/opinions and
continue to educate myself on generalisations and racism (which I always try to be proactive with).
These things have been proven to make an impact on creating a culturally responsive classroom
"The model of culturally responsive teaching contains five thematic categories: (1) content integration,
(2) facilitating knowledge construction, (3) prejudice reduction, (4) social justice, and (5) academic development.
(Morales, M. A,. & Hernandez, C,. & Shroyer, G. M,.  2013, p. 803.)

(Milne, A. 2009, p. 7).

This image here shows Pakeha students with the highest results, proving that having your culture and way of life
part of your learning improves academic results.

Play based learning seems like the perfect stepping stone between preschool and being settled into
primary, which would help with feeling comfortable and engagement.
But also is a good opportunity to personalise the students learning to meet their interests and needs.
As a main aspect of PBL is to individualise learning- this is a perfect opportunity to not only create learning that is
at the correct level of the child, relatable to their interests but also to include the child’s culture in their learning.

Play-based learning relates to digital and collaborative learning as it has a lot of similarities with the modules
of 21st century learning such as Student directed learning/student choice, student choice, collaboration and
social skills. There is also a lot of room for digital activities to be integrated into PBL. It is important when using
PBL that the child should instigate their playing and learning, but it is the teachers job to guide that learning
the child has chosen, prompt learning conversations and ignite more in depth thinking for the student,
it is important the teacher does not take over or ruin any creativity" (O’Gorman, L., & Ailwood, J. 2012).

References

(Anderson, b,. M. 2017) Teachers' Experiences with Integrating Play-Based Learning into Standards-Driven Curriculum: A Phenomenological Study 

Morales, M. A,. & Hernandez, C,. & Shroyer, G. M,.  2013. The development of a model of culturally responsive science and mathematics teaching.
DOI 10.1007/s11422-013-9544-1

Milne, A. 2009, Colouring in the White Spaces: Cultural Identity and Learning in School. p. 7.
Retrieved from https://static1.squarespace.com/static/57438b77f699bbfae400bbca/t/5750ead5f850827880ea8e39/1464920802604
/Colouring+in+the+White+Spaces_+Cultural+Identity+and+Learning+in+School.pdf

O’Gorman, L., & Ailwood, J. (2012). ‘They Get Fed up with Playing’: Parents’ Views on Play-Based Learning in the Preparatory Year.
Contemporary Issues in Early Childhood, 13(4), 266–275. https://doi.org/10.2304/ciec.2012.13.4.266  

 Taylor, M. E., & Boyer, W. (2020). Play-Based Learning: Evidence-Based Research to Improve Children’s Learning Experiences in the Kindergarten
Classroom. Early Childhood Education Journal, 48(2), 127–133. https://doi.org/10.1007/s10643-019-00989-7 .