Considering the audiences; I think my children will absolutely love culturally inclusiveness and play-based learning being introduced into the classroom. This is because I know they will be excited to have more opportunities to talk about their culture and their family and be able to relate it to their learning. I also know they will love play-based learning activities as I plan on including their interests and they already love playing and interacting with each other.
Students in my classroom have free choice already (for certain parts of the day) which they enjoy.
From seeing this I know that they will enjoy the student voice/choice in the classroom and it will help
them feel ownership over their learning. My children also all enjoy group activities, peer interactions,
physical manipulation of materials, outdoor activities (such as sand, waterplay, nature play) and ofcourse
make believe playing. I plan on structuring these activities into relevant learning activities/tasks for the children
which I know they will enjoy. It will also be a good opportunity for me to observe what the students do choose
and what grows into a passion or what could ignite into a passion for them.
From seeing this I know that they will enjoy the student voice/choice in the classroom and it will help
them feel ownership over their learning. My children also all enjoy group activities, peer interactions,
physical manipulation of materials, outdoor activities (such as sand, waterplay, nature play) and ofcourse
make believe playing. I plan on structuring these activities into relevant learning activities/tasks for the children
which I know they will enjoy. It will also be a good opportunity for me to observe what the students do choose
and what grows into a passion or what could ignite into a passion for them.
There are a lots of different types of play that will engage my students that a variety of theorists have supported.
Many famous researchers such as Vygotsky, Brunner, Piaget etc have openly supported PBL and believed it's
beneficial for student development "Vygotskian approach suggests that young children can master necessary
prerequisites of academic skills through engagement in mature make‐believe play" (Bodrova, E,. 2008. p. 1).
Many famous researchers such as Vygotsky, Brunner, Piaget etc have openly supported PBL and believed it's
beneficial for student development "Vygotskian approach suggests that young children can master necessary
prerequisites of academic skills through engagement in mature make‐believe play" (Bodrova, E,. 2008. p. 1).
I'm glad that I decided to merge my two research ideas together because the more research I do about
play-based learning, the more I understand one of the main focuses in it is to individualise the learning to
meet the needs of the learner. Addiotnally the more I read about creating a culturally inclusive classroom the
more I see the similarities between the two as it's important to individualise learning to meet the students
cultural needs.
play-based learning, the more I understand one of the main focuses in it is to individualise the learning to
meet the needs of the learner. Addiotnally the more I read about creating a culturally inclusive classroom the
more I see the similarities between the two as it's important to individualise learning to meet the students
cultural needs.
According to researchers if play-based learning is executed accurately it involves peer relationships,
teacher-peer relationships, encourages creativity, student led learning, intrinsic motivation and develops passions.
However if PBL hasn't been executed properly and doesn't involve appropriate promoting and facilitating then it
isn't a positive learning experience, it's more so just playing "It has long been argued that the critical feature
distinguishing play from work may be the matter of who instigates the activity"(O’Gorman, L., & Ailwood, J. (2012).
teacher-peer relationships, encourages creativity, student led learning, intrinsic motivation and develops passions.
However if PBL hasn't been executed properly and doesn't involve appropriate promoting and facilitating then it
isn't a positive learning experience, it's more so just playing "It has long been argued that the critical feature
distinguishing play from work may be the matter of who instigates the activity"(O’Gorman, L., & Ailwood, J. (2012).
Play-based learning is a controversial topic as some parents and families have differing ideas about what the
concept of "play" is. Studies from (O’Gorman, L., & Ailwood, J. (2012) show that there are a variety of parents that
view play as a positive learning opportunity for their children, but a large variety of parents that view play as only
play (not beneficial), and don’t see the learning attributes that come along with it.
concept of "play" is. Studies from (O’Gorman, L., & Ailwood, J. (2012) show that there are a variety of parents that
view play as a positive learning opportunity for their children, but a large variety of parents that view play as only
play (not beneficial), and don’t see the learning attributes that come along with it.
My students' parents hopefully will be happy with more culturally inclusiveness being integrated into the classroom.
This is because it is a chance for them to be more involved in their children's learning.
This links with the competency Whanaungatanga which is all about whanau being involved in learning and
whanau/teacher having a positive working relationship with one goal- improve the children's learning (MoE, 2018).
It will be a good opportunity for me to build more relationships with families, learn from them and it will create a
happy environment as the students will be happy to have their parents involved in their learning too.
This is because it is a chance for them to be more involved in their children's learning.
This links with the competency Whanaungatanga which is all about whanau being involved in learning and
whanau/teacher having a positive working relationship with one goal- improve the children's learning (MoE, 2018).
It will be a good opportunity for me to build more relationships with families, learn from them and it will create a
happy environment as the students will be happy to have their parents involved in their learning too.
References
Bodrova, E,. 2008. Make‐believe play versus academic skills: a Vygotskian approach to today’s dilemma of early childhood education
Ministry of Education, 2018. Tataiako cultural competencies for teachers of maori learners.
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
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