When working with children, I am continuously amazed by their motivation and capacity to
explore through playing. Countless times have I seen their eyes light up when they are
encouraged to simply play. There is a different type of motivation that takes over - an
intrinsic one - that suddenly gives them their own wings to take the lead. Indeed, it was
Jean Piaget and his Theory of Play which expressed belief in the ability of children from the
preschool age to be innovative and creative.
explore through playing. Countless times have I seen their eyes light up when they are
encouraged to simply play. There is a different type of motivation that takes over - an
intrinsic one - that suddenly gives them their own wings to take the lead. Indeed, it was
Jean Piaget and his Theory of Play which expressed belief in the ability of children from the
preschool age to be innovative and creative.
In the third term, in math specifically, I experimented with various math play ideas that
captured and maintained the children’s interest. For instance, cookie trays that were set
up as ten frames where they would pretend to bake cookies with numbers on them.
It was the monster play-dough that really caught their attention, as they had to make 10
different monsters and put the right number of googly eyeballs on the 1st, 2nd, 3rd, etc.
What amazed me about these games was that the children were so occupied and engaged
that I did not have to do much classroom management and was able to teach small DMIC
math groups with ease. What was even more amazing was that when free play time came,
many students would choose to play with these math games!
up as ten frames where they would pretend to bake cookies with numbers on them.
It was the monster play-dough that really caught their attention, as they had to make 10
different monsters and put the right number of googly eyeballs on the 1st, 2nd, 3rd, etc.
What amazed me about these games was that the children were so occupied and engaged
that I did not have to do much classroom management and was able to teach small DMIC
math groups with ease. What was even more amazing was that when free play time came,
many students would choose to play with these math games!
something that has to be put in place intentionally on part of the teacher. Though engaging
math games and messy play are a start, play-based learning is a more intricate idea. These
intentional moments that are set-up by the teacher, develop questions and ideas that stem
from the children. Noticing this requires careful listening and the attentive ear of the teacher.
It is from that point, that the teacher directs the learning and uses their interests to ignite a
passion for learning. I am on a mission to discover interesting ways in which I can bring
intentional play into math and literacy.
In this last term, I have decided to experiment with impromptu play stations and messy play
in the classroom. This not only helps young children with their fine motor skills, but also
allows them to create as they go. I plan to use these explore times as ways to understand
my students’ thinking and use it to direct their learning towards the areas they are interested
in - as learning to do so is a skill that need be practised and honed over time.
I am particularly interested in the following two areas when it comes to play-based learning:
in the classroom. This not only helps young children with their fine motor skills, but also
allows them to create as they go. I plan to use these explore times as ways to understand
my students’ thinking and use it to direct their learning towards the areas they are interested
in - as learning to do so is a skill that need be practised and honed over time.
I am particularly interested in the following two areas when it comes to play-based learning:
How does play increase a child’s motivation and engagement in classroom activities?
How does play work to improve the oral language of a child?
How does play work to improve the oral language of a child?
