Model of Play

Double MovePLAYSustained Shared Thinking

Introduction of model of play This model of play focuses on the significance of childrens experiences in play, as well as how teachers can support their motives for play in their pedagogical practices. Vygotsky, 1966 (as cited in Fleer, 2010) explained that children imitate familiar and important activities, and through imitative action in play generate a motive for playing with these actions to generate deeper social meaning about the rules that frame the play (and their social world) (p. 22).

1
Lauren Armstrong Student ID: 23226730

Illustration of model of play in practice through play observation

In accordance with my model of play, I have chosen to exhibit an example of this model in practice which features Hayley, at age 7. Here, she has used personal artefacts from her home setting to create a library experience in her bedroom. I believe that Hayleys motives for play were influenced by her real world experiences of visiting the local library, as well as her love for books and reading. This example demonstrates how children can utilise their own experiences as motives for play. In regards to this, Fleer, 2010, proposed that: The motive in play is an important concept for understanding imitation in play activity. Motive defined in this way as something generated through observing or participating in an activity, rather than as something that comes solely from within, is a powerful concept for understanding play (p. 23).

Model of play from a childs perspective This model of play can be observed from childrens perspectives as they demonstrate their understandings, interpretations and capabilities during play experiences. Bodrova, 2008, (as cited in Fleer, 2010) suggested that observing these activities occurring in their own lives generates a powerful motive for participating in them, and in European heritage communities, this translates into pretending to do these everyday life tasks when at play (p. 27). This impression is visible in Hayleys play observation, as she enacts the role of a librarian, from a library situated in her local community. Elkonin (2005) has supported the significance that childrens social contexts have on their play experiences, as she explained that the nature of childrens play can be understood only by relating play to the childs life in society (p.57).
2
Lauren Armstrong Student ID: 23226730

Childrens sense of inquiry can also be visible during their play experiences. It is clear from Hayleys play observation that she was processing and making meaning of particular elements and concepts that she had examined during her past library experiences. Lindfors, 1999 (as cited in Brooker and Edwards, 2010) expressed that childrens inquiry acts provide a window to their thinking, allowing us to glimpse what they make sense of and how they are doing it, how they understand and how they use others to help them. (p. 35). A significant aspect of this play observation was Hayleys understanding and use of language skills. Hayley used her language skills in this observation to verbalise certain processes, explore ideas and interpret the meanings of concepts through her play. The importance of language has also been discussed by Vygotsky, 1978, 1986, (as cited in Brooker and Edwards, 2010) as he suggested language as the most important cultural tool children develop in their quest to make meaning, understand their world and participate in it. (p. 34). Through language, children are able to verbalise their thoughts, communicate their ideas to others, ask questions and interpret their understandings in order to make meaning. Rinaldi (2006) expressed the significance of childrens meaning-making, as she explained that the meanings that children produce, the explanatory theories they develop in an attempt to give answers are of the utmost importance. They strongly reveal the ways in which children perceive, question, and interpret reality and their relationships with it. (p. 112). This model of play clearly illustrates the perspective of the child during play, as well as the teachers role in responding to this play.

Active institutional practices and theoretical underpinnings of model of play Many active institutional practices and theoretical underpinnings are visible in this model of play. It exhibits the significance that play has on the development of childrens everyday and scientific conceptual understandings. Children are able to process and develop their understandings of the world through concept formation by engaging in meaningful play experiences. This theory has been explained by Fleer (2010) as she noted that at an everyday level, concepts are learnt as a result of interacting directly with the world - developing intuitive understandings of how to do things (p. 11). Through play, children are able to enact, repeat and extend on the everyday experiences that are available to them within their community. In
3
Lauren Armstrong Student ID: 23226730

this case, Hayley enacted and extended upon her library experiences through a dramatic play experience. Hence, it is important to incorporate the contextual understandings of children in this model of play. This view has been established by Brooker and Edwards (2010) as they articulated that from engagement in social and cultural activity, experiences are internalized by children, transformed through their participation, and represented and re-created as opportunities arise to do so, including through play (p. 28). The role of childrens participation during play experiences has been expressed by Rogoff (2003) as she explained the fundamental techniques of guided participation as mutually bridging meanings and mutually structuring childrens opportunities to learn, dependent on their level of involvement within their sociocultural contexts (p. 299). The socio-cultural context of children is a vital component in this model of play. Families and their communities play a fundamental role in childrens learning and development; therefore it is imperative for teachers to promote a collaborative approach. This can be achieved by encouraging effective and ongoing communication, as well as interaction and participation in order to promote inclusive practice, shared decision-making and mutual respect between educators and families. According to the Victorian Early Years Learning and Development Framework (2009), early childhood professionals create a welcoming and culturally inclusive environment where all families are encouraged to participate in and contribute to childrens learning and development at home and in the community. (p. 10). Additionally, through everyday experiences, childrens interests and inquiries can play a vital role in building their funds of knowledge. Brooker and Edwards (2010) described that funds of knowledge provide a conceptual framework to recognise how childrens interests and inquiries arise in, and are stimulated by, their intent participation in everyday activities and experiences with others. (p. 29). This model of play also recognises that social interactions of children with their families, teachers, peers and communities support children in developing their zone of proximal development (ZPD). Kravtsov (2010) specified Vygotskys theory of the ZPD as referring to the region between the childs current and potential levels of development, based on their independent capabilities or their capabilities with additional support. It is important to facilitate group play experiences, as this offers children the opportunity to exchange their
4
Lauren Armstrong Student ID: 23226730

theories and interpretations with each other. Vygotsky (as cited in Rogoff, 2003) expressed that children learn to use the tools for thinking provided by culture through their interactions during play experiences with more skilled partners in the zone of proximal development (p. 50). Accordingly, children can benefit in the co-construction of their own knowledge, as a community of learners. This model of play demonstrates the importance of teachers supporting childrens learning and development in their play experiences by using pedagogical practices such as child-initiated and intentional teaching approaches, as well as valuable mediating tools such scaffolding (Wood, Bruner and Moss, 1976, as cited in Fleer, 2010). The scaffolding approach is a valuable tool in supporting childrens learning through play experiences and involves guiding childrens learning through adult modeling, joint construction of learning by the child and the adult, and through the child working independently (p. 32). Furthermore, fostering valuable interactions between children during play experiences is influential to their learning and development, as it can enhance their language, communication and social skills; as well as negotiation, conflict resolution, problem-solving strategies and self-reflection, in order to achieve positive outcomes. Pedagogical tools such as documentation, interpretation and reflection are also acknowledged in this model of play, as they are valuable in planning for children, as it facilitates the analysis, interpretation and assessment of childrens play experiences, interests, interactions, strengths, understandings and processes of learning. According to Edwards, Gandini and Forman, 3rd Ed. (2012), documentation can be seen as visible listening: it ensures listening and being listened to by others. This means producing traces - such as notes, slides, and videos - to make visible the ways the individuals and the group are learning. (p. 238). In addition, documentation can be utilised by teachers to reflect on their own professional development and the effectiveness of their own practice. Furthermore, documentation can allow children to reflect on and interpret their own learning throughout their play experiences. This concept has been supported by Edwards, Gandini and Forman, 3rd Ed. (2012) as they stated that the use of documentation is aimed at helping the child to reflect, revisit experiences, or self-assess (p. 276).
5
Lauren Armstrong Student ID: 23226730

The professional practices of teachers provide a fundamental element to this model of play. It indicates the importance of coordinating pedagogical practices with childrens everyday experiences, as children learn more effectively when participating in experiences that are familiar and of interest to them. The value of such practices have been supported by Fleer (2010) who explained that when teachers pedagogically frame the play through generating an imaginary situation based on knowing childrens everyday concepts (conceptual and contextual intersubjectivity has been established by the teacher), they create a shared conceptual space in which sustained shared thinking is possible (p 31). Furthermore, Siraj-Blatchford (2007) discussed the significant of combining particular elements such as creativity, community and collaboration, in order to achieving effective sustained thinking. This model of play proposes that if teachers respond by effectively applying the double move with children during play, they can effectively achieve sustained shared thinking. Hedegaard and Chaiklin, 2005 (as cited in Fleer, 2010) explained that teachers can support children by implementing the double move, as they utilise conceptual framing and collective imagining to transform their everyday knowledge into more scientific conceptual understandings. p. 14). In order to achieve this, teachers can observe and interact with children at play, to gain a better awareness of childrens current levels of conceptual understandings. This theory has been supported by Fleer (2010) who clarified that when teachers wish to use play as a pedagogical tool for exploring or introducing particular concepts, then it becomes important for the teacher to first consider the everyday concepts that children have developed or are currently imitating through play (p. 15). Through such practice, teachers are able view children within their own unique contexts and incorporate their personal funds of knowledge, interests and experiences into the learning environment. Brooker and Edwards (2010) have encouraged this approach as they expressed that teachers awareness of the deeper nature of childrens interests through the framework of funds of knowledge and the notion of inquiry may enable them to co-construct curriculum and provide an environment responsive to children that is representative of their deeper interests (p. 36).

6
Lauren Armstrong Student ID: 23226730

The environment is a significant aspect of this model of play, as it can play an integral part in childrens learning and development. The provision of an engaging environment can provide children with an aesthetic dimension to their lives which can promote respect for their natural world and an understanding of sustainability, as they explore their surroundings. Young and Elliott (2003) expressed that early childhood is a crucial time for making connections with the natural world that sustains us (p. 9). In this regard, teachers need to facilitate play opportunities for exploration and discovery, as well as opportunities to learn respect and responsibility for maintaining and preserving the natural environment. In addition to the environment, this model of play also reflects the role of technology in the lives of children. In an increasingly technological world, many children are exposed to digital technology and artefacts in their home settings. As proclaimed by Zevenbergen (2007) a digital environment offers new and different potentials for learning (p.25). Therefore, children can benefit from gaining knowledge from the opportunity to explore their world using technologies and to build up confidence in using digital media within their educational setting. (Department of Education, Employment and Workplace Relations, 2009). Conclusion The significant elements of this model of play are visible in play observations, as children process their conceptual and contextual understandings through their play. Teachers are able to utilise such a model in their professional practice, in order to integrate these elements to promote meaningful opportunities for childrens learning. Siraj- Blathford, 2007 (as cited in Fleer, 2010) professed that when the teacher has a theoretical model for bringing together contexts and concepts, it is possible for conceptual and contextual intersubjectivity to occur and greater insights into how sustained shared thinking happens during play (p.16).

7
Lauren Armstrong Student ID: 23226730

References Bodrova, E. (2008). Make-believe play versus academic skills: a Vygotskian approach to todays dilemma of early childhood education. European early childhood education research journal. 16, (3).

Brooker, L. & Edwards, S. (2010). Engaging play. Maidenhead: Open University Press, McGraw-Hill Education.

Early Childhood Strategy Division and Victorian Curriculum and Assessment Authority. (2009). Victorian early years learning and development framework : For children from birth to eight years. Melbourne: Department of Education and Early Childhood Development.

Edwards, C., Gandini, L. & Forman, G. (2012). The hundred languages of children: The Reggio Emilia experience in transformation. (3rd Ed.). Santa Barbara: Praeger.

Elkonin, D. B. (2005) On the historical origin of role play. Journal of Russian and East European psychology. 43 (1). pp. 49-89.

Fleer, M. (2010). Early learning and development: Cultural-historical concepts in play. Port Melbourne: Cambridge University Press.

Kravtsov, G. G. (2010). Cultural-historical/nonclassical basis of the Golden Key school program. Journal of Russian and East European psychology. 48 (4). pp. 61-75.

Rinaldi, C. (2006). In dialogue with Reggio Emilia: Listening, researching and learning. Oxon: Routledge.

8
Lauren Armstrong Student ID: 23226730

Rogoff, B. (2003). The cultural nature of human development. New York: Oxford University Press.

Siraj-Blatchford, I. (2007). Creativity, communication and collaboration: The identification of pedagogic progression in sustained shared thinking. Asia-Pacific journal of research in early childhood education. 1 (2). pp. 3-23.

Vygotsky, L.S. (1966). Play and its role in the mental development of the child. Voprosy psikhologii. 12 (6). pp. 62-76.

Vygotsky, L.S. (2004). Imagination and creativity in childhood. Journal of Russian and East European Psychology. 42 (1). pp. 7-97.

Young, T. & Elliott, S. (2003). Just discover! Connecting young children with the natural world. Croydon, Victoria: Tertiary Press.

Zevenbergen, R. (2007). Digital natives come to preschool: Implications for early childhood practice. Contemporary issues in early childhood. 8 (1). p. 25.

9
Lauren Armstrong Student ID: 23226730