A play based curriculum

The early childhood curriculum, Te Whāriki (MoE, 2017), values the importance of learning through a variety of play experiences. Teachers have a role in facilitating play experiences that reflect the perspectives and contributions of children and their whānau (MoE, 2017). Teachers can actively support children to develop confidence, by joining them in their imaginative and dramatic play experiences to enhance their learning dispositions and emergent skills.

A number of research studies acknowledge the value of play during childhood (Fisher, Hirsh-Pasek, Golinkoff & Gryfe, 2008; Friedman, 2011; Gross & Cornelli Sanderson, 2012). Play in the early years is highly valued and should be “a rich array of play-based experiences” (MoE, 2017, p. 15), that engages children and prompts them to lead their own learning through play. In our former roles as ECE teachers, we can recall many instances of supporting children’s learning through play. Our fondest memories of teaching are of being invited by the children into their child-led play. It was in these moments that we were able to support children’slearning, by being intentional with our teaching and linking the play experience to learning outcomes from Te Whāriki (MoE, 2017). In addition, we were able to introduce to the child specific subject content areas as outlined in The New Zealand Curriculum (MoE, 2007).

A commitment to learners

The centrality of play in the holistic development of children is supported in Te Whāriki (MoE, 2017). It sees play as a vehicle through which children can be affirmed and empowered. Regardless of the children’s age, abilities or cultural backgrounds, teachers should seek to respectfully acknowledge and affirm the aspirations of children as they engage in play (EC, 2017). It is through a play-based approach that children create rich and meaningful learning. For children, play is work and a means to develop their understanding of their world (Friedman, 2011).

Child-led play and guided play, unlike teacher directed play, offer immense benefits to affirm and empower children. Hirsh-Pasek and Golinkoff (2008) found that children who participated in guided play within an ECE context experienced lasting academic and social benefits which extended into later education. Findings from Gross and Cornelli Sanderson’s (2012) study confirm this point, suggesting that play is integral to children’s social and emotional intelligence, which support fundamental life skills.

By linking children’s play to the curriculum, teachers can respond to children and gide them (MoE, 2017). Some of the most memorable times in our ECE teaching roles working with children were being able to affirm and empower children to lead their own learning experiences which also included our active participation within their play. If teachers do not engage in being playful in play itself, children miss out on understanding that play is work not only for children but also for adults. The teacher’s role and commitment to children is to guide play to support children’s content knowledge, their understanding of the world and their place in it, and empower them as capable and confident learners (MoE, 2017).

A commitment to families and whānau

A key aspiration of Te Whāriki (MoE 2017) is for teachers to ensure that they identify and respond to the learning taking place at home. Weir (2014) suggests that the key to successful partnerships starts with teachers encouraging parents and whānau to share information, thereby developing meaningful relationships with them (EC, 2017). The benefit of engaging with parents and whānau is to understand their aspirations for their child and empower them to be more involved in their child’s learning. However, it is important to note that parent’s aspirations should not overshadow the child’s voice for their own learning (MoE, 2017).

Some parents and whānau place importance on their child acquiring formal learning skills such as reading and writing while others may prioritise the development of positive learning dispositions such as kindness and perseverance. The holistic nature of Te Whāriki supports teachers to show parents and whānau that their child can learn these skills through a variety of ways including in their play (MoE, 2017). However, some parents can sometimes misinterpret a play-based approach to mean that their child is not learning. As a commitment to families and whānau, teachers should ensure that their teaching is intentional and clearly underpinned by curriculum in both their discussions and documentation of children (EC, 2017).

A commitment to the profession

During our time as ECE teachers, we saw a shift in pedagogical practices to a more structured and rigid environment. Play was sometimes interrupted with more emphasis placed on planned experiences for children, even extending this to infants and toddlers. In transition to school classes, children's play and exploration  was restricted as more emphasis was placed on rote learning rather than developing social competence and key dispositions (Education Review Office, 2015). This perspective is shared by Gross and Cornelli Sanderson (2012) who comment that although play is essential, it is being overshadowed by more academic instruction in some settings.

However, Te Whāriki (MoE, 2017) supports ECE teachers in New Zealand to promote learning through play but at the same time, does not prescribe against formal or more structured learning. Cutter-Mackenzie, Edwards, Moore and Boyd (2010) support this position by stating that while child initiated free-play is valued in ECE, there also needs to be consideration of content knowledge like literacy mathematics and science and its application. The teachers’ commitment to the profession is to implement a play-based pedagogy and ensure they are providing high-quality and effective teaching for the children (EC, 2017). Early childhood teachers need to uphold their commitment to the profession by “demonstrating a high standard of professional behaviour and integrity” (EC, 2017, p. 10). This means highlighting and sharing these intentional connections in children’s play by communicating with parents and whānau through learning stories while still understanding parents/caregivers priorities for their children.

While we have moved from describing centres as child care to education and care, the term child care is still widely used in New Zealand to refer to early childhood education centres. Despite the progression of education reforms in the 1980’s aimed to raise the status of ECE which led to a national curriculum being introduced in 1996 (McLachlan, 2011), many ECE teachers still find themselves defending their role as professional teachers. Collectively, teachers need to advocate and share the value of play and recognise that this is formal learning for children. Early childhood teachers are often labelled as child care workers in the media rather than as teachers. Hall and Langton (2006) explain such labels as these can influence general society’s viewpoint and that they “convey powerful messages” (Rockel, 2009, p. 2).

A commitment to society

Within an early childhood education and care context, the notion of care implies “watching over children who are away from their parents” (Rockel, 2009, p. 1). While the notion of education is that children learn, the notion of care implies that children are not learning as they play and are cared for. As teachers, we need to encourage children and their whānau to view teachers as professionals. In turn they too can advocate for their teachers within wider society.

With research (Friedman, 2011; Gross & Cornelli Sanderson, 2012;  McLachlan, 2011;) advocating and supporting that learning through play for children has the greatest long-term educational and societal benefits, teachers too must share this message through their documentation and conversations inside and out of the ECE classroom. For all teachers, The Code of Professional Responsibility (EC, 2017) explains that “…how others see us and how the profession is valued” (p. 6) is important and something all teachers must positively contribute to. As authors of this article we both feel that ECE teachers are leading by example in their daily practice through their play-based approach which is now being offered to our primary colleagues through newly created MoE Initiatives (Education.govt.nz, 2019). With some New Zealand primary schools adopting a play-based approach to teaching (MoE, 2019), we wonder what the implications are for our primary sector colleagues, as they shift from traditional practices to support and build key competences of children through play. This demonstrates that a play-based approach is becoming more common across education sectors.  Through highlighting and sharing with children and whānau the rich benefits of learning through play within an ECE context, we are ensuring that all become engaged in key societal issues.

Articulating the commitment to play

To change perceptions of the value of play, ECE teachers first must ask themselves how they advocate for play. Hence, there is a need to be able to articulate the value of the learning through play for children. With the support of both Te Whāriki and The Code of Professional Responsibility we encourage ECE teachers to share the rich learning that takes place through play for children through conversation, documentation and display of the learning. We recognise key stakeholders in our profession include the children, their families and whānau, other professionals and society. By applying a sociocultural approach to teaching in ECE, we hope teachers are empowered to recognise the role that each stakeholder has in shaping the daily curriculum. We have affirmed that a play-based approach can be rich in supporting specific content areas that address the aspirations of all. The challenge for teachers is to make this clear in everyday practice and celebrate that.

Yes, I teach through play!

Reference

• Cutter-Mackenzie, A., Edwards, S., Moore, D., & Boyd, W. (2014). Young children play and environmental education in early childhood education. Basel, Switzerland: Springer
• Education Council of Aotearoa New Zealand. (2017). Our code our standards: Code of professional responsibility and standards for the teaching profession: Ngā tikanga matatika ngā paerewa: Ngā tikanga matatika mō te haepapa ngaiotanga me ngā paerewa mō te umanga whakaakoranga. Wellington, New Zealand: Author.
• Education Review Office (2015). Continuity of learning: Transitions from early childhood services to schools. Retrieved from https://www.ero.govt.nz
• Fisher, K.R., Hirsh-Pasek, K., Golinkoff, R. M., & Gryfe, S. G. (2008). Conceptual split? Parents' and experts' perceptions of play in the 21st century. Journal of Applied Developmental Psychology, 29(4), 305-316.
• Friedman, L. (2011, September/October). What’s in a meaning? Defining play. Exchange, 201, 96-98.
• Gross, S., & Cornelli Sanderson, R. (2012,  September/October). Play is the way. Exchange, 207, 50-53
• Hall, D., & Langton, B. (2006). Perceptions of the status of teachers. Retrieved from https://www.educationcounts.govt.nz
• Hirsh-Pasek K., & Golinkoff R.M. ( 2008) Why Play = Learning. Encyclopedia on Early Childhood Development. Retrieved from http://www.child-encyclopedia.com
• McLachlan, C.J. (2011). An analysis of New Zealand’s changing history, policies and approaches to early childhood education. Australasian Journal of Early Childhood, 36(3), 36-44.
• Ministry of Education. (2007). The New Zealand curriculum for English-medium teaching and learning in years 1–13. Wellington: Learning Media.
• Ministry of Education. (2017). Te whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Author.
• Ministry of Education. (2019). Learning through play - What's it all about? Retrieved from https://nzcurriculum.tki.org.nz
• Rockel, J. (2009). A pedagogy of care: Moving beyond the margins of managing work and minding babies. Australasian Journal of Early Childhood, 34(3),1-8.
• United Nations. (1989). Convention on the Rights of the Child. Retrieved from https://www.ohchr.org
• Weir, K. (2014). Partnerships in early childhood education. He Kupu, 3(3), 12-17.