0:17
[Music]
0:20
[Applause]
0:23
[Music]
0:28
so
0:37
[Music]
0:42
huh
0:45
hello everyone my name is dr natalie
0:47
robertson and
0:48
i am joined by professor louise patch
0:51
we are both researchers and lecturers at
0:54
deakin university
0:55
with a strong focus on children's play
0:59
and play-based and inquiry learning
1:01
within the educational context
1:04
hi everybody you're just about to watch
1:07
two
1:08
small videos of young children at play
1:13
the first video is of the group of four
1:16
children
1:17
in their second week of foundation year
1:21
this scenario of play-based and inquiry
1:24
approach
1:25
shows a supermarket and an ice cream
1:28
shop
1:30
you'll notice that there are junk
1:31
advertising magazines
1:33
some toy fruit and vegetables cash
1:36
register
1:37
trolley some money tables and chairs
1:40
and food in the second scenario
1:45
you'll see some animals some of these
1:48
are farm animals
1:49
or some of them you might see at a river
1:52
or an ocean there are some wooden blocks
1:56
different pieces of fabric of different
1:58
colors
1:59
cars trucks and buses some sticks
2:03
and some gemstones
2:06
we're going to watch the play videos and
2:09
louise and i are going to provide some
2:12
narration
2:13
to explain in more detail the types of
2:16
learning and activity
2:18
that's occurring within the two videos
2:20
let's take a look
2:24
in this scenario that you'll watch in a
2:26
moment's time children are engaged in
2:28
pretend play
2:30
pretend play involves the creation and
2:33
acting out of an imaginary situation
2:36
children will enact a role and they will
2:39
change the meaning of objects to become
2:41
something else
2:42
they are taking on the role of a
2:44
customer and
2:45
shopkeepers and in some cases they're
2:47
changing the meaning of objects where
2:50
gemstones can become money pretend play
2:53
provides the opportunity for children to
2:55
internalize and make
2:56
sense of their social experiences the
2:59
experience of pretend play
3:01
also involves complex higher order
3:04
thinking
3:05
further to this pretend play fosters
3:07
complex social opportunities
3:09
for children to collaborate negotiate
3:12
and solve conflicts in this play episode
3:16
children are also engaged in a form of
3:19
collaborative play
3:21
where they are each playing a role that
3:23
connects to the same pretend
3:25
experience and for the play to work
3:28
these roles need to be adhered to so
3:32
let's watch the clip and then have a
3:34
look for the learning that you think is
3:36
occurring
3:37
and we'll hear from louise
3:40
yum this is a delicious ice cream do i
3:43
need to pay you some money for that
3:45
yes yes here we go oh thank you
3:49
i like that
3:53
you should have the delivery man come
3:54
and bring some food yeah get some of the
3:57
food
3:58
you can be the delivery
4:06
[Music]
4:16
all of these well i know the
4:17
supermarket's getting restocked you
4:19
could go and have a look
4:20
great thank you
4:28
how much there we go thank you hundred
4:31
dollars
4:31
oh wow expensive i think we've got money
4:34
for the next part
4:36
we've got some change all right
4:40
i'll wait in line my turn
4:43
hello do you have any bananas today
4:47
yes um can i get some please you get
4:51
three of these nighty it's bounty i
4:53
better get home
4:54
quick i'm rushing i'm rushing thank you
5:00
i got them are you going to be home for
5:02
me
5:03
oh oh hang on i just got a phone call
5:06
can i get some apples as well please
5:08
thank you just
5:12
green ones though have you got any green
5:14
apples
5:16
[Music]
5:20
a green one oh this one this one's red
5:22
can i have another green one please
5:27
eugene maybe you could go and buy some
5:28
ice cream
5:31
all right there's my money thank you
5:38
i hope i got everything that was on the
5:40
list yep
5:41
yep wonderful oranges
5:46
now be careful there may have been
5:48
something that melted at the bottom
5:51
some bananas i think we should have a
5:53
nice fruit salad what do you think
5:56
oh no no they've all melted
6:04
what
6:20
[Music]
6:24
in this scenario you would have noted
6:26
that the children were engaged in many
6:29
aspects of learning
6:31
if we look at critical and creative
6:33
thinking
6:34
we witnessed the children asking
6:36
questions and forming
6:38
all sorts of possibilities
6:41
we also noted metacognition and
6:43
reasoning and the way that the children
6:45
expressed their thinking
6:48
in literacy there was evidence of some
6:51
concepts about print
6:54
in the opening scene you would have
6:55
noted the two children sitting together
6:58
at the table
6:59
reading their junk mail there
7:02
they were observing images
7:05
they were moving left to right they were
7:08
to page turning
7:09
and recognizing symbols images
7:12
and number
7:15
in speaking and listening there was
7:17
evidence of both verbal
7:19
and non-verbal receptive and expressive
7:21
language
7:23
the children knew that people use
7:25
different communication forms
7:26
such as image voice or facial
7:29
expressions
7:30
to communicate their intention
7:34
the children were able to answer
7:36
questions that were posed by the teacher
7:40
they were also able to recognize their
7:42
understanding
7:43
through joint attention to the object
7:47
when we look at their narrative we saw
7:50
at the very end
7:51
there the young boy who introduced a
7:53
problem to the story
7:55
with oh no and hands on heads
7:58
as he realized that the ice cream at the
8:00
bottom of the trolley had melted
8:03
there was also evidence of sequencing of
8:05
the story
8:06
where children were taking on roles and
8:09
carrying out
8:10
some actions of the characters
8:14
in personal and social capability we saw
8:17
the children taking turns
8:19
aspect of politeness collaboration
8:23
and answering questions
8:27
in the area of mathematics we saw some
8:29
counting
8:30
recognition of color and some money
8:35
we saw problem solving understanding of
8:38
location and transformation
8:40
and answering yes no questions
8:44
the teacher in this scenario plays an
8:46
important role in supporting the
8:47
narrative
8:48
and the different roles that children
8:49
play
8:51
you would have noted how she expanded on
8:54
the children's vocabulary
8:56
for example yum this is a delicious ice
9:00
cream
9:00
when describing the taste and then at
9:04
the end where the young boy was saying
9:06
all of these things i need even i need
9:08
this
9:09
as he points she expanded on this boy's
9:13
utterances
9:14
by saying we need chocolate we need
9:16
cheese
9:17
shall we get some apples
9:20
at this point she was expanding on all
9:23
children's learning
9:25
she could expand even further by
9:27
introducing some writing
9:30
perhaps getting children to make signs
9:32
for the shop
9:33
signs that actually indicate what the
9:35
shop was selling
9:37
and throughout the place you could
9:39
encourage children to write shopping
9:41
lists
9:41
and receipts
9:50
you
English (auto-generated)
Updated