0:17
[Music]
0:20
[Applause]
0:23
[Music]
0:37
[Music]
0:42
huh
0:44
in the video that we're going to watch
0:46
in just a moment
0:47
there are again some examples of
0:49
children engaged
0:51
in pretend play however in addition to
0:54
this pretend play
0:55
there are also children engaged in an
0:58
additional play
0:59
activity this is constructive play
1:02
we can see the children engaged in
1:04
constructive play
1:06
in one particular circumstance where
1:09
there is a boy
1:10
building a wall to keep his animals and
1:13
gems
1:13
safe this experience links his activity
1:18
of construction
1:18
to an imaginary situation which means
1:21
that the child is
1:22
actually involved in constructive play
1:25
and pretend play at the same time
1:28
in constructive play children will use
1:31
learning
1:32
processes and dispositions to
1:34
hypothesize
1:35
predict and problem solve they will also
1:39
engage
1:40
in mathematical thinking exploring
1:43
concepts
1:44
of shape height and weight to building
1:47
some inquiry
1:48
teachers can have children record their
1:51
planning
1:52
building processes and outcomes in a
1:54
playful way
1:55
which they can assess when we watch the
1:57
video i want you to have a look at
2:00
one girl in particular with the blonde
2:02
hair
2:03
yes this small one the big
2:16
[Music]
2:17
do you think that maybe can make him
2:19
spin in the water now because he's got
2:20
this magic hat on let's see
2:23
he goes a bus in the water wow
2:41
little babies okay
2:44
don't get my babies so
2:47
what are you building here then a wall
2:50
okay
3:02
my my babies
3:05
these are all my horses babies
3:08
can i come and visit is she friends
3:12
she's kind of she you can't come in if
3:15
you're
3:15
gonna see my baby oh i won't steal them
3:18
i just wanted to come and have a look
3:21
look this one is
3:25
this one is tiny this one is 80.
3:28
this one is 90. this one is
3:43
there's a little door for people who
3:46
wants to come to
3:47
look at the horses oh that's a good idea
3:51
have you got a door on yours jacob this
3:54
couldn't be a wall
3:58
oh so you don't want anyone to visit
4:00
yours do you oh
4:02
no that's okay
4:28
[Music]
4:30
as you would have seen from watching
4:32
that video there is a great deal of
4:34
learning
4:35
that is taking place but if we have a
4:38
closer look
4:39
at the young girl with the blonde hair
4:41
and we move into
4:43
other aspects of the curriculum we see
4:45
that she's engaged in a great deal of
4:47
learning
4:49
let's look at speaking and listening
4:52
she's able to respond to a familiar
4:54
person and is also able to engage with
4:57
them
4:58
that could have been her teacher or
5:00
other children in her class
5:03
she's also able to answer closed
5:06
questions with
5:07
an appropriate response such as yes or
5:09
no
5:10
or she points she can also respond
5:13
non-verbally
5:14
by looking at the objects where both she
5:18
and the teacher have joint attention
5:21
this young girl also uses the voice of
5:24
characters in her story
5:25
and she can change volume and modified
5:28
her speaking style
5:30
she takes turns she makes eye contact
5:34
and she expresses her likes and needs
5:38
if we then look into literacy let's have
5:40
a closer look at her actual narrative
5:43
she's starting to build a narrative she
5:46
has the characters
5:47
and the scenes already out in front of
5:50
her
5:52
throughout her story she introduces new
5:54
characters
5:55
with both abstract materials such as the
5:58
gemstones
5:59
which are her babies and real objects
6:02
such as the koala and the cow and the
6:05
horse
6:07
she's able to initiate part of the story
6:09
with her teacher
6:11
and she explains very clearly the
6:13
development of her story
6:16
towards the end you'll see that she
6:18
introduced a problem
6:19
into her story where the koala steals
6:22
the baby
6:24
if we look at the personal and social
6:26
capability
6:27
we're seeing that this young girl is
6:29
sharing blocks with other children
6:32
she shares her emotions particularly
6:34
when some of her gems are stolen
6:37
she shows social awareness that the
6:39
adults
6:40
collaborates and showing signs of
6:44
resilience when her gems are removed by
6:46
another
6:47
child if we look then
6:50
at critical and creative thinking we can
6:53
also see
6:54
how this young girl manipulates objects
6:57
she starts to explain to the teacher
7:00
that her gemstones are her babies
7:03
showing signs of reasoning
7:06
her metacognitive skills are also
7:08
evident as she expresses some of her
7:10
thinking when explaining the characters
7:13
and she really investigates that problem
7:16
that occurred
7:17
when the character the koala stole her
7:19
babies
7:20
so natalie can you fill us in a little
7:23
more about the social context of the
7:25
play that we just witnessed when
7:27
watching this video
7:28
so there's really two types of social
7:31
play that are occurring
7:32
within this scenario um the first is a
7:35
form of parallel play
7:37
you might have noticed that the children
7:39
are playing in the same area with the
7:41
same
7:42
objects but they're using the objects
7:44
differently
7:46
you might be able to see that each child
7:48
has their own motivations
7:50
for their learning within the play
7:52
activity and that
7:54
motivation is guiding their overall
7:56
learning
7:57
in this scenario this is sometimes seen
7:59
when the children
8:00
talk to each other to request objects
8:04
or make a statement about their own
8:07
or the other child's activity
8:10
another form of social play that's
8:12
occurring within this situation
8:14
is onlooker play in onlook of play
8:17
children watch
8:18
each other playing without getting
8:20
involved themselves
8:22
by watching other children play they may
8:25
learn social
8:26
processes or learning processes that
8:28
they can imitate
8:29
and practice they may also be taking
8:33
some time to rest
8:34
and reflect which is important for their
8:37
well-being and overall learning
8:40
if a child is continuously observed to
8:43
participate
8:44
in onlook the play the teacher should
8:46
make some observations
8:47
to find some information about why this
8:49
might be happening
8:51
and plan a response through adult guided
8:54
play which we'll examine in more detail
8:56
in module 2.
Updated