on strengths, abilities and interests, and what they already know and can do. What children’s follows are some tools and examples related to aspects of integrated teaching and learning approaches: engaging with children in play having conversations and interactions that support learning planning experiences to deepen and extend knowledge, understanding and children’s skills differentiating learning opportunities for individual learners planning a balanced curriculum using all five Learning and Development Outcomes creating physical environments that promote learning. Engaging with children in play Children learn best when they are engaged. Play, projects, daily routines and real life examples are effective ways to engage children in learning. Adults play a variety of roles in extending learning through play. These include: children’s modelling or demonstrating, e.g. how children can join in the play or share ideas or equipment facilitating play by providing resources or materials to support play and designing environments that provide flexible, inclusive play spaces extending learning by asking open-ended questions, making suggestions, children’s asking children to make predictions, or discussing how their ideas could be developed further responding to spontaneous learning opportunities, especially to develop children’s understanding of literacy, numeracy and science concepts monitoring to ensure that every child is included and that the environment is safe, interesting and able to support every learning and development child’s documenting and assessing to track how every learning across the Learning and child’s Development Outcomes is being promoted through play reflecting on play and their role in promoting learning in play children’s children’s advocating for play-based learning by talking with children, families and other professionals about the value of play for learning. Adults have to be involved in play at times if children are to learn about fairness and inclusion. They do more than direct children or remind them to to each ‘be nice other’. For example, adults can support learning about friendships and being fair and children’s inclusive by modelling or helping children to use appropriate ways to join play and asking questions such as do you think it feels if play with or ‘How someone says ‘you can’t us’?’ be a fair thing to do? ‘What would Reflective questions Make a list of all the ways you contribute to play. children’s Are there times when it is appropriate for professionals to and let children ‘stand back Why or why not? play’?
on children’s strengths, abilities and interests, and what they already know and can do. What follows are some tools and examples related to aspects of integrated teaching and learning approaches: engaging with children in play having conversations and interactions that support learning planning experiences to deepen and extend children’s knowledge, understanding and skills differentiating learning opportunities for individual learners planning a balanced curriculum using all five Learning and Development Outcomes creating physical environments that promote learning. Engaging with children in play Children learn best when they are engaged. Play, projects, daily routines and real life examples are effective ways to engage children in learning. Adults play a variety of roles in extending children’s learning through play. These include: modelling or demonstrating, e.g. how children can join in the play or share ideas or equipment facilitating play by providing resources or materials to support play and designing environments that provide flexible, inclusive play spaces extending children’s learning by asking open-ended questions, making suggestions, asking children to make predictions, or discussing how their ideas could be developed further responding to spontaneous learning opportunities, especially to develop children’s understanding of literacy, numeracy and science concepts monitoring to ensure that every child is included and that the environment is safe, interesting and able to support every child’s learning and development documenting and assessing to track how every child’s learning across the Learning and Development Outcomes is being promoted through play reflecting on children’s play and their role in promoting children’s learning in play advocating for play-based learning by talking with children, families and other professionals about the value of play for learning. Adults have to be involved in play at times if children are to learn about fairness and inclusion. They do more than direct children or remind them to ‘be nice to each other’. For example, adults can support children’s learning about friendships and being fair and inclusive by modelling or helping children to use appropriate ways to join play and asking questions such as ‘How do you think it feels if someone says ‘you can’t play with us’?’ or ‘What would be a fair thing to do? Reflective questions Make a list of all the ways you contribute to children’s play. Are there times when it is appropriate for professionals to ‘stand back and let children play’? Why or why not?
pracguideintegratedteachinglearning2017.docx