Making it a bit clearer....

So after blogging a few of the things i have been looking at into my inquiry, i looked back and thought someone reading it would think..."so what is her inquiry".
At the end of module 2 i still found myself thinking about what really interest me in my setting, i listed a few and this is what i then put forward for my inquiry proposal.
After looking back on my proposal plan and from Alans feed back i realised i had made my inquiry to big of a task for myself.
So i have narrowed it down to something i have questioned throught out my time in working in schools, specifically nursery and reception (Early Years).
My inquiry is basically a look at free flow play in an early years setting and finding out what is enough play for this age group and wether there should be more or less adult focus within a classroom.
 My inquiry leads me this way as i have been lucky enough to have experence in many different schools, each school is different, dinamic, and has different strengths and weaknesses. The one thing i have noticed from Nursery and Reception is the way the classrooms are run. Some teachers believe that it should be solid free play throughout the session, not many boundries and the children are allowed to get out what ever they want. A short time of phonic learning and mainly interaction with the adults during choosing time to extend their learning . Other Nurserys have a carpet time, they are taught to answer there name when the register is called, respond to questioning, take part in group learning of phonics, mathematics, literacy and science. They then are allowed to go and choose their activities which have already been set up for them. During their choosing time they are called to come and do an adult lead focus activity.
Through seeing both ways run positivly and successfully, it has made me question..... what is the right way?  is there a right way? is it down to the teachers descretion of how he/she wants her/his classroom run? or is the classroom run that way because of the presure from the top of the school? the push for maths and literacy to be taugh at such a young age?

Has anyone got any thoughts on this? Do you find yourself saying the same?

Literature-Research

Natalie Canning- Play and Practice in the Early Years Foundation Stage

This book takes the perspective that play is fundamental to every interaction and connection children make. It argues that play should form the basis and be at the forefront of early years practice as children are experts in their own experiances and interests and they use play as a way in which to explore and experiment with emotions. socila interactions, new ideas and learning.

 Development Matters in the Early Years Foundation Stage (EYFS)- The British Association for Early Childhood Education.

Children are born ready, able and eager to learn. They actively reach out to interact with other people, and in the world around them. Development is not an automatic process, however. It depends on each unique child having the opportunities to interact in positive relationships and enablin environments.

 

 

Child Development, An Illustrated Guide- Carolyn Meggitt

 

Play is particulary important to healthy brain development as it allows children to use thier creativity while developing their imagenation, in addition to their physical, cognitive and emotional skills. It is through play that children at a very early age enagage and interact in the world around them.

Some feed back from Tes Forum

Gemma louise tes website

Free flow benefits - in a well planned environment children experience more and can be observed by more adults. Personally I don't like free flow, it's all a bit manic for me, but maybe that's just the setting I experienced it in

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488407

Send mesPosted by: thumbie 14/03/2013 at 18:57

 

I think you need to be sure what you are comparing free-flow with and what the early years environment would be like without free-flow especially in respect of nursery. Very often the issue, especially with parents, is about when free-flow should be reined in and the transition to a more controlled learning environment introduced.

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Posted by: gemmalouise 14/03/2013 at 19:4

I agree thumbie, also, what do you mean exactly by free flow? I think some people refer to this as choosing time and some people mean specifically going in to other classrooms and outdoor areas of the setting. I work in a one form entry reception class, so essentially I don't do the latter, the children have indoor and outdoor choosing. Regarding, transition, my children have a lot less choosing than they did when they started in September. My lessons are more formal now. I love watching the children getting ready for year one through the way in which you adapt the setting and planning.

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Posted by: thumbie 15/03/2013 at 16:50

This is how I would answer: The free-flow environment consists of activity areas based on areas of learning. The children choose freely from what is available, picking out resources they want to use from easily accessible storage. Some activity areas are enhanced with additional materials, or sometimes materials are deliberately limited for various reasons. Children can choose to go outside or stay inside and move between at will. Practitioners' roles allow for at least one practitioner to support child-initiated play in the free-flow environment. When contrasted with an environment in which children are directed to specific activities the benefits include: children able to choose independently therefore develop independence; children can follow own interests and therefore engage with activities more fully; activities are more open-ended allowing for differentiation; children develop skills of negotiating with others, and can make and maintain chosen friendships; adult input supports and extends the child in their chosen activity rather than being focused on a specific adult aim which may not be appropriate; adult-input is open-ended and responsive. The drawbacks include: lack of adults available for sufficient support, especially if 'housekeeping' duties, or behaviour management takes over from supporting the children's learning; difficulties in monitoring all the children and logistic difficulties in checking that all children have equal opportunities and support; difficulties caused where children do not have the necessary skills of concentration to focus and engage sufficiently for good quality play/learning/ social interaction. It is important in order, particularly, to enable development of social skills, self monitoring of behaviour and independence. Most parents are in favour of children enjoying school but some worry about the class being a free-for-all in which their child might be neglected or might not always be safe. Some parents dislike their child getting dirty or dirtying their clothes at school. Many parents want to see evidence of progress in measurable areas such as counting and reading and find it difficult to see the point of play. Some parents do not understand the philosophy behind free-flow, especially if their education has been very structured and they associate being well-educated with specific and discrete academic skills. I think there are many reasons why it is included in the EYFS, some political and economic as well as some educational reasons based on child development. Occasionally problems arise with parents who are concerned that their child is not progressing as well as they think they can. Some parents put this down to the environment and "Too much play". 488407 Send message   Posted by: gilldyson 15/03/2013 at 17:17 I would agree with much of what Thumbie says but would add that the younger, more immature children, particularly the boys, are more likely to have behaviour issues without free flow - the freedom to run outside, practice their gross motor skills and generally enjoy the outdoors is, in my experience, beyond price.

Do you work in a School? Can you help with any of these questions?

I’m looking for Practitioners insights/views/opinions on free play in the classroom: Please give detailed answers.

·         How does free play work in your classroom?

 

·         Have you experienced free play in a setting? If yes what were your views on this concept?

 

·         How does free play benefit the teacher/teaching assistant?

 

·         As a practitioner, do you feel there are any drawbacks to free play? If yes please explain.

 

·         How important is free play to young children between the ages of 3-5 years old?

 

·         How does free play benefit children between the ages of 3-5 years old?

 

·         Chose 5 words that would use to describe play.

 

·         What prevents children taking part in free play? At home and at School?

 

·         Do parents understand free play?

 

·         Do parents question free play? Why/what/when?

 

·         Do any parents have issues with free play? Ie why is my child not bringing home homework? Is my child writing yet? What do you mean they just play in the afternoons?

For nursery only

Some nurseries only have free play. Answer honestly how you feel about this statement.

Some nurseries have free play mixed with adult led focuses. Answer honestly how you feel about this statement.

 

Forums

Just a little update for anyone that is interested... Has anyone started to look at forums to do with their subject area?

A long time ago I joined many teaching websites, this helped me to voice my opinions and find resources/support from other teachers around the world. Never did I think to use it to help my studies. A couple of weeks ago I decided to join the forum and start a conversation. WOW I did not realize I would get the response I did, some extremely positive and others very negative.

Let’s start with the negative; I got absolutely slatted for my spelling, punctuation and grammar (your prob thinking the same right now). I was so shocked at this because I had never really felt that people would get so offended by it! I understand it is important, especially as I would like to become a teacher and I’m on a forum for teachers, but I didn’t realize I would have to start to defend myself. The truth is, the post was written in a rush and without any consideration to its readers. At first I felt really upset by it. I felt like "how dare you judge me when you don’t know me". It was only when I reflected back on this more recently, it made me realise how careless and lazy I have become in regards to writing. Is that me to blame? Or is that society’s influences to blame? I never realised how reliant I have become on computers, I phones, I pads, smart phones to correct everything I write.

On the other hand I had some amazing, really kind people help me with my inquiry. They answered questions fully and questioned some of my questions, which helped me to think more deeply about why I have asked that? Is my question too basic? Have I made it clear enough what my subject area is? Do they understand what I’m asking? Etc. This helped me to start to develop my questions for interview along with the literature I have been studying. I took a step back and thought 'Right, I don’t want to have to do this again because what I am asking is not clear enough'. It actually took me about two weeks to figure what I wanted to ask and develop the questions with a good structure. From putting the work in first hand I know they are good questions and I will get full, quality answers from them. (But part of me has now realised that with every answer is going to get me questioning something else).

Before starting this course I don’t think I would have had that same mentality, it’s made me realise just how much reflection I now do on a daily basis. I am constantly questioning my motives in my professional life and actually my personal life. For that I think I am becoming a better person all round.

I would defiantly recommend joining some forums; it’s really helped me in my inquiry. Plus you can use it to support your evidence.

 

easter holidays

So its the easter holidays for any of you that work in schools!
For once i am not working which means i have two whole weeks to really get stuck into my inquiry.

What i am finding most interesting at the moment is the literature i am finding. Theres so much on the subject that i am looking into- Play in Early years. I have discovered that literature on this subject is world wide. I have been trying to find books that are more cases that are studied in England as i am finding that with the vast amount of literature from around the world is making me question other aspects of play and how it defined in each country.

Is anyone else finding this? is your literature so vast that it is hard to narrow down? Is it making you question other aspects of your subject area?

Long time no blog.......

Sorry guys havent blogged since the last module, hope you all done well. Been a manic term, lots going on and preparing all my evidence for the inquiry.
Iv been doing lots of literacy work, finding articles, books, to help me build questions that are valuable to my inquiry. Its very time consuming but finding some really intersting view points from therists and practitioners which is expanding my knowledge constantly.

Its incredably hard to stay in contact with everyone who is blogging when it is through a computer, but if i can help anyone with their inquiry i am happy to help. GOOD LUCK EVERYONE!!