Caught in a Dilemma About Play-Based Learning? Join the Queue.
22 July 2014
We can’t immediately solve complex issues that surround play-based learning, but we are working hard to make sense of them by reviewing the latest resources and implementing research projects with our Member Schools and in partnership with leading universities.
There are many conflicting ideas and theories about how to offer a play-based curriculum. Parents and other stakeholders are demanding more structure, while the National Quality Framework and modern trends in education indicate that children learn best through play.
Our specialists in early years teaching have been thinking deeply about these issues. In a series of seminars and with research initiatives, we are providing up to date information to enable professionals from preschool and junior primary to navigate the conflicting demands with a greater level of understanding.
A research project on transition from preschool to junior primary that began in 2013 with seven schools continues throughout this year in partnership with the Australian Catholic University.
Our belief is that children need to be supported to learn early in an imaginative and professional way that underpins the programs we offer on leadership, literacy, numeracy, curriculum development and play-incorporated learning.
We create opportunities for early years’ teachers to develop purposeful projects and engage students in innovative ways while collecting evidence to demonstrate they are meeting educational requirements and parent expectations.
We are also overseeing a 12 to 18-month teacher research project about divergent thinking. Case studies will be discussed in a webinar. If you interested in joining the research project, contact Lili-Ann Kriegler, Co-ordinator Early Years Services.