Play and Pedagogical Documentation: why focus on socio-dramatic play? (Children aged 2 – 5 years)
October 28 @ 9:00 am - 12:30 pm
According to research conducted by Ferre Laevers and his colleagues in pre-school settings in Belgium for over forty years, the highest level of children’s involvement is evident in role play with other children.
Likewise, research conducted by Elena Bodrova and Deborah Leong has shown that make-believe play provides young children with the greatest opportunities to develop self-regulation, which is one of the most significant factors in determining readiness for more formal learning.
Jo will focus on the benefits of socio-dramatic play, together with ways to capture the rich learning that ensues, using socio-cultural assessment practices which are situated within the children’s play.
Educators will examine and re-examine different kinds of Pedagogical Documentation for making children’s learning through play visible. Please bring along any examples of documentation (digital or paper) to share during the interactive parts of the workshop.
At the conclusion of the workshop there will be an optional tour of the Prince Alfred College Early Learning Centre.
Session 1: Socio-dramatic play: why is it so important?
In this session there will be time to examine what the research tells us about the benefits of socio-dramatic play and, as well as educators own beliefs and insights. We will explore what it is like to be teacher-researchers in our own settings when we follow what is touching our hearts and engaging our minds.
Session 2: Strategies for documenting children’s rich socio-dramatic play experiences, including video clips, learning stories and learning snapshots, will be explored.
Who is this workshop designed for?
The interactive workshop will be particularly useful for educators and co-educators who work with children aged 2 to 5 years.
- Understanding the benefits of socio-dramatic play
- Examining how documentation can make visible the learning that take place through socio-dramatic play
- Exploring ways to work smarter not harder in documenting children’s learning
AiTSL standards addressed in this workshop
5.1.3 – Highly Accomplished Standard: Support educators to evaluate the effectiveness of their approaches to assessment.
5.2.3 – Highly Accomplished Standard: Examine strategies to provide timely and effective feedback to children and their caregivers in order to further learning.
6.3.3 – Highly Accomplished Standard: Engage in professional discussions with colleagues to evaluate practice directed at improving professional knowledge and practice.
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