A Holistic Spectrum of Ephemeral Recreation (HSER)
This is a representative model I have put together on my philosophy towards play-based learning. This model is relevant for Early Learning in relation to the Early Years Learning Framework, and is adaptable to lower Primary.
Although not so relevant to middle and upper Primary years, it is still a representation of what individuals bring with them and how we can cater for their learning needs accordingly to keep students inspired and interested in their own learning.
My model of play, titled- A Holistic Spectrum of Ephemeral Recreation (HSER), is designed to be read from a pedagogical perspective when observing child’s play, to then gain the essential knowledge required to plan and cater for the interests and needs of each individual child. This encourages extended learning opportunities based on the individuals interests, defined by areas which can be encouraged to further develop and explore.
Play is colourful and imaginative, so too is my model. Beginning from the left, the Earth signifies the world that we are born into, consisting of pre-conceived ideologies and history, delving into the closely linked values which surround us in our everyday life, community and family. When l;ookign from a Sociocultural perspective, developed by Vygotsky and further by Piaget, and Bronfenbrenners Ecological Model, it is evident that these factors are a vital component in one's development, shaping who they are as an individual.
Linked to the Earth is a spectrum of colour, representing the vast variety of ways in which play, specifically child’s play, can be pursued, or categorised by an observing educator. The spectrum provides a holistic view of child’s play as the educator notices how they are playing (actively, creatively), who they are playing with (solitary, cooperative) and what they are playing with (what materials are they using to express their play).
Centering the spectrum of colour is a brain. This brain represents the uniqueness of the individual, reminding the observer or educator that each child will approach play in their own unique way, stemming from their prior knowledge and ideas from their home and community. Linked to the spectrum of colour is an image displaying logical learning and a disperse of flowing imagination and colour, acknowledging the need to be holistic and extend learning to use both sides of the brain. This extended learning section encourages educators to think about what interests and triggers inspiration in the individual, and how the learning can be extended whilst encouraging the development of other learning areas. Here we can also delve into the idea of facilitating and scaffolding learning, thinking about Vygotsky's Zone of Proximal Development.
Educators can then plan according to their findings in relation to the Early Years Learning Framework (EYLF). Children play all the time, but the type of play is constantly changing, therefore ephemeral, as one idea/interest fades and develops into the next. Further observing and following what avenues interests take, we return back to the Earth to see what else the child has brought from home, acknowledging the individual, and repeating the cycle.
We cannot stop observing and developing appropriate pedagogical tools to teach the children of today, just like children don’t stop learning, developing and growing as individuals. This idea is displayed by the arrows, conveying that the model is a continuous cycle.
Although not so relevant to middle and upper Primary years, it is still a representation of what individuals bring with them and how we can cater for their learning needs accordingly to keep students inspired and interested in their own learning.
My model of play, titled- A Holistic Spectrum of Ephemeral Recreation (HSER), is designed to be read from a pedagogical perspective when observing child’s play, to then gain the essential knowledge required to plan and cater for the interests and needs of each individual child. This encourages extended learning opportunities based on the individuals interests, defined by areas which can be encouraged to further develop and explore.
Play is colourful and imaginative, so too is my model. Beginning from the left, the Earth signifies the world that we are born into, consisting of pre-conceived ideologies and history, delving into the closely linked values which surround us in our everyday life, community and family. When l;ookign from a Sociocultural perspective, developed by Vygotsky and further by Piaget, and Bronfenbrenners Ecological Model, it is evident that these factors are a vital component in one's development, shaping who they are as an individual.
Linked to the Earth is a spectrum of colour, representing the vast variety of ways in which play, specifically child’s play, can be pursued, or categorised by an observing educator. The spectrum provides a holistic view of child’s play as the educator notices how they are playing (actively, creatively), who they are playing with (solitary, cooperative) and what they are playing with (what materials are they using to express their play).
Centering the spectrum of colour is a brain. This brain represents the uniqueness of the individual, reminding the observer or educator that each child will approach play in their own unique way, stemming from their prior knowledge and ideas from their home and community. Linked to the spectrum of colour is an image displaying logical learning and a disperse of flowing imagination and colour, acknowledging the need to be holistic and extend learning to use both sides of the brain. This extended learning section encourages educators to think about what interests and triggers inspiration in the individual, and how the learning can be extended whilst encouraging the development of other learning areas. Here we can also delve into the idea of facilitating and scaffolding learning, thinking about Vygotsky's Zone of Proximal Development.
Educators can then plan according to their findings in relation to the Early Years Learning Framework (EYLF). Children play all the time, but the type of play is constantly changing, therefore ephemeral, as one idea/interest fades and develops into the next. Further observing and following what avenues interests take, we return back to the Earth to see what else the child has brought from home, acknowledging the individual, and repeating the cycle.
We cannot stop observing and developing appropriate pedagogical tools to teach the children of today, just like children don’t stop learning, developing and growing as individuals. This idea is displayed by the arrows, conveying that the model is a continuous cycle.