Learning Through Play

7 Days

17.5h

Duration

Synchronous

Modality

2.5h

class

English

Language

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Class Starts

5th February, 2023

Registration Deadline

2nd February, 2023

Contact Us:

shortcourse.ied@bracu.ac.bd

We also offer this course in Bangla. To learn more about this option please email us

Overview

Learning through play is a global phenomenon now, and the analysis in relation to play is revolutionizing the way we look at learning. The immense positive effect play can have on not only children’s learning, but on their holistic development, cannot be overlooked. This short course explores the exciting process of learning through play. Participants will understand concepts and theories relating to children’s holistic development, different developmental areas, the process of learning, learning through play pedagogy and the emerging concept of learning through play in local, regional and global context. Participants will also develop an understanding on how play can address children’s developmental needs and how to create a learner of the future through play. They will go through a journey from exploring different concepts to applying them to real life contexts; from designing plays to becoming a responsible facilitator and co-player.

Course Objective

Introduce a range of concepts, theories and issues on learning through play pedagogy and child development that assist the understanding and analysis of the relationship between learning through play and child development.
Developing participants’ skills to design appropriate play which address children’s learning and developmental needs.
Explore the role of adults to support children in learning through play creating an atmosphere to nurture stress-free learning practices and instilling the characteristics of learner of the future among children.

Learning Outcomes

On successful completion of this course it is intended that the participants will have:

Achieved through a wide range of reading, discussion and activities an understanding of the concepts of: learning through play, learning through play pedagogy, types of play, children’s holistic development, adults’ role in learning through play and play designing.
Been introduced to some interdisciplinary discussions on educational psychology, neurological process of learning and pedagogy.
Reflected critically on their own beliefs on the role of play in promoting learning.
Reflected critically on the concepts of child-directed play versus adult-directed play and debates around different conceptual and empirical stances on play-based learning.
Become aware of features and characteristics of good quality plays and their consequential impact on children’s learning
Become aware of domains of development to be addressed through plays and mitigating the needs of the cognitive developmental delay among children.
Explore critically the changing role of education in creating learners of the future.
Been introduced to BRAC’s Play Lab Model as a successful implementation of learning through play and grounding the conceptual ideas of learning through play pedagogy in the context of Bangladesh.

Skill Gains

Design plays that aids or accelerates children’s holistic development
Identify materials needed for specific plays, ensure access of all children into the designed play and create the appropriate environment for the play and discuss influence of culture over play
Identify the specific roles of adults and what an individual adult can do in a given learning through play setting
Assess the developed play to make sure it addresses the intended domains of child development

Detailed Course Content

Day 1: Understanding Learning through Play

Content covered: Learning Through Play, Types of Play, Features and Characteristics of Good Quality Plays and Their Consequential Impact on Children’s Learning, Learning Through Play Pedagogy, Overview of Adults’ Role in Learning Through Play Pedagogy and Reflecting Critically on Own Beliefs on the Role of Play in Promoting Learning.

Duration: 2.5 hours (BREAK for 10 minutes)

Activity 1. Introduction & Ice-breaker: (35 minutes)

Activity 2. PowerPoint: Concepts of play (25 minutes)

Activity 3: Small Group Activity (30 minutes)

Activity 4. Story Time: (15 minutes)

Activity 5: Reading Activity (35 minutes)

Day 2: Aspects of Children's Holistic Development and Features of Play

Content covered: Aspects of Children’s Holistic Development, Features of Good Quality Play, Concepts of Designing and Assessing Play, Curriculum and play.

Duration: 2.5 hours (BREAK for 10 minutes)

Activity 1: Whole Group Brainstorming Session (20 Minutes)

Activity 2: Thought Experiment and Q/A Session (30 Minutes)

Activity 3: Small Group Play Analysis & Presenting to Whole Group (45 Minutes)

Activity 4: Small Group Work and Whole Group Discussion on Designing Curriculum Based Plays (45 Minutes)

Day 3: Designing Play: Access, Materials, Environment and Adult Roles in Play

Content covered: Access to Play, Appropriate Play Settings, Safe Environment for Play, Play Materials and Designing Play, Play and Culture, Adults’ Roles in Play, Adult-Child Relationship through Play, Designing Plays for Different Child Groups

Duration: 2.5 hours (BREAK for 10 minutes)

Activity 1: Small Group Activity (30 minutes)

Activity 2: Whole Group Discussion (10 Minutes)

Activity 3: Individual Thought Experiment and Whole Group Discussion (20 Minutes)

Activity 4: Small Group Activity and Whole Group Presentation (30 Minutes)

Activity 5: Small Group Activity Depicting Adults’ Role in Play and Whole Group Discussion (50 Minutes)

Day 4: Addressing children’s developmental needs and changing role of education to create learners of the future

Content covered: Children’s Developmental Needs: Motor, Intellectual, Social and Emotional; Equipping Children with Skills to Tackle Challenging Situation Through Plays, Diversified Play: Sensory Play, Adult-Led Play and Child Directed Play for Promoting Different Aspects of Holistic Development; Play and Children with Developmental Delay.

Duration: 2.5 hours (BREAK for 10 minutes included)

Activity 1: Alphabet Game (10 mins)

Activity 2: Reading and discussion (60 minutes)

Activity 3: Whole Class Discussion (30 minutes)

Activity 4: Reading Activity and Discussion (30 minutes)

Activity 5: PowerPoint discussion and Video Watching on ‘Child Directed/Led Play’ (10 mins)

Day 5: Interdisciplinary discussions on educational psychology, neurological process of learning and pedagogy.

Content covered: Play Designing; Interdisciplinary Discussions on Education Psychology, Neurological Process of Learning and Play.

Duration: 2.5 hours (BREAK for 10 minutes)

Activity 1: Interdisciplinary Discussions on Educational Psychology [ 80 mins]

Activity 2: Two Video presentation and a PPT on Neurological process of learning; Nine things educators need to know about the brain (45 mins)

Activity 3: Animation Video on how children learn through play (15 mins)

Day 6: Panel discussion on different conceptual and empirical stances on play-based learning

Content covered: Panel discussion on Pre-determined topics on play-based learning

Duration: 2.5 hours (BREAK for 10 minutes)

Introduction of panel discussion = 10 minutes

Preparation for panel discussion = 50 minutes

Panel discussion (4X10) minutes = 40 minutes

Question answer session = 20 minutes

Consolidation of the discussion = 20 minutes

Day 7: Grounding play- BRAC’s Play Lab Model as a successful implementation of learning through play pedagogy

Content covered: Play Based Learning Centers, Videos on Play Labs and HPL, Context in Designing Play Labs, Impact of Play Labs on Children’s Learning.

DURATION: 2.5 hrs (BREAK for 10 minutes)

Activity 1: Whole Group Discussion on Culture and Play (30 Minutes)

Activity 2. PowerPoint: Overview of play-based learning centers (Play Lab: 20 mins; HPL: 15 mins; Q/A 20 mins-55 minutes)

Activity 3. Whole Group Activity: Video presentation, discussion and reflection on BRAC PL and HPL (40 mins)

Key questions to be asked: (10 mins)

Wrap Up (5 mins)

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