Professional learning and best practice resources to support differentiated play-based/inquiry learning for foundation teachers
Globally and nationally, learning through play has traditionally been a central tenet in early childhood education, however, in recent times primary schools have begun to consider the benefits of introducing a play-based approach into early years classrooms to support young children’s learning and wellbeing. Play-based and inquiry learning in the early school years is important to help a child’s social and emotional development and wellbeing. Children can learn and perform better when they engage in both unstructured and structured learning. Including play-based, inquiry learning opportunities in the early years of school can support children’s continuity of learning by supporting them to adjust to their new school setting, and to build relationships and understanding.
The Professional Learning and Best Practice Resources to Support Differentiated Play-Based/Inquiry Learning for Foundation teachers 2021 project is designed to support a cogent progression in teacher knowledge and inquiry to inform practice due to the unique and ongoing challenges for Foundation teachers created by the COVID-19 pandemic. Through an effective program that combines essential elements such as knowledge building, situating the learning within the context of practice, and encouraging critical deliberation in a supportive collegial environment, practice change can occur.
The project will develop and strengthen Victorian Foundation teachers’ knowledge and understandings of the role of play and inquiry in children’s lives and learning. This will be achieved through a purpose-built program. This knowledge is essential to enable teachers to engage in planning, teaching and assessing children’s learning within a play-based approach in the primary school context.
The innovative play and inquiry-based program achieves three key outcomes:
- enhanced understandings about young children’s learning dispositions and capabilities to support achievement of curricular outcomes
- innovative ways to provide social and emotional learning environments that facilitate young children’s capacities to adapt to transitioning into formal education in this challenging time
- opportunities to develop practices that foster differentiated teaching approaches in response to children’s dispositions and capabilities.
This project supports the practical application of play-based educational theories and underlying educational concepts in a Foundation Year educational program. This is provided through a stepped progression of learning, that deepens participants’ knowledge over time.
The outcome of this research project is an online, self-paced professional learning program that is freely available and assessable on the Victorian Department of Education’s website. The program consists of four modules and associated webinars and resources that maximise learning.
- Professor Andrea Nolan (Project Director)
- Professor Louise Paatsch
- Associate Professor Anne-Marie Morrissey
- Dr Elizabeth Rouse
- Dr Deb Moore
- Dr Kim Davies
- Dr Natalie Robertson
- Ms. Naomi Nirupa David
- Dr Virginia Kinnear
Learning design team
- Jenni Beahan
Completion date: 31 January 2022
Victorian Department of Education and Training