Professional learning and best practice resources to support differentiated play-based/inquiry learning for foundation teachers

The challenge

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 was 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.

Practice change can occur 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.