Writing in a play based classroom at TKAS

 Writing in a play based classroom.  

The pedagogy that informs writing at TKAS in our play based classroom is developmental.  We are always on the look out to see where a child is with their skills both social and academic.  This forms the starting point in writing.  We choose play to teach writing through because it is developmentally appropriate for what the children need.  They learn where writing fits in their world through play.  For example, Writing a note to a friend, or a card for Nan.  Expressing feelings on paper.  The students use their experimenting learning muscle to learn how to hold a pencil.  Yes, we show them in phonics time or as we roam around the room, we help them when we see them trying to hold a pencil.  The powerful part of teaching writing through play is that the children choose to write.  They choose when, where, what, and who to write about and with.  This is a crucial point.  

Play is what motivates children.  It is their first language in learning.  When we see them writing, we encourage them by supporting them.  It is in this moment where their attention is focused that they learn so easily.  I have tried teaching young children writing by sitting them around a table altogether and introducing a topic that will motivate them.  But, I rarely saw the spark.  I didn't see the connection to writing being communication.  Writing isolated like this became something they did instead of something they used.   

We take a writing sample once a month and use the Developmental progression below to mark off the journey of each Tamariki.  Interestingly, this is the one time we do introduce a topic or a purpose and mostly they get to choose from a photo to write about something. It is the one time we all write together.  We never have anyone complaining.  They write eagerly, they write with passion.  We do also make notes during the week on children's experiences with writing.  We note the writing that appears on whiteboards.  The writing that is done on clipboards.  

We also believe that when children are ready for more skill based teacher lessons we will then move them on to the next learning community where they will take part in these.  Even if it is for one session a day.  Transition is flexible.  Readiness might look like, an ability to focus for longer periods of time.  A deeper understanding of writing, its purposes.  Probably they will be writing initial letters and recording sounds they hear onto paper.  They may be able to tell a story understanding time.  Able to remember what happened and sharing this. We have done this with children from 5.8 through to 7 years.  There is a broad range. Typically when they do participate in these sessions, they make fast progress.   

Sometimes, writing looks much the same as in a class that uses direct teaching for writing.  You know the sit down at the same time and write about a similar topic with WALTS, feedback etc.  We do all write together on occasions.  The photos show a focus on letter writing.  However, the beginning of this series of events started in play and not with a teachers idea.   I noticed the children were writing letters to each other. They said “I want to send such and such a mail”.  They would write a letter, fold it up and take it to the person or home to nan.  We noticed that some of their vocabulary needed extending. We did this by joining them on their learning.  We watched some clips on utube about the journey of a letter.

https://www.youtube.com/watch?v=poJ1mS_4sVg.  

During our weekly visit to pre-school, we told the pre-school children we were going to write them a letter and send it to them.  The following week, the teachers set up a writing station with examples of letters and key words.  The children's goal was to choose a pre-school buddy and write to them.  Then we walked to the local shop where the post box is.  In Te Karaka the mail gets sorted at the shop and sent away and then returned to be delivered.  We learnt all about this.  During the following visit to pre-school the children saw  their letters had indeed been delivered.  A huge shoutout to our local shop owner who paid for our stamps.  Interestingly, at the end of the year, the pre-school children bought Foundation some Christmas cards they had made.  

We use play to support writing by using all the aspects that make play so powerful. 

1.  Self-chosen and self-directed

2.  Process rather than product driven

3.  contains structures or rules established by the players themselves;

4.  imaginative, non-literal and removed from reality

5.  occurs between those who are active, alert and non-stressed.  (Grey, 2013; Brewer, 2007)

Writing has occurred while playing fire fighters, making a shop, drawing a picture, using chalk outside, drawing numbers, using book creator and making books about a favourite topic, using whiteboards and coping a list of family names.  All chosen by the children.

This year, we hope to continue on our journey by writing more as teachers. I can't wait!