180314 does play prevent problem behavior-edits slg.pptx (read … · 4/6/18 3...

4/6/18

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Windesheim makes knowledge work

Does Play Prevent Problem Behavior? Stimulating Self-regulation in ECE

within a PBS Framework

MargreetvanOudheusdenSuiLinGoei


The Netherlands


Windesheim University of Applied Sciences


Who we are


Project ‘Learning by Play’ Aim of the project (2017-2019: Develop knowledge about the way professionals in pre-school, kinder-garten, and grade 1 and 2 use the natural curiosity of young children in meaningful play experiences for the development of self-regulation and academics. (Funded by RAAK Publiek of the Dutch Organisation of Scientific Research)


Outline

•  TrendsinEarlyChildhoodEduca7on•  ECECintheNetherlands•  Goal-se<ngfortoday•  Execu7veFunc7ons•  PBS–framework•  Play•  Collabora7veDesignofRichPlay

LearningEnvironments•  Yourthoughts??

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Trends in Early Childhood Education: Early Learning Matters


Early Learning Matters •  More children in pre-K will result in fewer adults at risk later in life;

ECE sets children up to be reading at level by third grade;

•  Children from the poorest families learned approximately 30 million fewer words than those from affluent families by age three (Campbell & Ramey, 1995);

•  Investment in ECE, particularly among disadvantaged children, improves not only cognitive abilities, but also critical behavioral traits like sociability, motivation, and self-esteem (Burchinal, Peisner-Feinberg, Pianta, & Howes, 2002; Stuhlman & Pianta, 2009).


4 trends in ECE to watch for… •  Minimizing the achievement gap: expect more ongoing education,

formal assessments and technical help; •  Technology as a resource in the classroom: consider the

importancy how children interact with the technology, ensuring the new tools are developing positive behavior. Consider that screen time can come in many forms from passive to active;

•  Classroom pedagogies: teachers are encourage to learn young children to manage emotions to become confident, resilient, and understanding;

•  Professional development of ECE teachers to keep improving the quality of all early childhood education.


International Early Learning and Child Well-Being Study (OECD, 2017)

•  Impact children’s early learning has on later life (Lamy, 2012)

•  Rapid cognitive, social, emotional, and motor development

•  Contextual factors influencing a child’s early learning •  Family plays a central role •  Family’s role even stronger during a child’s first two

years


International Early Learning and Child Well-Being Study (OECD, 2017)

•  Shifting role of ECE and Care (ECEC);

•  A platform for children’s development;

•  Critical policy measure that can promote equity, support holistic and continuous development, and improve child well-being.

•  ECE benefits children in the long term.

•  Better quality ECE leads to better outcomes (Bryant, Clifford, & Peisner, 1991; Stuhlman & Pianta, 2009).


Compulsary Education

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Early Childhood Education in the Netherlands

•  Strongly regulated mid-quality ECEC sytem regarding structural aspects, with still considerable variation in the process quality (Slot, Leseman, Verhagen, & Mulder, 2015).

•  Process quality refers to the child’s day-to-day experiences in ECES settings and encompasses the social, emotional, physical, and instructional aspects of children’s activities and interactions with teachers, peers, and materials, that are seen as the proximal determinants of child development (Howes, et al., 2008; Pianta et al., 2005; Thomason & La Paro, 2009).


Play

What is play according to you?

Please team up with your neighbour! (2 minutes)


Learning through Play Playful Learning

•  Learning through Play (Free Play)

Joyful and spontaneous. There are no external rules. There is no goal-setting: play develops itself. Children act according to an inner plan. The teachers' task is primarily to provide a rich environment and to prevent dangerous situations (dominant concept of play).

•  Playful Learning:

The teacher is setting the goal for the child. It is not active by itself, but follows the action of the teacher. Play as a specific mode of activities (Van Oers, 2013).

•  Many play researchers (including Vygotskij, El'konin and Dewey) see play as a special type of activity to be distinguished from learning. Wide range of interpretations of play (Van Oers, 2015)

•  In any case: play and learning in context are strongly related.


Play theories •  Child-centred approaches, such as Montessori and Froebel

•  Teacher driven approaches (Slavin, 1996).

•  Vygotsky – children’s development as a cultural process of identity development in which education has a significant role to play (Vygotsky, 1997).

Ø  Child development is a largely cultural–historical process based upon the child’s appropriation of cultural tools in the interaction with adults and more knowledgeable peers (see Vygotsky 1978).

Ø  Developmental Education approach – play-based curriculum


The play concept in modern developmental theory •  Conceptualising play from a cultural–historical point of view as a

specially formatted cultural activity.

–  Implicit or explicit rules (acknowledged by the actor); –  a high level of involvement; –  and at least some degrees of freedom for the actor.

•  In role-play, for example, children are highly involved (according to Vygotskij, inspired by their wish to act like an adult), follow some of the rules of imitated practice, and are allowed to take the liberty to make their own version of the imitated practice.


The continuation of play into the later ages (Van Oers, 2015) •  As a specific form of activity, play has all qualities generally attributed to

activities. Learning is seen as a deliberate change of actions in a play activity; adults are co-actors as long as they do not destroy the necessary qualities of play (degrees of freedom for the child, child's involvement is taken care of, the players are in charge of the rules and how to use them).

•  Learning activity for later ages can be organised according to this play

format as well.

•  Learning processes are organised as problem-based learning activities that follow the play format. E.g., students in the role of researchers.

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Two early learning approaches in the Netherlands •  Teacher-driven: task-based and focused on direct instruction – Piramide

model. Developed by CITO (Dutch Institute of test development) (Van Kuyk, 2003,2004). 3-7 year olds. Fixed programme, teaching takes place in context of projects and embedded cursory programmes.

•  Play-based - Developmental Education

•  Both: –  Child as an active learner –  Learning requires teacher – pupil interactions and peer co-operation


Example vocabulary learning (Van Oers & Duijkers, 2013) via Piramide model Vocabulary learning via a projectbook of neatly described sequences of tasks (Language corner); Activities remain isolated; IRE-format (Initiation, Response, Evaluation).


Example vocabulary learning (Van Oers & Duijkers, 2013) Play-Based Curriculum •  In the context of activities pupils and teachers are involved as participants in

different roles (doctor with patient; shopkeeper with client, bus driver with passenger, etc.)

•  Meaningful self-assignments in ‘kitchen-play’ – teacher directs children’s actions to specific objects or actions: –  When making pie: ‘we have to take these little lumps out of the flour’. A

child says: ‘yes we need this thing with the little holes’. Teacher: yes we need a sieve.’ The teacher then uses the word several times.

•  Duijkers (2003): Piramide programme vs Developmental Education – dependent variable = number of new words learned from their projects.

•  Comparative study on the basis of a pretest – 3 week practice – post test design.


New approach for ECE Developmental Education (Van Oers, 2015)

Children learn in activity settings they experience as meaningful, safe and free, and encouraging to explore and try new actions. Based on Vygotskian philosophy of cultural development of agency. Assumptions:

§  Young children's way of meaningful learning is embedded in play. §  Teachers should provide the appropriate cultural tools and help them to

make sense of these. §  Teachers should organize their interactions with children in the context

of multidimensional activities that make sense to the children, and which can contribute to children's broad development,

§  The approach is a sensitive strategy of working with children that could be tailored to individual children's needs, abilities, and hypothetical learning trajectories, which meaningfully integrate relevant and obligatory cultural contents.

§  The teacher is the key person for promoting children's meaningful learning and broad development.


Play-Based Curriculum

•  Play as a specific mode of activities (Van Oers, 2013).

•  Characterized by three parameters: 1. Engagement and involvement (voluntary

participation), 2. the presence and awareness of different types of

rules (social, technical, conceptual, and strategic rules) à shared rules,

3. and at least some degrees of freedom for all participants in the activity.


Example of Play-Based Curriculum (1) (Van Oers & Duijkers, 2013)

•  Every6-8weekstheteacherchoosesanewthemetranslatedintoasocioculturalprac7ce(ac7vity)inwhichchildrencanadoptrules,employtherole-boundtools,andlearnabouttherulesandtoolswithinthecontextofthatplay.

•  Childrenareimportantco-actorsinthechoosingofthetheme,tools,goals,relevantrules,storytobeplayedout,etcetera.

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Example of Play-Based Curriculum (2): setting up Productive Play (Janssen-Vos, 2008) •  Orienting – explore the situation and related activities with the children,

focus their attention on specific aspects or actions. E.g., Role-play doctor’s visit explore children’s personal experiences and share them.

•  Structuring and deepening – offer open structures so the children get involved in role-play activities. E.g. develop a story (script) with the children that is played out or by opening the scene with a particular act, teacher enters the scene as a concerned mother with a sick child with a broken leg.

•  Broadening – connecting the role-play activity with other activities and capacities of the children. E.g., think about the doctor’s waiting room and how to decorate it.

•  Contributing – introducing new tools into the play that answer specific needs of children. E.g., measuring the height of all children by the doctor.

•  Reflecting – little moments of discourse on the ongoing activity: how is it going? Can you do it otherwise? What does this mean?


Something to think about… Ifit'struethatchildrenwhospendtooliXle7meplayingstrugglewithexecu7vefunc7oning,thenwemayberaisingagenera7onofkidswithlessself-control,shorteraXen7onspans,andpoorermemoryskills.(BartleX,2011)

Wewillcomebacktothat……


Whatgoeswrongifyoufeelverystressed?


WHY is self-regulation important?

Resis7ngtempta7onsandnotac7ngimpulsively.


What are Executive Functions? Namethecolorsyouseeonthisslide


What are Executive Functions?

Inhibi7on

Workingmemory

Shi\ing/flexibility

Emo7onregula7on

Taskpersistence

Taskini7a7on

Planning&organiza7on

Timemanagement

Goalse<ng

Meta-cogni7on

Execu7ve func7on (EF)—an umbrella term for self-regulatory skills—refers to the set of cogni7veopera7onsandstrategiesnecessaryforoverseeingandconduc7ngchallenging,purposefullifetasks(Berk&Meyers,2013).

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What are Executive Functions?

Executive functions are brain processes allowing someone to show goal-directed behavior, by f l e x i b l y a d j u s t i n g t o t h e c h a n g i n g circumstances in the environment. In doing so, we are, for example, able to show up on time, suppress outbursts for little reason, plan homework, or come up with alternative solutions (Huizinga, 2017.


Factors that influence EF development

Riskfactors Protec7vefactors

Childfactors(Gene7cs,temperament)LowSESLackofsleep/foodPhysicalandmentalproblemsSocialexclusionStressandanxietyPoorparentalskillsNega7veclassroomclimate

Childfactors(temperament,gene7cs)Sensi7veandsuppor7vefamilyenvironmentPosi7verela7onshipswithteacherandpeersPosi7veclassroomclimateMeaningfulplayexperiences

Diamond,2015;Buyseetal,2011;DedertOudeWeme&vanTuijl,2012;Bernier,Carlsonn&Whipple,2010)


Factors in EF

Protec7vefactorsRiskfactors

•  Gene7cdisposi7on•  Growingupinpoverty•  Stressandanxiety•  Lackofsleep/food•  Socialexclusion•  Deficitsinlanguage

acquisi7on•  Temperament

•  Sensi7ve,suppor7veparen7ngandteacherstyle

•  Safe,predictableandposi7vehomeandschoolenvironment

•  Posi7verela7onshipswithteachersandpeers

•  Meaningfulplayexperiences

Diamond,2015;Berk&Meyers,2013;DedertOudeWeme&vanTuijl,2012;Hamre&Pianta,2006)

DiscusswiththepersonnexttoyouwhatcouldbethelinkbetweenPBS,execu7vefunc7ons(EF)andplay.Writedownyourideasonthepost-itnotesandcompare.


Role of the PBS-Framework Evidence-based strategies to support this: a.  maximize structure; b.  post, teach, review, monitor, and reinforce c.  expectations; d.  actively engage students in observable ways; e.  use a continuum of strategies for responding to

appropriate behaviors; f.  use a continuum of strategies to respond to

inappropriate behaviors" (MacSuga & Simonsen, 2011, p. 353);

g.  fostering nurturing and responsive relationships (Dunlap & Fox, 2015).

PyramidmodelforPBSinECE(Dunlap&Fox,2015)


Play is the Driving Force for the Fevelopment of Young Children

Valueofplay

Stressreduc7on

Sparkscuriosityandcrea7vity

Socialcompetence

Academicresults

Execu7vefunc7oning

Playisanintenselyabsorbingac7vitythatservesasapowerfulmatrixforchildren’slearninganddevelopment(Bodrova&Leong,2007)

Childrenlearnbestwhentheyareac7veandinvolved.(Weinberg,2016)

Bodrova&Leong,2007;Berk&Meyers,2015) Windesheim makes knowledge work

Meaningful High Quality Play Experiences

Matureroleplayprovidesmanyopportuni7esforprac7cingexecu7vefunc7ons.•  Make-believestrengthenschildren’s

internalcapacitytoregulatebehavior.*

•  Imagina7verolesarerules-based.Itrequireschildrentoovercomeimpulseinfavorofrule-governedbehavior**

Freeplayalonemightnotbesufficient:“Acombina7onofchildren’sself-directedpar7cipa7onandadultscaffoldingcreatesapowerfulpedagogicalapproachforlearninginyoungchildren”(Weinbergetal,2016)

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The pavers Watchthisvideocloselyandobserve,usingtheobserva7onlist,whichexecu7vefunc7onsthechildrenshowandprac7cewhileplaying.


How can Teachers Create Meaningful Play Experiences in a Rich Learning Environment?

•  Create imaginary situations and themes that spark curiosity and active engagement of young children. Use student voice.

•  Provide children with real life experiences to expand their knowledge of the world*

•  Supply superfluous materials that reflect the real world and that challenges children to find solutions

•  Visualize. Make a play plan together by drawing or writing (establish goals)

•  Scaffold play, if needed, by playing along, providing choice options, asking questions to help find strategies, thinking out loud, help them persevere**

•  Reflect on playing experiences, so children can become aware of the strategies that they have used by helping them to make their thinking visible.***


Professional Leaning Community via Lesson Study •  Three meetings supervised by a teacher educator in one cycle

Designingaplan

Execu7ngtheplan

Checksession(data)

Reviseandexecute

Evaluateandredesign

ProcessofonePLCcycle


Designing a meaningful play environment together

1.  Designingarichthema7cenvironmenttogetherwiththestudents

2.  Linkinggoalstoplayac7vi7es

3.  Choosingmaterialsthatsparkcuriosityands7mulateproblemsolving

4.  Designinginterven7ons/playfulac7vi7es

5.  Collec7ngdataonthelevelofengagement(highlevelsofengagementindicatesthatlearningtakesplace(Laevers,2016)


Research

•  Six locations •  Lesson Study in PLC •  Instruments: Observation of engagement,

Executive Functioning Skills, interaction professional-children

•  Learner reports, teacher efficacy •  Affordance theory


What do you think? "Wedrillmorebecausetheycan'tpayaXen7on,buttheycan'tpayaXen7onbecausetheydon'thavetheseunderlyingplayskills,sowedrillmore(LeonginBartleX,2011)

DoesPlayPreventProblembehavior?

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Windesheim makes knowledge work Windesheim makes knowledge work

Dr. Sui Lin Goei -  [email protected] -  ++31 6 55112358

Drs. Margreet van Oudheusden -  [email protected] -  ++31 6 22899433

180314 does play prevent problem behavior-edits slg.pptx (read … · 4/6/18 3...

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