About the EditorKim Wrathall is a Kindergarten Teacher from the Calgary Area working in a High Needs school for 19 years. She has a Masters in Educational Research-Interdisciplinary Studies (Design Thinking and Creative Collaboration, Socially Just Schools and Educational Research) with her final paper focusing on Mindful Practice in K-3 Classrooms.
Kim Wrathall IEI Newsletter Editor [email protected] |
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Play needs to Stay in Early Education Classrooms
With all the changes in curriculum in the last couple of years it is hard to think about how to make it all fit in. The pressures of incorporating new outcomes, more content and jugging all the needs of students that are impacting our classrooms after Covid is a lot. In this process it can be hard to think of ways to make sure that the importance of play still lives in your space. It all can seem like too much. So how can the balance of all of these things come to light when expectations are so high? The focus is not on this or that, but making play the learning. I know that some may read that and say “ yes I know that is what should happen, but it is easier said than done right now”. I do not disagree. What I am saying is there are ways to build even small curricular goals into daily play activities in small ways.
Between this article and upcoming ECEC council professional development, in the fall, we hope that we can provide some guidance around why these best practices are so important to the growth of our young learners across this province. Whether you are in full-day or half day programming in Kindergarten or more traditional learning models in Grades 1-3, or have classrooms full of diverse needs my hope is that you can take something away from the many resources that are available.
Play and the Research Behind it
Oftentimes the word “Play” gets given a bad context as not being learning. What is often deemed as “oh there just playing around” or “it must be nice to just play all day” are common phrases stated around early learning spaces. Without some context and push back from us as early learning professionals these phrases become the thought process for many people looking in as well as those making decisions without understanding the research.
Dr. Stuart Brown is a guru in the importance of making play part of children’s everyday learning. In the foreword of the book The Playful Classroom-The Power of Play for all Ages (Jed Dearybury & Julie Jones), Dr. Brown states that play “is the union of cognition and emotion that fixes memory and learning in a positive, optimistic, and progressively more intricate scaffolding that has the student-player searching for more” (Dearybury & Jones, p.xvii). In his career of studying play behaviors he has noticed that “the benefits of play are for all of us for our (whole) lives, and the consequences of not playing, particularly early in life are devastating” (Dearybury & Jones,p.xviii). Further mentioning that “one major obstacle is the belief that work and play are opposites- if you are playing, enjoying what you are doing, you are not working” (Dearybury & Jones, p. xix). Therefore the importance of being an educator that bridges this union of play as the learninghas a significant impact on the overall well-being of students. |
The “evidence from scientific research on learning is that a playful learner and a playful teacher form an extraordinarily effective learning system” (Dearybury & Jones,p.xix). Or as Fred Rogers famous quote states “Play is often talked about as if it were a relief from serious learning. But for children, play is serious learning. Play really is the work of childhood”.
Suzanne Axelsson, Author of The Original Learning Approach-Weaving Together Playing, Learning, and Teaching in Early Childhood, states that in reflecting on how the brain adapts through play [it is important to note] what is good for forming synaptic connections, which are indicators that the brain is learning” (p.24). The 5 areas that she discusses are:
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Play Provides So Many Learning Opportunities
Play is often mistakenly looked at through the lens of either something that is a free for all no boundaries style of learning, or incredibly structured and tailored to the needs of the adult supporting it. Both of which are extreme views. Play can be both a structured and unstructured balance of learning. Being able to foresee when a task is requiring guidance and facilitating and when to step back and allow students that time to explore and ask questions about their learning is key to the process. We are just as much the learners in this process as are our students. This is “why we must get on the floor with kids, ask questions, be curious; new ideas won’t come from regurgitating facts. Play designs the future. Trains, planes, and automobiles of today were the kid’s cardboard creations of yesterday” (Dearybury & Jones, p. 1).
Recognizing that play can be done inside, outside, alone, partnered or in groups is all important in this learning process. It can also use varying materials and styles of learning. Suzanne Axelsson asked her followers; on social media in 2021 to describe what they felt were the essential components of play. Their responses were: freedom, time, joy, imagination, and exploration ( Axelsson, p.21). All of the components of making those synaptic connections mentioned above.
As educators we want the best for our students and in doing so creating a space that makes students “feel welcome, valued, and safe” (Axelsson, p.25). “As a society we need to ensure that this extends beyond the educational institution’s wall as well” (Axelsson, p.25). Play should not be a bad word and it is not “[only the] responsibility of educators and schools to provide safe places where all children feel equally valued and where autonomous play is accessible” (Axelsson, p.25). We all need to have a role in making play a priority for all learners
Recognizing that play can be done inside, outside, alone, partnered or in groups is all important in this learning process. It can also use varying materials and styles of learning. Suzanne Axelsson asked her followers; on social media in 2021 to describe what they felt were the essential components of play. Their responses were: freedom, time, joy, imagination, and exploration ( Axelsson, p.21). All of the components of making those synaptic connections mentioned above.
As educators we want the best for our students and in doing so creating a space that makes students “feel welcome, valued, and safe” (Axelsson, p.25). “As a society we need to ensure that this extends beyond the educational institution’s wall as well” (Axelsson, p.25). Play should not be a bad word and it is not “[only the] responsibility of educators and schools to provide safe places where all children feel equally valued and where autonomous play is accessible” (Axelsson, p.25). We all need to have a role in making play a priority for all learners
How do you make Play part of your Everyday? 
There are so many ways to play. This section is about providing some resources, ideas and areas to help you start on this journey of bringing play into your classroom.
First let me say that play does not need to be elaborate and cost you lots of money. This is not about having to create multi-step lessons and acquire numerous items in doing so. Making play part of your everyday life can be as simple as material exploration, outdoor scavenging, loose parts and materials you already have. It can be as simple as a lesson you already have planned that is connecting math and science through natural materials and allowing students that time to explore and make their own connections. As I mentioned above one of the most important aspects to consider in play is that the adult is listening as the exploration takes place. Children are born with a natural curiosity for things, using that to your advantage will help to make play part of your everyday life and help them grow through the learning process. Oftentimes we create a lesson with a very specific goal in mind, yes that may be an assessment tool, however if we stop and listen this less formal assessment will help us in growing and guiding the learning from where they are at. So here are some things to consider when incorporating play into your classroom.
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Our last section will provide some ideas of things to use and resources that you can look into over time. |
Ways to bring Play into the Everyday
In this section I want to acknowledge that this is only a small overview of possibilities that can be used. There are so many ways that play can be incorporated into all aspects of learning for students. Whether it is indoors, outdoors, structured, unstructured or even risky play it is about bringing it to life for our learners.
Loose Parts: I know I have done articles in the past about the importance of loose parts, however it is important to note the significance of this style of play for students. Loose parts can really be anything and are a fantastic way to allow for open-ended exploration through all subject areas. There is a great deal of research, books and information around the topic all with one common message- students bring the concepts to life. My caution for anyone new starting in this area of learning is to start small and intentionally introduce new items, how to use them in appropriate ways and take mental notes about what is working and where to modify if needed. Listed below are some great resources on how to get started and the understanding of this philosophy. Theory of Loose Parts-Simon Nicholson Michelle Thornhill-Loose Parts by Schema Loose parts play examples
Emotional Learning Connections to Play Language skills are developed through social interactions and through playing with each other. We learn by doing. Allowing students the time to develop sharing skills, communication of needs and building on vocabulary through imaginative learning continues that learning journey. There are so many stories, books and articles around the benefits of play in building social emotional learning skills. I encourage you to do an online search into this area of learning as the resources are plentiful and abundant. The resources provided below are only a small snippet of all the possibilities as there are many out there. As stated earlier a simple online search in the area of play will provide you with many ways to engage in this important work. |
Risky Play:
No I know when you hear this many immediately think, no I am not doing that. Hear me out for a moment, for many of our learners they need ways to understand how risks can be both safe and unsafe at times. By giving them opportunities to figure these things out in a supported way they learn to see what works and builds confidence and what can result in injury when done in an unsafe manner. At the very least allowing students things like jumping from one item to another or climbing items can build that sense of adventure and understanding that many of them need. “ When a child tries something risky, they gain the confidence to say “I can do this!” and try more things on their own. Children who engage in risky play are more likely to take chances where there is a chance of failure. Even if they fall, they know they can get back up and try again.” (Google Definition). Here is an article about the benefits of risky play: Article about Risky Play Books about
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Spring Conference Overview
After almost 4 years of no in-person conferences the Early Childhood Education Council Conference took place at the beautiful Pomeroy Kananaskis Mountain Lodge from March 16-18, 2023. Being back in close proximity with this amazing community of educators was unlike no other. These amazing days were filled with camaraderie, laughter, learning and incredible presenters and speakers. Social events, time in nature and the amazing food were all just the icing on the cake.
James Jones Notorious Cree 
Nêhiyaw (Cree) Activist, Performer and Speaker from Tall Cree First Nation in traditional Treaty 8 Territory in northern Alberta James kicked off the conference on Thursday evening with a focus on our shared journey and a heartfelt song played on a carved cedar flute. This performance was filled with learning and understanding of indigenous culture and building a weaving of knowledge to guide our relationships. Learning that as a hoop dancer each hoop represents an aspect of the world in which we live (Body, Mind, Spirit, Ancestors, and all elements coming together to tell your story in a good way). This understanding was further discussed in that adding more hoops meant there were more aspects to your own story and journey. Through James’ storytelling, incredible dances and sharing the stage with his friend it felt like you were being brought into his home and offered to stay. He referenced that love is about loving your life, yourself, friends and family and that those should be your focus. The most profound message of his time with us though was one of relationship and understanding. He stated “you are going to meet a lot of different people who might not look alike or have a difference of opinion, but we all stem from the two-legged tribe. The only way we move forward together in a good way is by realizing this”. Thanks to James Jones for reminding us all of the importance of humanity and kindness for all. To follow him for more enlightening work and his journey as a hoop dancer please see below for his website and social media. http://www.jonesdancer.com/ @notoriouscree Laurie McIntosh
his golden Storyteller, light bringer, and dreamer Laurie McIntosh is a Mama, teacher and author who uses her own personal trauma and triumph to forge new paths and build community connections.
This gem of a person is known across this province as Mrs. Mac’s Kinders and the co-author of the best selling book Teachers these Days with Dr. Jody Carrington. To watch her speak in person was a dream come true. The level of gratitude and acknowledgement of the space that she was in was heartwarming. Connection is key to ourselves, our learners and our community, she spoke. Starting with a land acknowledgement and stressing the importance of making this matter for all learners. Being able to understand that the what is about what is in your head and the who is in your heart, was a reminder from her dear friend and elder Ms. Christina Fox. By surrounding yourself with people who are also working toward shifting a culture one step at a time this is how we move forward as a profession. Openly discussing stories filled with learning, sadness, frustration and love while acknowledging that our profession has been hit hard in the last few years and it can be hard not to give up. “The hardest thing to do when in pain is to connect but it is essential that we do” (Teachers these Days). Truly the only way to heal, she stated, is through connection. In one of her many stories from her presentation and her book she spoke of a note in her room that simply states “Building or Breaking” as a reminder to herself in engaging with students but also in recognizing it in ourselves too. We often speak poorly to ourselves or do not acknowledge the work that we are trying to do or even when we may need a break. By reminding yourself to build up and not break yourself and others it is key to everyone’s success. Sometimes a reminder of what is your definition of success and that no matter your mood, mindset or mistakes you are worthy. As she brought her conversation to a close she asked us all to reflect on two simple things as we continued to finish out our year. Who are your hope holders? And Why are your friends and family lucky to have you? As you embark on this next season of education, don’t forget this reminder, and perhaps it is a simple note in your room containing these words and messages to yourself. Thanks Laurie for an uplifting and beautiful warm hug for all. Please follow Laurie on instagram @mrsmacskinders you will love every post she provides. |
Dr. Farha Shariff University of Alberta
Dr. Farha Shariff is a teacher educator and advisor to the Office of the Dean on equity, diversity and inclusivity (EDI) and racial justice in the Faculty of Education.
Dr. Farha Shariff’s discussion was a profound and important conversation about the need for Anti-Oppression education in the Early Years. She started by having all of us stop and connect mindfully to the space we were in and the importance of our gathering together. Anti-Oppression is often looked at through the lens of not wanting to make mistakes, you are going to make mistakes, it is about being willing to listen and learn, she stated. Dr. Shariff showed her own life and mentioned the importance of telling our stories and making connections because that is life. By not picking a side and remaining silent on oppressive rhetoric you are making a choice. To say that “teaching is not political, is untrue, it can’t not be political in nature”. One of the most important things to recognize is that going to school is where we learn that race matters a lot. As educators we need to remember that empathy is something we need to be aware of when in fear of doing the wrong thing. Experiencing guilt is the impetus of change. Dr. Shariff reminded us that what be need to get right about anti-racism is that children are not colour evasive/adverse. Kids will develop racial prejudice unless parents and early educators do something about it. Her question then was “ So how do you teach children about issues of race without training them to make judgements about people based on their race?”. Well, she says, by creating a narrative that contributes to children’s understanding and valuing of differences, talk about race explicitly and normalize the conversation. Using books to talk about race and connect the dots, be specific and make sure to have characters that you openly define as muslim, black, indigenous, etc. Also if you see or hear racist language being used, acknowledge, redirect and make change, don’t ignore. Her entire conversation left you thinking and understanding that action needs to be taken. Her final quote was from Dr. Cindy Blackstock (October, 2022), “Act with moral courage even if there are personal costs”. This message is one for all educators to remind ourselves of anti-oppressive learning needs to live in all of our classrooms. @drfarha077 Dr. Shelley Moore 
Dr. Shelley Moore is a Canadian educator and an expert on special education. A teacher and researcher, she advocates for inclusive education and seeks to reform Individualized Education Programs to better suit the needs of individual students.
Our Dear Friend and Educator Dr. Shelley Moore graced us with her presence again and brought to light the importance of acknowledging the obstacles that many students with disabilities face everyday. Her candid talk about how our education system is not always supportive of the needs of all students is the reminder that many of us need. We often as educators look at the bigger picture from a lens of meeting a goal on an Individual Program Plan but don’t look at the goals from the lens of the student or their families. Being aware of how to create guidance through support of all those involved is how we move students forward. Dr. Moore’s reminder of making sure that the system is working for the student and not the reverse is the kind of wake up that we all need sometimes. How do we as educators make sure that the goal that we are creating is not just a ticking of a box or a meeting of an objective for someone other than the family and their child. What do we have to do to work from the inside to have the system changed to be in the best interest of the learner? Throughout Shelley’s dynamic, heartfelt and laughter filled talk she reminds us all that we are here for our students and to help them succeed we need to look at the whole child. In honesty she says don’t we all need to be on our own Individual Learning Plans? Although this is not realistic it does prove a very important point that we each have something uniquely our own to bring to the classroom, each of these things needs to be acknowledged and seen within our classroom space. What Dr. Moore asks us to come up with ways that work to see every person as a learner with something to offer. For further information you can follow Dr. Shelley Moore on her website: https://fivemooreminutes.com/ or social media @fivemooreminutes. |
Honoring our Educators
At our conference in March we had the pleasure of honoring two wonderful examples of our profession.
Distinguished Service Award Winner 2022 |
Distinguished Service Award
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Joy De NanceAs we had not had an in-person conference for several years our honorie had not been formally given her award for the dedication and hard work that she has done in the name of our youngest learners. During our executive meeting, prior to the start of the 2023 conference, we took the time to present her with this acknowledgement.
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Michelle BezubiakFor the beautiful work she has done and the time she has devoted to Early Childhood Education, Michelle was honored at our Conference in Kananaskis. Thank you Michelle for all you do in the name of bettering our profession.
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