KAI6034 : Lecture 5

BERMAIN SEBAGAIKURIKULUM

(PLAY AS CURRICULUM)(PLAY-BASED CURRICULUM)

LAGI PANDANGAN MENGENAIBERMAIN?

Chazan (2002:198):

• Bermain = berkembang.

• Bermain-main (playfulness) adalah aksidan kreativiti.

• Kerana 'playfulness', maka kanak-kanakdinamakan kanak-kanak.

• Melalui bermain mereka melahirkan/meluahkan apa yang ada dalam fikiranmereka.

Pandangan mengenai bermain

• Bermain melibatkan berbagai tingkah laku -kompleks untuk diterjemahkan.

• Bergantung kepada orang yang melihat danmembina kurikulum dan pemahamannyatentang bermain

• Bermain boleh dilihat sebagai bermatlamat,pembelajaran, kreatif, dan memberi motivasiatau tidak bertujuan, membuang masa danmenyemakkan ruang.

• http://www.voutube.com/watch?v=tILrvPPvdSs• playing at preschool

• http://www.voutube.com/watch?v= x1eMm6FMUU

• Learning Moments - Learning ThroughPlay - 3 to 5 Years

• http://www.youtube.com/watch?v=t5JyA0m2TvE• Importance of Play

BERMAIN SEBAGAI KURIKULUM

KURIKULUM ialah segala pengalamanDembelajaran yang didedahkan kepada<anak-kanak;KURIKULUM PAKK dirancang untukmemberi pengalaman pembelajaran kepadakanak-kanak.Kurikulum dan pengalaman yang dirancang(tersurat) dan tidak dirancang (tersirat)membantu perkembangan kanak-kanaksemasa berada di taska/tadika.Kurikulum adalah aktiviti harian kanak-kanaksemasa di taska/tadika.

Kurikulum adalah aktiviti harian untukpembelajaran bagi kanak-kanak

• Jika kanak-kanak 'belajar melalui bermain', makabermain mestilah menjadi teras dalam merancangkurikulum.

BERMAIN=BELAJAR• Kurikulum PAKK hendaklah merangkumi:

- segala aktiviti dan pengalaman pembelajaranyang disediakan oleh orang dewasa

- segala aktiviti yang ditentu dan difikirkan olehkanak-kanak sendiri

- segala persekitaran dan peralatan untukmemberikan pengalaman pembelajarankepada kanak-kanak

- Bantuan dan bimbingan guru, ibu bapa dankomuniti

BERMAIN SEBAGAI KURIKULUM

• Fokus adalah bermain

• Content termasuk dalam/semasa bermain,tidak ditetapkan - boleh berlaku dalampelabagai cara dan arah• Bermain yang diinisiatif oleh kk (child-ledplay)

• Bermain yang dirancang oleh guru(Teacher-led play)

BAGAIMANA MERANCANG KURIKULUMBERASAKAN BERMAIN

• Kurikulum Berasaskan Bermain - tidak boleh terlaluberstruktur

• Pastikan perkembangan kemahiran, pengetahuan dan nilaiapakah yang kk perlu belajar ^ rancang mengikut milestonesperkembangan kk.

• Ingat bahawa bermain adalah fokus - maka seimbangkanbermain yg dicadang kk dan bermain yg dirancang guru

• Sediakan persekitaran/bahan ^ memberi boleh memberifokus kepada aspek pembelajaran yang dihendaki (open-ended materials expand the children's learning opportunities,e.g: blocks.)

• Peranan guru: membimbing, bukan mengarah ^ gunakanidea kk untuk mengembangkan pembelajaran dalam aspektertentu, misalnya literasi, numerasi dll.• Bermain bersama kkjika ada ruang mencelah.

• Bermain nampak seperti tidak belajar ^ penting guru fahambahawa belajar semasa bermain, adalah tidak berstruktur.

• Guru boleh strukturkan bermain supaya kk boleh dihalakankepada hasil pembelajaran yang diinginkan.

• Bertanya soalan dan minta kk perjelaskan apa yang sedangberlaku• Bantu kk mula, akhir, dan mula semula• Beri cue untuk kk kembangkan idea mereka

• Fokus perhatian kk supaya mereka berinteraksi antara satusama lain

• Beri interpretasi t/laku kk jika perlu, supaya yang lain-lainfaham

• Bantu kk verbalise/nyatakan perasaan mereka dalammenyelesaikan konflik

• Kembangkan kemeriahan bermain itu dengan membuatpernyataan atau pertanyaan yang akan membawa kepadadiscovery dan explorasi.

• https://www.youtube.com/watch?v=EuHXeCYs8Vc (the powerof play based curriculum - music)

Bagaimana rupa ruang pembelajaran dalamKurikulum Berasaskan Bemain

Ada pelbagai ruang bermain (activity centres)

IndoorCreative artsBlocksTable toysManipulativeScience/discoveryDramatic playLanguage/books/readingMath

Music

OutdoorClimbing equipmentSwingsSand/mud/waterWheel toysWoodworkingHollow blocksMusicNature/scienceOrganized games

Apakah kurikulum yang sesuai untuk menggalakan kkmembaca?

Print-richenvironment -filled with books,posters, andsignage.There is time eachday for both groupand individual storytime, as well asopportunities forchildren to composeand act out theirown stories.

Apakah kurikulum yang sesuai untuk kembangkankemahiran psikomotor?

Outdoor play - experiencing nature is important for children's health and well -being and should be a part of each child's day.Opportunities for varied outdoor activities should be provided - including running,climbing, riding vehicles, sand, water, and games. Indoor activities like art andcircle time can often be moved outdoors, weather permitting.

BINCANG• BAGAIMANA ANDA BAYANGKAN

SEBUAH KURIKULUM BERMAIN

• APAKAH RUTIN HARIAN KANAK-KANAK DI TASKA/TADIKA TERSEBUT?

• APA PERANA N GURU?

Bagaimana guru merancang kurikulum

Sets specific objective

Allows childrenmeaningful choice

Knows what isworthwhile to teach

Knows each child'scapabilities

Invites families and diversecultures into curriculum

Integrates curriculum

Uses environment as co-teacher

Uses people andmaterials as resources

Plans activities

Recognizes and accommodatesindividual differences

Expresses schoolphilosophy and goals

Balances child-initiated andteacher-directed learning

ses play and active learning

Uses knowledge about individualchildren's learning styles andintelligences

Cuba lihat kurikulum prasekolah kita• Walaupun kurikulum prasekolah menekankan kaedah

'belajar melalui bermain' (learning through play) -bermain yang dirancangkan tidak sebenarnya 'bermain'yang memberi kebebasan kepada kanak-kanak untukmeluahkan idea dan perasaan. video

• Bermain yang dirancangkan tidak menarik dan tidaknatural. Kanak-kanak hanya mengikut arahan dan'lega/gembira' kerana dapat melakukan aktiviti (kalautidak mereak hanya duduk dan mendengar gurumengajar) VIDEO

Contoh, guru rancang bermain:...dari sebuah artikeldalamjurnal Pendidikan UKM:

Aktiviti Main: Muzik Suku KataObjektif: Mengecam dan membunyikan suku kata.Cara : Bermain dalam kumpulan.Bahan: Botol-botol plastik yang dilabel dengan suku kata, dan

kacang hijauPelaksanaan:

• Masukkan kacang hijau ke dalam beberapa botol dan tutup dengan penutup botol.• Berikan botol kepada setiap murid.• Guru menyebutkan satu suku kata, misalnya suku kata 'na'.• Murid yang memegang botol berlabel suku kata 'na', dikehendaki menggoncang

botolnya.• Ulang aktiviti dengan suku kata lain sehingga menghasilkan rentak muzik.

Hasil pembelajaran: Murid dapat mengecam dan membunyikan suku katadengan betul.

ADAKAH INI AKTIVITI BERMAIN YANG ANDA FAHAM?http://www.youtube.com/watch?v=yYLrDiPH9skLinking literacy learning through outdoor play

Aktiviti Bermain: Baling dan Sebut

Objektif: Membina dan membaca perkataanCara : Bermain dalam kumpulanBahan: Pundi-pundi kacang yang berlabel suku kata (pastikan pundi kacang ini

boleh membina perkataan),tiga hula-hop dan objek-objek seperti buku, baju dan sudu.

Pelaksanaan:- Letakkan tiga hula-hop lebih kurang dua meter di hadapan tiga orang murid.- Letakkan buku, pasu dan sudu setiap satu ke dalam hula-hop.- Longgokkan pundi kacang berlabel suku kata di hadapan murid.- Murid menamakan objek sebenar di dalam hula-hop dan membaling pundi kacang yang

betul ke dalam hula-hop, misalnya membaling pundi kacang berlabel 'ba' dan 'ju' kedalam hula-hop yang mengandungi baju.

- Sebut suku kata 'ba' dan 'ju', dan kemudiannya perkataan 'baju'.- Ulang aktiviti dengan objek lain.

Hasil pembelajaran: Murid dapat membina dan membaca perkataan dengan betul

APA PANDANGAN ANDA AKTIVITI BERMAIN YANGDIRANCANG OLEH GURU INI?

Play = Learning• what do we mean by child-led play and

learning and how will we recognize it?• how do we identify and articulate the value of

this type of play?• what do we mean by adult-led activities?• do we understand the connections between• children's play, thinking and learning?

• how do we convince others of the power ofchild led play for learning and teaching?

The case for a play-based curriculum from 0-7years old.

Dweck's (2006) mengatakan peranan bermain dalammemastikan kk membina kepercayaan diri sendiri, berfikir, danbelajar. KK bermain kerana keperluan intrinsik dan motivasiuntuk terlibat dalam bermain.

Mereka rasa terlibat dan berupaya untuk bermain - daripada sinimereka membina keyakinan diri dan kompetensi sebagaipembelajar.

Apabila ini berlaku, kk membina minda yang berkembang, yangmenjadi asas kepada perkembangan kebolehan/kemampuan diriuntuk belajar.

Ini adalah kemahiran penting bagi kk untuk menjadi "effectivelearners for life".

Whitebread (2011): mengenai play-based curriculum

Ini sangat penting untuk mengembangkan pemikiranmereka, kemahiran menaakul dan menyelesaikanmasalah, sebagai asas kepada perkembangan dalammatematik, bacaan dan pemahaman.

Bahawa melalui bermain, kk boleh kawal diri (self-regulate). Melalui aktiviti bermain, kk menyelesaikanmasalah dalam kumpulan -> become self-regulatedthinkers and learners and see themselves as successful,capable and competent learners.

Play is an essential ingredient in thecurriculum which should be fun and

stimulating.

Well-planned play helps children tothink and make sense of the world

around them.

Play in reading

READING IS NOT

Belajar suku kata (bottom up)Menghafal abjad dan suku kata

Ini bukan play-based curriculum

Play in mathFinding patterns

Dividing candy

Sorting trail mix

"I spy"

Noticing more and less- ("She got more ice cream")

Playing cards

MATH for Preschoolers IS NOT...

• Memorizing equations- 1 + 1 = 2

• Flashcards of numbers

• Colouring picture of numbers

PLAY BASED CURRICULUMPlay is freely chosen by, and underthe control of, the child.The child decides how to play, howlong to play, what the play isabout, and who to play with.

There are many forms of play, but it isusually highly creative, open-endedand imaginative. It requires activeengagement of the players, and canbe deeply satisfying.

Children have the opportunity andtime to:

1. play on their own or with others bothindoors and outdoors without beingdirected by an adult

2. play with a range of open-endedresources imaginatively and createtheir own 'stories'/play themes

3. talk and develop conversations asthey play.

Adults support children by:

• understanding and respecting the roleof play in young children's lives and itsconnection to their thinking, learningand development, observing anddocumenting their ideas and thinking,eg photographs, video/flip camera

• footage, recording talk andconversations

Child-initiated/led play• decided wholly by the child, based

on the child's own motivation, andremains under the child's control.

• may involve many types of play, or itmay be an activity with a seriouspurpose to explore a project orexpress an idea.

Children have the opportunity andtime to:• become involved in their interests,

and be excited and inspired by theirdiscoveries

• submerge themselves in andexplore their individual andcollective ideas

• reflect on their ideas and interestsand return to them as part of theirdaily and weekly experiences inschool

• show their deeper levels of learningas part of their flow of thinking

• tell others about their interests• interact with adults who are

interested in their ideas.

Adult-led• activities which adults initiate.• The activities are not play and

children are not likely to see themas play, but they should be playful;open-ended activities

• presented to children, which haveelements of imagination and activeexploration that will increase theinterest and motivation for children.

• can include greeting times, storytimes, songs and even tidying up.

Children have the opportunity and timeto:

• see their interests and ideas used as astarting point for adult-led activities

• engage with supportive adults who areplanning playful activities eg usingsongs and rhymes to introduce lettersand sounds

• feel motivated, enthused and inspired

Adults support children by:• understanding why it is important to

follow children's interests andfascinations and how this will lead topositive, well-motivated, deeper levelsof thinking and learning

• providing children with activities whichare exciting and imaginative rather thanrepetitive and routine

Sustained shared thinking(CO-CONSTRUCTING)

• When children explore and sharetheir ideas with others, they try tosolve problems and develop theirthinking together - constructingtheir own learning.

• Sustained shared thinking involvesthe adult being aware of children'sinterests and understandings andthe adult and children workingtogether to develop an idea or skill.

• Enabling young children to learnmost effectively.

Children have the opportunity and timeto:

• find and explore something they areinterested in

• play imaginatively indoors and outdoors• talk and have shared/joint

conversations• build their thinking and construct new

ideas with others• become immersed in their ideas,

fascinations and interests• reflect on and revisit their ideas and

interests.Adults support children by:• careful observation of children's thinking

and documenting this as a processrather than an end product

• Children are playing with colored balls

• http://www.youtube.com/watch?v=WIbuqMKpPho

FIKIRKAN• Children are not potato chips and Schools

are Not Factories!• For several decades schools have been told that

we could turn around student performance bystandardizing instruction and applying factoryconcepts to schools.

• Fast food schooling is unhealthy for children.

• Schools do not achieve impressive results byacting like factories or fast food restaurants.

Engaging in "drill-and-kill" activities rather than playful and meaningfullearning, even at the youngest ages! -- This is unacceptable.

• Which is better? Skills based preschoolprograms or play based preschoolprograms?

• WelL.it depends on your goals, what youintend for your child to get out ofpreschool.

• Academic or skills based programs are teacher directed andmanaged.

• This means children have limited choice in what learningtakes place and how that learning happens.• It is very structured and routine oriented.

• Teachers extensively plan activities for the children in theirclasses and guide the children in that learning.

• This design is aimed at preparing students for kindergarten,which seems to be the new first grade.

• Children in academic programs will most likely spend themajority of their day learning letters and sounds, colors,shapes and numbers, as well as participating in handwritingpractice.

• They may also participate in learning drills and completeworksheets in addition to a few art projects.

Play Based or Child CenteredPreschool

• In a play based program, children are given the autonomy to chooseactivities based on their current interests.

• A child who is interested in dams and bridges may be allowed tospend the majority of her center time at the sand and water table.

• Play based preschool classrooms are set up in sections, usuallyhaving a kitchen area, a play house, a reading nook, a sensorytable, a block area, etc.

• Teachers may incorporate academic skills through theme basedactivities, and may add theme based props to classroom learningcenters, but the main goal of play based preschool programs areoften to develop social skills by teacher modeling.

• In this case, the teacher acts more as a facilitator of learning than alecturer of direct instruction.

• Students progress is monitored by their participation in hands-onactivities and observational assessments, not by worksheets anddrills.

What the Research Says• Preschools in Malaysia tend to push for children to learn more at an

earlier age.• Many European countries don't begin formal literacy and numeral

lessons until the age of at 7 and above.

• Pushing too much academic can cause a child to lose interest andmotivation in learning.

• Children who participate in academic based preschool programsoften score higher than their peers on standardized tests, but thegap is typically closed by the end of primary school.

• Some experts now claim that one of the greatest predictors oflifelong success is a child's ability to control impulses which islearned in social environments, such as a play based program.

• Children who are enrolled in overly academic programs tend to havemore behavior problems than their peers.

How to Choose• So now as a parent you must decide which kind of

program to enroll your child.• There are positives and negatives to both

academic and play based preschools.

• Is there an integrated program that combineacademic and play in preschool?

Integrated Approaches

• Combine guided play and learning, adult-led learning, and child-directed play andlearning

• Involves the adult intentionally engagingwith the child in play

Figure l: Integrated teaching and learning approaches (VEYDLF, p 12)

The diagram above shows these three elements woventogether, or 'integrated', because in the most effectivelearning environments, all three of these things happen.

Adult-led learning• Occurs when adults introduce an

experience or an idea, concept, topic forexploration and direct the learning bytaking charge, giving instructions, settingrules, asking questions, and providingstructure

• Is about making judgments about what isworth for the children to learn throughchallenging experiences and interactionsthat foster high-level thinking skills'

Child-directed play and learning

• Occurs when children lead their learningthrough exploring, experimenting,investigating and being creative in waysthat they initiate and control.

Guided play and learning

• Occurs when adults are involved inchildren's play and learning, followingchildren's interests and responding tospontaneous learning opportunities asthey arise.

Intentional teaching

• Refers to professionals making decisionsthat are thoughtful, deliberate andpurposeful as they broaden and deepenchildren's knowledge, skills andexperience to take them beyond what theyalready know, can do and understand• Is essential for children's learning

Why is integrated teaching andlearning important?

• Children are capable of learning on their own,but adults extend and increase that learningand stimulate new learning through theirintentional involvement

• While play can be child-directed, adults'involvement can increase its value

• Research indicates that the least successfullearning environments are those wherechildren are regularly allowed to spend a lotof time in undirected free play

Effectiveness of integrated approaches (cont.)

• Adults have an important role indeveloping children's understanding ofconcepts, eg. in literacy, numeracy andscience.

• When adults lead learning, they extendchildren's learning beyond what they canknow, do and understand on their own.

Planning a balanced curriculumEffective professionals provide a balancedcurriculum - that is, they plan for a wide range ofcurriculum or content areas including:• literacy• numeracy• expressive arts• technology• science• physical education• health• environmental and social studies

Effective Provision of Preschool education study

• A balance across a range of curriculum areasrather than an excessive focus on creative orphysical development experiences

• A deliberate effort to plan, scaffold andprogress children's learning in mathematics,literacy, science, language etc

• Use of small group experiences, games andother play-based approaches to promotechildren's sustained, active engagement aslearners.

Effective Provision of Preschool educationcurriculum development

• Understanding of the need to planexperiences that build on children'sinterests

• Use of a range of strategies to sustainchildren's interest and to promotemeaningful learning - strategies such asquestions, prompts, reminders, closeattention and encouragement

Successful learning environments• Provide an enriched curriculum that both

follows and leads children's interests andresponds to individual differences

• Pay attention to developing dispositions thatsupport learning, including concentration,confidence, persistence, curiosity,independence and resilience

• Engage in meaningful interactions withchildren's learning as they participate indiverse experiences including play, projects,practical and written tasks.

Creating physical environments thatpromote learning

• Creating physical learning environmentswhere children feel safe to take risks withlearning, cope with challenges and solveproblems for themselves or with help fromothers is an important element ofintegrated approaches to early childhoodeducation.

Play-based curriculum: The High/ScopeCurriculum

• Curriculum content is based on key experiences,which represent eight areas of learning

1. active learning2. language3. representation4. classification5. seriation6. number7. spatial relations8. time

The High/Scope Curriculum• Active learning is the foundation of the High/Scope

approach: learning is initiated by the child.• The curriculum is planned around children's needs,

Interests• Children plan-do-review

• Children carry out their plans individually, in pairs or ingroups.

• The role of the practitioner is to facilitate learning,support the children's decisions and plans, and monitortheir activity. The support should be tuned into what thechildren are doing but, at the same time, encouragechallenge.