By: Meg Caven, Cindy Hoisington, Emily Braham
Play is a powerful tool for learning in early childhood. Through play, children learn academic concepts as well as skills like collaboration, critical thinking, and creativity . Yet, the forward march of standards-based reforms has transformed kindergarten into “the new first grade”, increasingly exposing our youngest learners to assessment-driven lesson plans that are not age-appropriate.
The Region 1 Comprehensive Center (R1CC) and the Regional Education Laboratory Northeast and Islands (REL-NEI) worked with the New Hampshire state education leaders to create the Kindergarten Play-Based Learning Observation and Reflection Tool , which helps teachers create opportunities for their students to learn through play.
Moving from Legislation to Implementation
In 2018, New Hampshire passed legislation requiring a play-based approach to learning in kindergarten. Though this legislation is a powerful lever, educators and administrators need more support to ensure the consistency and quality of play in kindergarten classrooms.
There are a variety of ways that teachers conceive of play-based learning and implement it in their classrooms. Some approaches use child-directed free play, while others focus on teacher-led, highly structured games, with many variations in between. Each of these approaches to play-based learning requires a different type of teacher engagement and offers unique benefits to children’s learning. Teachers need to intentionally align their implementation of play-based learning with their learning goals for students.
Developing the Kindergarten Play-Based Learning Observation and Reflection Tool
To support this alignment and improve the quality and consistency of play-based learning in kindergarten classrooms across New Hampshire, R1CC led the development of The Kindergarten Play-Based Learning Observation and Reflection Tool. The tool aims to cultivate a shared understanding of play-based learning by promoting conversations between teachers and administrators about instructional approaches and strategies for play-based learning and the supports that would enable teachers to put ideas into action in their classrooms.
To develop the tool, R1CC looked at available evidence and tools, and included educators, administrators, and state education experts in the development process. As a final step, the R1CC team piloted the tool using video footage from two New Hampshire kindergarten classrooms.
Centering Collaboration during Observations
The tool consists of nine rubrics, each describing a key aspect of the educator's role in leveraging play to promote children's development and learning. These include:
- Teacher as planner
- Teacher as stage-setter,
- Teacher as engager
- Teacher as observer
- Teacher as scaffolder
- Teacher as challenge-setter
- Teacher as inclusion model
- Teacher as researcher
- Teacher as reflection leader.
For each of these roles, the observer is asked to note evidence of two to four behaviors or competencies the teacher might demonstrate and any questions that arise during the observation.
For example, within teacher as challenge-setter (seen to the right), the observer is asked to look for evidence that the teacher “introduces a play-based learning challenge that requires children to plan, create, and test possible solutions.”
The tool also supports a pre-observation conversation that invites teachers to talk through how they plan for play-based learning in their classrooms, and a post-observation conversation that covers how teachers document students’ learning through play. The post-observation conversation invites reflection, planning for next steps, and discussion of resources and supports that would enable practice improvement.
The tool and conversation protocols are designed to ensure a collaborative process between the observer and the teacher.
Looking forward
The Kindergarten Play-Based Learning Observation and Reflection Tool will be available soon on the New Hampshire Department of Education’s website. While the tool includes all the necessary instructions to be used off the shelf, we also know that training and support are vital to the uptake of new instruments and strategies. REL Northeast and Islands is planning to develop a virtual training series for principals that supports their use of the tool to facilitate reflective and productive conversations with teachers about play-based learning.