Enhancing Children's Learning Through Play in Playcentre Curriculum

CURRICULUM
PLAYCENTRE
Support the centre implementing a curriculum for tamariki on session.
Initiate and facilitate discussions about children’s learning.
Role model play and quality interactions with tamariki on session.
Support the centre to implement a curriculum for tamariki on session
SKILLS AND COMPETENCIES
Understand and role model Playcentre
philosophy
Teaching and learning theory knowledge
Coordinate sessions
Working knowledge of Te Whāriki and
Nga Arohae Whai Hui
Research skills
Solve problems
Explore and experiment
Relationship building skills
Coaching and mentoring
Clear communication
Negotiation and conflict resolution skills
Document learning
Learner agility
What is the role of the curriculum officer?
The curriculum officer 
support the centre whanau in their role as
kaiako and share knowledge about how to enhance children's
development and learning through play.
The curriculum officer is responsible for
Support the centre to implement a curriculum for tamariki on session
Share and build knowledge among centre whanau to support children's play learning and
development
Share and build knowledge among centre whānau
Support centre whānau to identify and document children’s learning.
Support the centre whānau to implement Te Whāriki.
Support the centre’s self review/internal evaluation.
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                 
             
        
       
Learning conversations = Role
model, coach and mentor
Documentatio
n
ASSESSMENT IN PLAYCENTRE
Every session we will notice many things
Some of what we notice we will recognise as learning
Some of what we recognise as learning
we will respond to
Some of the learning we
responded to we will revisit
Some of the learning
we revisit we will
document
Kaiako responsibilities
Photos, Learning Stories,
videos, learner maps,
profile books,
transcripts, artefacts
Learning conversations
CURRICULUM
PLAYCENTRE
2
recognise
make sense of
their learning
goals
1
notice
observe
children’s play
interests
3
respond
extend
children’s play
4
record
make
children’s
learning
journey visible
5
revisit
how
effectively
were the
learning goals
supported
Assessment and
curriculum design
in Playcentre
CURRICULUM
PLAYCENTRE
Children’s
goals and
learning
needs
1
notice
What have we
noticed about
the child?
Interests,
passions and
fascinations
Relationships
Knowledge
and skills
Dispositions
and working
theories
Schemas and
patterns of
play
CURRICULUM
PLAYCENTRE
Purpose of
play
Multiple
perspectives
Learner maps
2
recognise
What does it
tell us about
this child?
On session
Online
Hui
Formal and
informal
learning
conversations
CURRICULUM
PLAYCENTRE
Children’s
agency
Emergent
curriculum
Invitations to
play and rich
learning
environment
Kaiako
teaching
strategies
3
respond
extend
children’s play
Islands of
interest and
learning
inquiries
Quality
interactions
CURRICULUM
PLAYCENTRE
Learning
stories
Learner maps
Anecdotal
records/magic
moments
Videos
4
record
make
children’s
learning
journey visible
Profile books
Photos
CURRICULUM
PLAYCENTRE
Continue to
offer play and
learning
experiences
Reflect on
children’s
learning
5
revisit
how
effectively
were the
learning goals
supported
CURRICULUM
PLAYCENTRE
ASSESSMENT
Assessment makes valued learning visible. Kaiako
use assessment to find out about what children
know and can do, what interests them, how they
are progressing, what new learning opportunities
are presented and where additional support may
be required. 
Te Whariki
, page 63
Documentation & Assessment are not
the same thing
Assessment
 is the process of seeing
and gathering a variety of evidence in
everyday practice, and analysing and
using that evidence to increase
learning opportunities for children.
We have come to know this as
noticing, recognising, and responding.
Documentation
 is simply a record of
some of that assessment activity, used
to inform kaiako understanding and
action.
Cooperative and collaborative
 
To support tamariki to
grow up as competent
and confident learners
and communicators,
healthy in mind, body,
and spirit, secure in their
sense of belonging and
in the knowledge that
they make a valued
contribution to society.
Understand learning
and development
through a holistic
lens
Make the
learning
visible
Capture
learning
progress
over time
Write Learning
Stories
Transcripts
Extend
emergent
interests
Revisit play
and learning
with tamariki
Profile
books
Write magic
moments
Quality
interactions
Rich learning
environments
Individual
learning plans
Grow
islands of
interest
Videos
Photo
stories
Learner
maps
Work
samples
Gather
multiple
perspectives
Dispositions
and working
theories
Possible lines
of direction
[PLODS]
Photos
Purple is what we want to achieve with
assessment [our purpose]. It answers the
question ‘Why do we assess?’
Green how we achieve it. How do we
create a mana-enhancing learning
environment?
Orange is our tools and strategies. There
is more than one way to do this and
needs to be open for review [What we
do]
Observations
Credit
based
assessment
The golden circle of assessment
Grow
children’s
strengths
and interests
Reflections
Evaluation book
Inquiries
Photo stories
Wall displays
Children’s
books
Formal and
informal
conversations
Centre hui
Online tools
Children’s
voice
CURRICULUM
PLAYCENTRE
1.
How do we understand learning through a holistic lens?
2.
How do we gather multiple perspectives on children’s learning?
3.
How do we make learning visible at Playcentre?
4.
How do we capture progress over time?
5.
How do we grow children’s strengths and interests?
6.
How do we revisit play and learning with tamariki?
CURRICULUM
PLAYCENTRE
Manageable
Unmanageable
Meaningful
Lack meaning
ASSESSMENT PRACTICES
CURRICULUM
PLAYCENTRE
Te W
hāriki
 online
https://tewhariki.tki.org.nz/en/te-whariki-foundations/principles-strands-goals-and-
learning-outcomes/
Principles, strands, learning outcomes
Slide Note

Arrange and/or facilitate planning meetings

Ensure quality end of session evaluations occur

Ensure learning stories are being written for children within the centre

Oversee the centres internal evaluation processes

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Curriculum officers at the Playcentre play a crucial role in supporting the center's whānau as kaiako to enhance children's development through play. They share knowledge, model playcenter philosophy, and facilitate learning conversations. The assessment process involves recognizing learning, documenting it through various means, and revisiting to improve the support given to children's learning goals.


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  1. CURRICULUM What is the role of the curriculum officer? The curriculum officer support the centre whanau in their role as kaiako and share knowledge about how to enhance children's development and learning through play. SKILLS AND COMPETENCIES SKILLS AND COMPETENCIES Understand and role model Playcentre philosophy Teaching and learning theory knowledge Coordinate sessions Working knowledge of Te Wh riki and Nga Arohae Whai Hui Research skills Solve problems Explore and experiment Relationship building skills Coaching and mentoring Clear communication Negotiation and conflict resolution skills Document learning Learner agility The curriculum officer is responsible for Support the centre to implement a curriculum for tamariki on session Share and build knowledge among centre whanau to support children's play learning and development Support the centre to implement a curriculum for tamariki on session Support the centre implementing a curriculum for tamariki on session. Initiate and facilitate discussions about children s learning. Role model play and quality interactions with tamariki on session. Share and build knowledge among centre wh nau Support centre wh nau to identify and document children s learning. Support the centre wh nau to implement Te Wh riki. Support the centre s self review/internal evaluation. PLAYCENTRE

  2. ASSESSMENT IN PLAYCENTRE Every session we will notice many things Every session we will notice many things Some of what we notice we will recognise as learning Some of what we notice we will recognise as learning Learning conversations Learning conversations Kaiako responsibilities Kaiako responsibilities Some of what we recognise as learning Some of what we recognise as learning we will respond to we will respond to Some of the learning we Some of the learning we responded to we will revisit responded to we will revisit Some of the learning Some of the learning we revisit we will we revisit we will document document Documentatio Photos, Learning Stories, Photos, Learning Stories, videos, learner maps, videos, learner maps, profile books, profile books, transcripts, artefacts transcripts, artefacts n

  3. CURRICULUM 2 recognise make sense of their learning goals 1 3 notice observe children s play interests Assessment and curriculum design in Playcentre respond extend children s play 4 5 record make children s learning journey visible revisit how effectively were the learning goals supported PLAYCENTRE

  4. CURRICULUM Dispositions and working theories Relationships 1 Schemas and patterns of play Interests, passions and fascinations notice What have we noticed about the child? Children s goals and learning needs Knowledge and skills PLAYCENTRE

  5. CURRICULUM Multiple perspectives 2 Formal and informal learning conversations On session Online Hui recognise What does it tell us about this child? Learner maps Purpose of play PLAYCENTRE

  6. CURRICULUM Invitations to play and rich learning environment Islands of interest and learning inquiries Emergent curriculum 3 respond extend children s play Kaiako teaching strategies Quality interactions Children s agency PLAYCENTRE

  7. CURRICULUM Anecdotal records/magic moments Profile books 4 Photos record make children s learning journey visible Learner maps Learning stories Videos PLAYCENTRE

  8. CURRICULUM 5 revisit how effectively were the learning goals supported Continue to offer play and learning experiences Reflect on children s learning PLAYCENTRE

  9. CURRICULUM Documentation & Assessment are not the same thing ASSESSMENT ASSESSMENT Assessment is the process of seeing and gathering a variety of evidence in everyday practice, and analysing and using that evidence to increase learning opportunities for children. We have come to know this as noticing, recognising, and responding. Assessment makes valued learning visible. Kaiako use assessment to find out about what children know and can do, what interests them, how they are progressing, what new learning opportunities are presented and where additional support may be required. Te Whariki, page 63 Documentation is simply a record of some of that assessment activity, used to inform kaiako understanding and action. PLAYCENTRE

  10. CURRICULUM Dispositions and working theories Formal and informal conversations Credit based assessment Grow islands of interest Reflections Extend emergent interests Make the learning visible Evaluation book Purple is what we want to achieve with assessment [our purpose]. It answers the question Why do we assess? Green how we achieve it. How do we create a mana-enhancing learning environment? Orange is our tools and strategies. There is more than one way to do this and needs to be open for review [What we do] Centre hui Revisit play and learning with tamariki Write magic moments Gather multiple perspectives Inquiries Quality interactions To support tamariki to grow up as competent and confident learners and communicators, healthy in mind, body, Write Learning Stories Rich learning environments Cooperative and collaborative and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society. progress over time Grow children s strengths and interests Transcripts Capture learning Possible lines of direction [PLODS] Photo stories Videos Online tools Understand learning and development through a holistic lens Photos Work samples Wall displays Individual learning plans Children s voice Observations Photo stories Children s books Learner maps Profile books PLAYCENTRE

  11. CURRICULUM 1. How do we understand learning through a holistic lens? 2. How do we gather multiple perspectives on children s learning? 3. How do we make learning visible at Playcentre? 4. How do we capture progress over time? 5. How do we grow children s strengths and interests? 6. How do we revisit play and learning with tamariki? PLAYCENTRE

  12. Manageable Affect children s learning Sharing tool between adults Documentation is used to plan sessions Manageable systems Adults enjoy documentation User friendly and accessible to everyone Flexible and open to new ideas reflect and review systems New members are able to contribute from the beginning Systems meet the needs of the families at the centre Clear systems Documentation is not used for assessment Focus on compliance and quantity Prescribed systems are used Lack meaning Meaningful ASSESSMENT PRACTICES ASSESSMENT PRACTICES Either too much or too little Not used for assessment Lack of cooperative assessment practices One or two people are responsible or too high expectations from members Focus on compliance and quantity Prescribed systems are used Lacks a process to up skill new members Complaints about it being too much work Quality assessment practices High workload & time consuming High stress levels High expectations from members Systems are complex and require high level of knowledge Inflexible to meet the needs of the community The system relies on a core group of people to work. Unmanageable

  13. CURRICULUM Te Wh riki online https://tewhariki.tki.org.nz/en/te-whariki-foundations/principles-strands-goals-and- learning-outcomes/ Principles, strands, learning outcomes PLAYCENTRE

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