Inclusive play

00:04:06
https://www.youtube.com/watch?v=BcIy7nhhbOU

Resumo

TLDRAmie Sanderson, a graduate student teacher, demonstrates a play-based, child-centered teaching approach that allows children to choose their activities, promoting engagement and individualized learning. She employs strategies to ensure inclusivity among students, encourages group interactions and communication, and addresses conflicts by mediating discussions. A specific instance highlights her effort to help a child who felt excluded by a group and the importance of fostering a supportive classroom environment where all children can feel valued.

Conclusões

  • 👩‍🏫 Amie Sanderson is a graduate student teacher.
  • 🎨 The classroom is set up for play-based, child-centered learning.
  • 🧩 Children can freely choose activities, promoting engagement.
  • 🤝 Inclusivity strategies help children feel part of the group.
  • 🗣️ Communication among children is key to resolving conflicts.
  • 🧑‍🤝‍🧑 Amie encourages group play and interaction.
  • 📚 Learning is extended based on children's interests.
  • 💬 Amie mediates discussions to ensure fairness.
  • 👶 Importance of a supportive learning environment highlighted.
  • 🔄 Flexibility in group dynamics is essential for social learning.

Linha do tempo

  • 00:00:00 - 00:04:06

    Amie Sanderson introduces herself as a graduate student teacher conducting her final placement at a play-based, child-centered classroom. She emphasizes the importance of allowing children to choose their activities, fostering engagement and facilitating adult-led learning extensions. In the classroom, strategies are implemented to include children who may feel excluded from group activities, with emphasis on fairness and collaborative play. Challenges arise when a student feels left out, prompting Amie to intervene and encourage discussion among children to resolve conflicts and ensure all voices are heard. Despite attempts to include a student excluded by peers, it is recognized that her reintegration may not fit the existing group dynamics, leading to a decision to allow her to join another group instead.

Mapa mental

Vídeo de perguntas e respostas

  • What teaching approach does Amie Sanderson use?

    She uses a play-based, child-centered approach.

  • How are children engaged in the classroom?

    Children can choose their activities freely, which helps promote engagement.

  • What strategies does Amie use to include all children in play?

    She helps children feel included, extends learning opportunities, and mediates conflicts.

  • What was the challenge presented with the group of girls?

    One student was excluded by a group, and Amie tried to help her reintegrate.

  • How does Amie address issues of fairness in play activities?

    She encourages discussion among children and assists in resolving conflicts.

  • How does she support children's social interactions?

    By facilitating communication and ensuring everyone has a chance to participate.

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Legendas
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Rolagem automática:
  • 00:00:00
    Good morning, everyone.
  • 00:00:01
    CHILDREN: Good morning, Miss Sanderson.
  • 00:00:06
    So my name's Amie Sanderson.
  • 00:00:08
    I'm a graduate student teacher from Charles Darwin University
  • 00:00:12
    and this is my final prac, final placement.
  • 00:00:16
    So this classroom is set up
  • 00:00:19
    as a play-based, kind of child-centred classroom
  • 00:00:23
    where children have the option to choose their activity.
  • 00:00:26
    They don't have to spend 10 minutes at one activity and five at another,
  • 00:00:29
    and they can choose to go from one to the other.
  • 00:00:32
    This is really helpful for children
  • 00:00:35
    to become engaged in what they're interested in,
  • 00:00:38
    and we, as adults, can then extend that learning
  • 00:00:41
    through whatever they've chosen to play with.
  • 00:00:45
    So other strategies that we use
  • 00:00:48
    include helping children in
  • 00:00:51
    who may not have a place within a group,
  • 00:00:55
    extending children if they're working on their own
  • 00:00:58
    and we see that they need a bit of extension...
  • 00:01:01
    One, two, three, four, five. Just four.
  • 00:01:05
    OK. Roshana, you can be next, OK? Yeah, you can watch.
  • 00:01:09
    Do you need all of your puppets or just one set of puppets?
  • 00:01:13
    How are we going to work out whose we're going to choose?
  • 00:01:16
    What about if we take turns of doing the puppet shows?
  • 00:01:19
    Like, we use all of them so there's two horses, two roosters...
  • 00:01:24
    So you could all do it? That's a great idea.
  • 00:01:27
    Like, we could do eeny, meeny, miny, moe
  • 00:01:29
    and whoever gets 'moe', they're out, so they don't use theirs.
  • 00:01:32
    -And then you could do it again. -No, 'cause that's not fair.
  • 00:01:35
    Yes, it is.
  • 00:01:38
    How about we start with everybody having their characters?
  • 00:01:42
    You're making Bethany sad.
  • 00:01:44
    No, that's OK. We'll work it out.
  • 00:01:46
    How about everybody gets to use their characters
  • 00:01:50
    and then next time...
  • 00:01:53
    We'll see if that works, see if it works first.
  • 00:01:56
    So who's going to be the narrator? Who's going to tell the story?
  • 00:01:59
    -I will. -I want to, really.
  • 00:02:01
    -Or are you all going to? -Alright. Bethany can.
  • 00:02:03
    AMIE: A strategy I also use
  • 00:02:04
    is trying to include all children within games,
  • 00:02:10
    which can be difficult.
  • 00:02:12
    If those are pushed out, we need to be there
  • 00:02:15
    to help them come back into the game or into the learning.
  • 00:02:19
    No-one's even letting me use my puppets.
  • 00:02:22
    Alright. Come back and I'll help you sort it out.
  • 00:02:24
    Come and we'll have a go.
  • 00:02:26
    Let's find your puppets and we'll make sure it's fair, OK?
  • 00:02:33
    Come, Bethany.
  • 00:02:37
    Come with me and we'll make sure it's fair.
  • 00:02:43
    Well, Bethany...
  • 00:02:45
    We're using everyone at the same time.
  • 00:02:46
    OK. We're going to make sure it's fair for everybody.
  • 00:02:49
    OK, so everybody gets to use their puppets.
  • 00:02:52
    -Yep. -Yeah?
  • 00:02:54
    OK, because if someone's not feeling happy about it
  • 00:02:57
    we need to talk about it,
  • 00:02:59
    sort it out and then we can get on with it, OK?
  • 00:03:01
    Yes?
  • 00:03:02
    So where are yours?
  • 00:03:04
    (CHILDREN CHATTER INDISTINCTLY)
  • 00:03:09
    If you're having problems deciding,
  • 00:03:12
    talk it out or come and grab an adult and we'll help you to sort it, OK?
  • 00:03:17
    Something came up in terms of including a student
  • 00:03:21
    who had been excluded by a group of girls.
  • 00:03:24
    I thought it was really important to try and bring her back in.
  • 00:03:27
    She ended up leaving again.
  • 00:03:30
    I tried bringing her back in again,
  • 00:03:31
    but by that stage it wasn't the right group for her
  • 00:03:36
    and I wasn't going to push her to stay.
  • 00:03:39
    I thought it was important that she work with another group.
Etiquetas
  • child-centered
  • play-based learning
  • inclusivity
  • teacher strategies
  • conflict resolution
  • student engagement
  • social interaction
  • learning environment
  • teacher support
  • group activities