ENERGIZE
The ACCESS team of teachers developed the form below to support this process of observing play schemas, as you observed in Voices From the Field in the previous section. What we mean with this phrase is simpler than it sounds: certain topics and common threads of interest occur in the classroom, with different children in separate areas of the classroom. This section of the form (shown below) is intended to formalize the process of observing children’s play.
What area of the room are you or your team observing children in? Write it down in the designated box. Is there a common theme, word, or phrase the children are exploring? For example, in the block area, children may talk about building bridges using curved blocks as they play. Another example is in dramatic play area, where a common play schema is “home,” within which one child plays the role of mom and another plays the role of baby. These conversations could mark children’s interests or just a passing thought, depending on how often it comes up.
This idea of how often a play schema occurs can provide insight into children’s interests and ideas. This is where the tally marks come in: tally marks can indicate schemas children’s curiosities. The form can also show if common schemas emerge in different parts of the classroom. For example, a child in the block area may be engaging with the “home” schema with the animals, or with large and small shapes at a table top activity. This pattern could be overlooked without careful, formalized observation. Additionally, the pattern could lead you to a new investigation, in between, or inspire deeper, more meaningful learning objectives.
Take an opportunity to use this form in your classroom. Limit yourself to 5-10 minutes, observing children’s play as you each walk around the classroom. What are the children saying? With whom are they playing? What materials are they choosing to use?
This idea of how often a play schema occurs can provide insight into children’s interests and ideas. This is where the tally marks come in: tally marks can indicate schemas children’s curiosities. The form can also show if common schemas emerge in different parts of the classroom. For example, a child in the block area may be engaging with the “home” schema with the animals, or with large and small shapes at a table top activity. This pattern could be overlooked without careful, formalized observation. Additionally, the pattern could lead you to a new investigation, in between, or inspire deeper, more meaningful learning objectives.
Take an opportunity to use this form in your classroom. Limit yourself to 5-10 minutes, observing children’s play as you each walk around the classroom. What are the children saying? With whom are they playing? What materials are they choosing to use?
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