Play in the foundation of learning……

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Play is the foundation of learning for children. It’s how they make sense of the world around them, hypothesise and experiment, learn to negotiate, understand their feelings and so much more. The best part of all however, is that it’s fun! It keeps children coming back for more and helps them form positive feelings towards learning.

While research on brain development is in its infancy, it is believed that play shapes the structural design of the brain. We know that secure attachments and stimulation are significant aspects of brain development; play provides active exploration that assists in building and strengthening brain pathways. Play creates a brain that has increased ‘flexibility and improved potential for learning later in life’ (Lester & Russell, 2008, p. 9).

Young children’s play allows them to explore, identify, negotiate, take risks and create meaning. The intellectual and cognitive benefits of playing have been well documented. Children who engage in quality play experiences are more likely to have well-developed memory skills, language development, and are able to regulate their behaviour, leading to enhanced school adjustment and academic learning (Bodrova & Leong, 2005).

You’re Teaching Kindergarten: It’s Child’s Play

Presented by ROBYN WILD

Perfect for all Kindergarten and Early Childhood teachers- a full day on play, reading and writing in Kindergarten. Participants will hear how the Early Years Learning Framework, in conjunction with the NSW Syllabus for the Australian Curriculum, can work together to support young children’s literacy learning and their transition to school.
Session 1.Literacy learning occurs during play as children discover, create, improvise and imagine in an environment thatencourages them to ask questions, solve problems and engage in critical thinking (Commonwealth of Australia, 2009). When literature, words and letters are embedded within these play experiences, their journey towards becoming literate is supported. (Booker & Batt, 2016, Raban & Ure, 2000, Reynolds, 1997.) 
Session 2. Most Kindergarten children arrive on their first day at school thinking that they’ll learn how to read…so, let’s send them home on that first day as enthusiastic readers.
Session 3: Kindergarten children’s enthusiasm for life is precious. When they begin writing they can feel an overwhelming sense of freedom, control and success if we give them the tools…and when we’re successful, their enthusiasm for writing blossoms. This course will shine a light on those ‘tools’ (writing processes and strategies, conventions and forms,) and show how children’s writing success (when taught within a Balanced Literacy framework) is inextricably linked to their reading