8/2/2019 DocketFleer1999p265-266 103

1/2

A B c1

2

3

Two of the players were then blindfolded,or turned away from the grid. Each playertook turns to call out the co-ordinates fortheir move. The recorder placed noughts orcrosses in the grid as instructed until thegame was over. Several games were playedin this way.

Each group was then asked to discussthe following.

How they felt as they played the gameblindfolded

What senses other than sight they used What strategies they were using to

plan their moves What strategies they used to remem

ber their own, and the other player's,moves

After the discussion, other possible variations of the game were explored, includinggrids other than a 3 X 3, and three-dimensional games-with three 3 X 3 grids on topof each other.

From this, children were asked to identify any conclusions that always applied.Further games with grids followed over thenext few days as children explored theirconclusions and tested them out in differentsituations.(Adapted from Perry and Conroy, 1994, pp. 32-33)

Play at School 265

Play and outcomesThe outcomes-based approach to educationprevalent in Australia at the moment (Curriculum Corporation, 1994a, 1994b) providesmany avenues for play. Outcomes for each ofthe curriculum areas may be planned forwithin a play context and the same context canprovide opportunities to assess these outcomes. One of the great advantages of play inthis approach is that there is no requirementfor children to play in the same way or to produce the same outcomes.The appropriatenessofplayas a vehicle for promoting learning andfor evaluating that learning, in the areas oflanguage (Makin, 1996), science (Fleer andSegal, 1996), technology (Fleer, Corra andNewman, 1996) mathematics (Perry andConroy, 1994; Skinner, 1996), and society andenvironment (Dockett, 1996) has been detailed elsewhere.

In the next example, an episode of play inaYear 1 classroom (children aged 5% o 7) hasbeen observed and recorded, and the transcriptis used as a work sample. This means that theteacher considers the play that occurred interms of the outcomes for a particular curriculum area or areas. It is also an effective way ofreiterating the view that play and work are notmutually exclusive categories of experience. Inthis example, learning outcomes from the curriculum area, Studies of Society and the Environment (Curriculum Corporation, 1994c),have been used.

Considering play in this way emphasisesopportunities to document children's learningand to collect information that may be usedas the basis for future planning, or that willprovide feedback to the children and families

8/2/2019 DocketFleer1999p265-266 103

2/2

266 Play and Pedagogy in Early Childhood

PLAY OUTCOMES

A shop area has been set up in the classroom. Severalchildren approach the area. Dale is behind thecounter, Kate and Jenny are standing on the other sideof the counter.DALE: You are allowed to buy some food in here.KATE: Carrots. [Reaches for the carrots]JENNY: No, you have to ask the man sometimes.[Looks at Dale] What do you want?Dale: Yeah, what do you want?KATE: [Holds up a Smarties packet] Smarties?DALE: OK. Chocolate.Kate: That's all, that's all.JENNY: Pay him, pay him.DALE: And what else? I'm doing it! [Pushes other children away from the cash register] Five dollars. Give methe money.DALE: [Calling out to children passing by] Hey, youwant to buy? Customers? Customers, wanna buy? Go-ing cheap ... come to my shop![There is no response. Kate and Dale leave, Jenny stepsbehind the counter]JENNY: I wonder when someone'll come. We havelottsa stuff here. I'll have to buy something.

TOWARDS LEVEL 1 Resources- usingmoney to pay for goods

Investigation- showsawareness of daily activities

Participation- demonstrates understanding ofacceptable/unacceptablebehaviour

LEVEL 11.2 Sequencing of events1.10 Recognises that money

IS a resource1.11 Identifies differentkinds of work done by

people1.16 Gathers and records in

formation from directand indirect experiencesof people and places

1.17 Role plays a characterfrom real life

involved. Representing play and documenting the motto of our school .. .' Sometimes wethe outcomes of play are also discussed in change the words and say 'Strife is theChapter 11. motto of our school,' or 'Strive is NOT the

motto of our school.'ILLICIT PLAY

PLAY IN ASSEMBLYSarah (aged 12) and Emma (aged 8) are discussing their school assemblies.EMMA: We have to say the motto. 'Strive is

SARAH: It's not play when we have to saythe motto, unless we say the oppositethings! Then we're doing what we want. Youcan sing the wrong words in the anthemtoo . That's play. And some kids tap coins onthe concrete when we're sitting down. [Slow