A global educator, student advocate, and lifelong learner.
Professional and Continuous Learning:
Scavenger Hunt
Each tile below represents a piece of our MORELAND University Cohort Scavenger Hunt (Module 8, Unit 9, Activity 1)
#1: An Article I'd Like to Read:
“Could that be Play?”: Exploring Pre-service Teachers’ Perceptions of Play in Kindergarten
by Melissa Rodriguez-Meehan
Published: 02 September, 2021
Published in: Early Childhood Education Journal
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Abstract:
"Play is a developmentally appropriate practice for young children and enhances children’s holistic development. However, recent educational policies and pressure to focus on academic goals and high-stakes testing have resulted in an emphasis on teacher-directed instruction, minimizing play-based child directed experiences in kindergarten classrooms. Research indicates that pre-service teachers’ (PSTs) perceptions about teaching affect their future pedagogy in the classroom, therefore this phenomenological study aimed to explore PSTs’ perceptions of play in kindergarten as they reflected on early childhood play experiences and more recent student teaching experiences. Data were collected through interviews, artifact analysis, document analysis, and field notes. Interview responses were transcribed, interpreted, and coded into themes, aggregating the data into small categories of information. The data analysis revealed PSTs’ widespread conceptualizations of play, including misconceptions. The findings suggest the PSTs’ incomplete understanding of play may result in deprived authentic, valuable learning opportunities for children in kindergarten classrooms. The findings of this study should be considered by all educational stakeholders to ensure that PSTs develop a comprehensive understanding of play, identify the connection between play and learning, and understand how play supports all children’s development, resulting in integration of play in kindergarten classrooms."
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I'd like to read this article because I do agree that there are many misconceptions around what "play-based" learning in kindergarten really means, and I've seen this first-hand both in the administration of my previous school, as well as with parents. The latest "trending buzzword" in ECE, play-based learning needs to be better defined for new teachers. Some teachers/parents/administrators view it as a "free-for-all" type of program similar to Montessori, while many teachers are not actually well-equipped/trained (myself included) on how to transform an academic skill into a form of play without making it seem too rigid/academic.
#2: An Academic Event:
I'd like to participate in the "Blissful Kids" online course "Mindfulness Teacher Training for Educators and Parents". It's a self-paced course with 4 modules and over 25 videos, worksheets, and scripts to help you nurture Happiness, Self-Regulation Skills, and Kindness to children and youth.
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I'd like to take this course because I think emotional self-regulation and teaching growth mindset are some of the most important life skills we can give children today.
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Link to the course:
https://blissfulkids.com/positive-mindfulness-for-children-and-youth-online-course/
#3: Building Life Skills:
Every week, we hold a "Character Education" class where we learn about different themes, including a growth mindset. An activity I would like to do with my students next class, is to read the book "Perfect Square" by Michael Hall, and discuss how the square manages to make really beautiful and interesting things after it is torn, shredded, cut, etc. (normally perceived as negative). Then, I will have the students do whatever they like to their own square paper, in order to create something beautiful out of it. I would like students to walk away with the lesson that almost every negative thing that happens can also be seen positively, through with a silver lining, but not right away. It's through the tough times and the struggles that we re-shape ourselves and grow into much more interesting and beautiful individuals, just like the square does. All of our collective struggles and experiences create who we are - strong, beautiful, and interesting people.
#4: Creating Awareness:
One of my favourite activities to teach inclusivity and diversity in the classroom, is a class puzzle. Each student receives a blank puzzle piece, which they must decorate as they wish, with their name (and a picture of themselves if they wish). Afterwards, we put the puzzle together and hang it up somewhere in the classroom with the title "We All Fit In X Class" (E.g. We All Fit in G.2A). It's just such a visually simple activity that gets the point across very nicely and serves as a reminder that there is a place for each student in the classroom. Of course, the activity is usually prefaced by a cultural reading such as "The Name Jar", and/or a discussion about diversity. I've done this activity a number of times with several different classes already, and it has always been a success.
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(Note: The below image is not from my classroom as I couldn't find the pictures from last year and we haven't done it with my current class yet).
#5: Creating a Memory
Here's our cohort :)
#6: Finding Common Ground
Here's my teaching partner and I going for an autumn hike with our dogs :)
#7: Getting Social
#8: My Achievement
The biggest learning challenge I faced while going through the Teach-Now Moreland University program, was definitely managing my time and balancing having a full-time job, spending time with friends and family, taking care of myself, moving countries and jobs and re-settling, all while having to keep up with my Moreland studies. It was especially difficult while completing the Master's portion. There were many late nights to complete work. I am the type of detail-oriented person who always does their best, which means I take my time and work fairly slowly to achieve the best results possible. Yes, it took some sacrifices, but I did become a lot better at managing my time and procrastinating less. I learned to enjoy and to look forward to doing my assignments by creating cozy routines around them (e.g. having a hot cup of tea and calming music while working into the night). I believe time management is a very important skill for a teacher to possess, and perhaps doing this program while never taking a break from "real life" has served as somewhat of a "time-management boot-camp" for me.