Playground Physics

Learning Story

Rhona Henry Tappin

ELCC, Medicine Hat

ELCC 211 Infant and Toddler Care

Pamella McDougall

25 January 2021
 Playground Physics

Four-year-old Brayden was observed on the playground outside enjoying playtime by

himself. He was seen experimenting with a piece of plyboard along with a plastic tube that

allowed him to experience a seesaw effect. At first, Brayden kneeled from one end of the board

then crept to the other end to observe what would happen.

At this point, I believe Brayden’s curiosity was piqued.

He wanted t to understand why one side of the board was up and the other side was down.

On his second attempt, Brayden changed his position by walking across the board to observe if

the outcome would be the same. While slowly walking across the board on his second attempt
he paused smiled with his educator then said “It feels scary.” Brayden discovered that having

most of his body weight on one side of the board makes the board remain firm.

Brayden also discovered that as soon as he begins moving towards the other side of the board

with his body weight the board begins to move. He noticed that as soon as he reaches the center

of the board the other side of the board begin to tilt.

I believe this is where Brayden was beginning to understand that his bodyweight controls where

the plyboard goes or where it stays (up or down)

 On Brayden’s third attempt he went on the board in the opposite direction and he was observed

opening his legs a little wider as well as trying to balance himself in the center of the board to try

and prevent the board from titling in either direction.

Even though Brayden demonstrated timidness while doing this experience, he was very

persistent in trying to master the skill of balance. He fell to the ground a couple of times but that

did not deter him from trying to understand the physics behind heavy versus light. (Heavy is

representing his body weight that keeps the plyboard on the ground and light that keeps the

plyboard off the ground.)

I have noticed this skill with bigger children as they try to use their body weight equally to

balance the seesaw and to prevent it from tilting.

Brayden found this experience scary and amusing at the same time and continued smiling with

his educator. Brayden proceeded with his play and continued making several attempts trying to

balance the board with both legs. Brayden continued enjoying the seesaw effect.

What it means

Brayden you’re such a talented and focused child. I observed you today at your playtime

in the yard. Albeit you were playing by yourself, yet you displayed all the fundamental key

areas that are usually present at playtime. Let me share them with you. The key areas are called

dispositions and there are five of them. Today I noticed how playful and happy you were as you

tried understanding the connection between the plyboard and the plastic tube as well as the role

that you played to make it work. You participated in demonstrating your willingness in trying to

figure out how the seesaw works. The level of persistence that you showed was increased as you

tried using your body to distribute an equal amount of your body weight on each side of the

board to try and keep it balance. Brayden do you know what this tells me? This is telling me

that you have the mindset of a little explorer and you will work very hard for the result that you

are looking for. while you today played you proved to me that needed new knowledge to

understand what causes one side of the plyboard to stay up and the other side to stay down. That

was your investigative very curious mind at work Brayden. I also noticed how you displayed

care by the gentleness used to operate the seesaw as well as to manipulate the height desired. I

really observed you today Brayden, especially when you realized that it was your own

bodyweight that was the main contributor to the movement of the plyboard and the plastic tube.

I also admired the way you took a lot of risks when you tried balancing your body in the middle
of the plyboard with both feet apart. You showed me that you were searching for answers and

you were thinking really hard about how to keep the plyboard balanced on the plastic tube.

Opportunities and Possibilities

Brayden had lots of fun at his playtime he made discoveries on his own as well as

formulating a few ideas and exploring them on the seesaw. I think it would spark a lot more fun

and laughter if other children were a part of the play experience. They would be able to

experiment with each other’s ideas and discover new things together as well as understanding

what it means to take turns to play on the seesaw. There could possibly added some racing cars

to the experience as well as some hard and softballs. The children would be able to observe the

immediate effect of how far these toys go when there are placed on the plyboard to roll down.

The children would also observe which one was faster, slower, heavier, and lighter. Also for

children who never had an experience where they could explore and experiment with the skill of

balancing their bodies on a piece of plyboard could have had that opportunity with Brayden.

Likewise having other children a part of the experience they may even change the seesaw

experience to another activity. They usually surprise us anyway.

Question to invite the perspective of the parent

Do you think Brayden would have made all the discoveries that he made today if there

were other children apart of the experience? What do you think was Brayden’s biggest challenge

with the plyboard and the plastic tube.

 Meaning Making

Play and Playfulness / Dizzy Play heading.

While Bayden continued to enjoying himself and having lots of fun and discovering new

things about the seesaw and the way it works, I observed him being on the edge of the plyboard

while he tried balancing his body weight equally across the board. Also, Brayden exchanged a

moment of sharing the joy of laughter with his educator and then he went back to playing with

the seesaw. This can be found under the Play and Playfulness Dizzy Play heading. “ This kind of

play is exhilarating and infectious, creating communities through shared laughter.”

(Makovichuk, Hewes, Lirette, & Thomas, 2014, p. 101)

Communications and Literacy / Communicate Practices

At the beginning of the video clip, Brayden and his educator had a small conversation

about the seesaw. Brayden said “ I did it.” and the educator’s response was “ I want to see you

do it again.” This was where Brayden took action using language and to further extended his

ideas. “ Learning requires numerous ongoing and varied opportunities for children to engage

with others in responsive and reciprocal relationships, immersed in an environment that is rich in

language, joy, and playfulness.” (Makovichuk, Hewes, Lirette, & Thomas, 2014, p. 105)

Well Being / Belonging

It was very clear that Brayden felt that sense of belonging of place while he enjoyed his

playtime. Brayden played at his own leisure he had no one rushing him. His educator was

present to cheer him on and encouraged him to continue with his play while he thinks about

ideas on how to further manipulate the seesaw. “Children the right to feel safe. When provided
with the space and freedom to take healthy risks, their willingness to do so reflects a sense of

security, self-confidence, courage, and body strength. (Makovichuk, Hewes, Lirette, & Thomas,

2014, p. 105)

Diversity and Social Responsibility / Democratic Practices

At playtime, I observed where Brayden and his educator spoke briefly about

demonstrating his skills on the seesaw for her to observe him again. That was where Brayden

demonstrated that he understood her language and made the democratic decision in matters that

affected him. Brayden went back on the seesaw and showed his educator what he had

discovered about the seesaw. “Children grow in the understanding of their roles as responsible

citizens as they participate daily in communities where their voices are heard and their

contributions valued.” (Makovichuk, Hewes, Lirette, & Thomas, 2014, p. 112)

References

Makovichuk, L., Hewes, J., Lirette, P., & Thomas, N. (2014). Play, participation, and

possibilities: An early learning and child care curriculum framework for Alberta.
Videatives Streaming Service. (2013) Playground Physics. Retrieved January 25, 2021, from

https://streaming.videatives.com/playlists/share/4b329228a9a4736bb95d7e02d4d2984e