The role of the educator in play

The role of the educator in play

 Primary Years Programme
The role of the educator in play

Published January 2022

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The role of the educator in play

Setting the scene

Learning goals • To recognize the complex interplay between

what children initiate and what the educator
initiates based on observations and
interactions
• To identify the richness of learning that can be
observed and documented
• To consider how to support play
Learn about • The early learner

School context
Startpunt International is a public inner-city school in The Hague, the Netherlands. The learner
population has many different cultural identities, and many different home and family languages.
Since the implementation of the Primary Years Programme (PYP) framework, the school is also
starting to attract non-Dutch-speaking families who are looking for an international education for
their children. The language of instruction is Dutch.
Anne works as an educator and team leader alongside children within a multi-age setting (4-, 5- and 6-year-
olds). High levels of collaboration between educators have been achieved through the establishment of a
“free-flow model” within shared learning spaces.
Children have the choice to move freely between different spaces as they explore the world around them,
make decisions and follow their own interests and anything that captures their attention.
Educator planning meetings evolve around questions that support the team with interpreting the
documentation of children’s experiences, interactions and learning processes. These interpretations then
inform the planning of new questions and provocations.
Some of these questions are as follows.
• What concepts can we identify within the children’s inquiries?
• How do the children connect with the lines of inquiry and the central idea?
• Which approaches to learning (ATL) skills are noticeable in the children’s play and inquiries?
• What is noticeable about how the children co-construct conceptual understandings, knowledge and
skills?
• How do the children apply their understanding and knowledge in new situations?
• What evidence is there of agency? What action can be observed?

The role of the educator in play 1

The role of the educator in play

Play: What inquiry learners do–what inquiry

educators do

The role of the adult in play is complex. It requires ongoing reflections about the nature and extent of child-
initiated learning and focused interactions between adults and children. The Venn diagram (figure 1)
provides a starting point (not exhaustive) on both similar and different actions (by educators and learners)
that can be identified during play.
Inquiry through play offers opportunities for educators and learners to reflect on the process of learning.
Through observation and reflection, educators gain valuable insights into how young children inquire into
the world around them through play. Educators can use the Venn diagram (figure 1) to identify what
learners may do, feel and think during play. Play also provides ample opportunities for young learners to
develop ATL skills, supporting them in becoming self-regulated learners. Their learning can be documented
and used to plan next steps in learning.

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 Play: What inquiry learners do–what inquiry educators do

Figure 1
Play: What inquiry learners do–what inquiry educators do

* Image text adapted from The Kindergarten Program 2016, Ontario Government, Canada

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The role of the educator in play

Looking at practice: Short vignettes about play

The following vignettes offer opportunities to see elements of the Venn diagram (figure 1) in action. For
example, in “Vignette 1: Blowing bubbles”, a learner’s innovative use of her bracelet to blow bubbles was
supported by the introduction of other novel items, allowing learners to explore and experiment, and
encouraging collaboration.

Vignette 1: Blowing bubbles

An educator observed and documented a child blowing bubbles with her bracelet. Her experimentation,
based on her prior knowledge, evoked many responses from her peers, who wanted to try something
similar. In response to this observation, the educators decided to add pipes and other cylinder-shaped
materials to support this investigation; they removed other items. The children explored and experimented
with the different materials and took on challenges, such as collaborating to create a huge number of
bubbles together, touching the bubbles as well as blowing them in different directions to see how far they
could travel. This observation showed us how quickly the new knowledge of one child became part of the
group’s shared knowledge of form and function, and how relatively simple materials can evoke inquiry and
how removing items can be a provocation.

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 Looking at practice: Short vignettes about play

Vignette 2: Supporting initial explorations with

clay

To support investigations around the central idea “The properties of materials impact on the way they can
be used”, educators decided to offer clay as a material to investigate. As many learners had not
encountered this material before, the clay was initially placed on the floor to encourage them to use their
whole body while exploring the properties of this material, inviting discussion around the key concepts of
form and function. Over time, videos and photographs taken by educators revealed how learners
experimented to answer (mostly non-verbal) questions about how the clay could be manipulated, changed,
stretched, connected and stacked. The educators took care not to offer help too soon. Learners were
encouraged to repeat something on their own, ask a peer for help, watch another child or adult modelling
what to do and listen to any guidance given. This gave time for the children to explore and make
discoveries, to revisit and try something different and expand their own understanding of the properties of
clay.

After a few weeks, the educators modelled in small groups how to create a bowl out of a ball of clay so
learners could experience that a piece of clay can be shaped into a different form. They also supported the
children with learning how to join two pieces of clay together, evoking critical thought through comparison
and evaluation.

The role of the educator in play 5

Looking at practice: Short vignettes about play

Vignette 3: The life cycle of a frog

The investigations around the central idea “Places have stories to tell” started with recalling earlier
experiences and revisiting past learning engagements. The reappearance of frogspawn and tadpoles in the
learning spaces supported playful exploration and evoked opportunities to tell stories, communicate
previous discoveries and theories, observe changes in living things and pose questions. Learners’ questions
evolved around concepts such as causation (for example, “How does the tadpole come out of the egg?”),
belonging (“Where are the parents?”) and connection (“Where do they come from?”). Over time, the learners
explored these questions through group discussions and reading non-fiction books. Educators supported
learners to reflect on, and talk about, their learning through photographs and documentation of previous
experiences. Educators prompted conversation with questions such as “Do you remember when…?” and “I
wonder what you were thinking then?” The children represented and deepened their thinking through
their observational drawings and predicted the next stages in the life cycle.

Vignette 4: Connecting

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 Looking at practice: Short vignettes about play

In the shared learning space, children know where different materials are located and can access them
easily. Initial explorations with recyclable materials (a common feature in the art studio in one of the
learning spaces) revealed a deep interest in the way materials can be connected. Educators talked with the
children about what they were doing and what they were noticing. They provided enough materials and
rearranged one area so that children could collaborate and learn alongside their peers. Children
collaborated over several days in finding solutions to connect a range of materials in different ways.
This fascination continued throughout the academic year and brought children with similar interests
together. Educators explored the reasons behind the learner’s choices, for example, “I have noticed that you
are using the tubes to connect the crates. Can you tell me more about that?” or “You mentioned that your
dad has a drill at home as well.” The play seemed to evolve around the world of work that belongs to adults,
and it linked to the key concepts responsibility and function.

Vignette 5: Flowing

The presence of water near the sandpit allowed for discoveries around the way water flows, and how this
flow can be blocked and redirected. After the cold winter months, many children chose to continue this
investigation by taking on different roles, initiating new ideas (such as digging a “sea”) and considering
solutions to problems they encountered. The educators decided to extend these investigations by
providing stimulating resources for them to play with, on their own and with peers, in response to their
fascinations. They placed pipes near the sandpit and placed a tray with transparent tubes in a different part
of the playground.

The role of the educator in play 7

Looking at practice: Short vignettes about play

One learner decided to fill a big container with water to experiment with the way water flows on the planks
placed at an angle. The learner observed this phenomenon with delight and invited others to join in.

Vignette 6: Measuring

A new large measuring stick became a feature in the learners’ construction play with blocks. They built
towers of different heights that had to be measured and compared with the height of the measuring stick.
Educators verbalized the actions of the learner to support reflection. For example, “I see you are trying to
build a tower that has the same length.” They also asked questions to gauge the children’s thinking, for
example, “How well do you think that’s going?”
At some point, the measuring stick became part of a game that involved the challenge of jumping as far as
possible. The children compared how far they could jump and who could jump the furthest. The educators
then decided to add a measuring tool to the dressing up area so learners could measure their height and
link this to the various sizes of clothing available.

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 Looking at practice: Short vignettes about play

Vignette 7: Our theories about seeds

The children were keen to revisit an earlier learning engagement undertaken during spring. They took
delight in planting seeds and discussing which conditions seeds need to grow. Many theories revealed their
prior knowledge and interest in the natural world. One learner used Lego blocks to represent a fully grown
plant, which he placed near the sprouting seeds. To support the children with thinking about what happens
with the seed in the soil, educators placed beans in a glass pot so they could observe, make predictions and
make connections. The quick change from a bean into a plant with roots evoked a lot of wonder. New
questions were documented and placed within the learning space. Educators gave the children plenty of
time to make connections and repeat activities. They helped learners extend their ideas through sustained
discussion that went beyond what they noticed and considered “how” and “why” things happen, and “what
might happen next?”

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The role of the educator in play

Questions

First impressions
For each vignette, what connections can be made with the different parts of the Venn diagram (figure 1)?
What connections can be made between the practice described in the different vignettes and your own
school context?
How, and to what extent, are the four features of early learning—play, relationships, responsive learning
spaces, and symbolic exploration and expression—represented in the vignettes?

Deepening your understanding

In vignette 2 learners are exploring and experimenting with clay. Educators and learners observe,
communicate and listen to each other to find out more about the clay and how it can be used. In response
to this, educators model how to create a bowl out of a ball of clay and how to join two pieces of clay
together. This scaffolding helped the children to deepen their understanding of how clay can be used and
built upon their earlier explorations.
Now, choose another vignette and look for the connections across the Venn diagram—learner; learner and
educator; educator—and consider the following questions.
• What role does observation and documentation play in the planning process?
• What conditions support critical and creative thinking?
• How can the PYP educator support learner agency through play?

Next steps
In your own learning spaces, observe and document a moment of inquiry during play by taking
photographs, notes and/or videos. Reflect on what your learners are doing, saying, exploring and how they
are interacting. Consider how the next steps in learning can be supported. Use the questions raised by the
Startpunt team, listed at the start of this support material, as a starting point for thinking and planning.
Share the reflections and next steps with colleagues to develop shared understandings among the teaching
team.

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The role of the educator in play

Further reading

Hedges, H., 2014, Young children’s ‘working theories’: Building and connecting understandings. Journal of
Early Childhood Research, 12 (1), 35-49.
Makovichuk, L., Hewes, J., Lirette, P., & Thomas, 2014, Play, Participation, and Possibilities: An Early Learning
and Child Care Curriculum Framework for Alberta. Library and Archives Canada. https://education.alberta.ca/
media/482257/play-participation-and-possibilities-reduced.pdf.

References
The Ministry of Education. (2016). The Kindergarten Program 2016: 1.2 Play-based learning in a culture of
inquiry. Government of Ontario, Canada. Retrieved October 28, 2021, from https://www.ontario.ca/
document/kindergarten-program-2016/play-based-learning-culture-inquiry.

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The role of the educator in play

Acknowledgement and disclaimer

The International Baccalaureate wishes to thank the author and school for their time and effort in making
this teacher support material (TSM).
Appearance of branded products and well-known logos in this TSM is incidental. The International
Baccalaureate Organization disclaims any endorsement by, or any association with, the intellectual property
rights owners of these products and logos.

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