Moving purposeful play into Primary 1
‘Bring the 3–5 and 5–14 curriculum guidelines together to ensure a smooth transition in what children have learned and also in how they learn. This will mean extending the approaches which are used in pre-school into the early years of primary, emphasising the importance of opportunities for children to learn through purposeful, well planned play.’
Speaking at a recent HMIE early education conference, Myra Reid gave the local authority perspective and Lisa Watson, Jennifer Weir and Brenda Meikle gave the practitioners’ perspective of a pilot project in East Renfrewshire.
In one school the primary and nursery teacher looked very carefully at each other’s practice. They reflected on what characterised ‘nursery methodology’ and how this linked to learning.
Similarities and differences between nursery and primary
They agreed the similarities were the size of the classrooms/learning areas and the commitment of staff. However, there were many differences:
- way in which children used the environment
- role of the adult(s)
- learning experiences offered to children
- amount of ‘down-time’ in the Primary 1 class
- amount of non-thinking (or non-active) in the Primary 1 class
- children’s involvement in planning their own learning
- range and choice offered in the nursery class
- connectedness of activities in the nursery class (adult intervention)
- independence in the nursery class
- ratio of qualified adults to children
- planning for learning – more responsive in nursery
- assessment methods – mainly through observation in nursery
- greater amount of time in nursery for adults to engage in meaningful dialogue with children to help bring about understanding/learning
- values and experiences of staff.
Practical changes
From this small piece of research came action to achieve greater parallels in experience between nursery and Primary 1 and the following practical changes were made:
- Primary 1 classrooms were changed to feel more like nursery class.
- Extra resources, to complement those in the nursery class, were added.
- The teacher acted more as a facilitator of learning.
- Planning was carried out more frequently than previously.
- Feedback was given to staff and children on a regular basis.
- Support staff were given training on play.
- Screening was carried out more frequently to ensure progress was being made.
- Parents were invited to observe classroom practice, participate in curriculum events and consult with the teacher more regularly.
Both teachers agree that the changes had an impact
on children:
- Children were more involved in their learning.
- They were more actively engaged throughout the day – little down time.
- Problem solving and creativity were evident.
- Children seemed better motivated.
- They worked collaboratively.
- Increased plenary sessions improved children’s use of language, and attention and listening skills.
on teachers:
- Assessments were made meaningful – time to observe processes/thinking.
- Staff had more time to engage with children.
on parents:
- Children were happier to come to school and seemed to be keen to talk about school.
The changes also raised some questions about possible further benefits
for children:
- Will attainment improve because of greater depth of discussion?
- Are boys more engaged in learning?
- Children more settled, less frustrated than before?
for teachers:
- Are they more aware of children’s learning processes and styles?
- Are they more able to integrate learning and plan for cross-curricular themes?
- Is there more freedom to plan to meet needs and interests of children?
for support staff:
- Are they more confident in supporting children in play?
- Do they feel more involved in supporting learning?
for parents:
- Are they more informed and less anxious about children’s progress?
- Do they think they have an improved relationship with the class teacher?
Sharing practice
Find more examples of how schools are carrying pre-school approaches into primary - visit the Sharing practice section on Early Years Online.