Aberdeenshire project: Literacy through play

The Aberdeenshire project looked at sharing practice in Nursery and P1. It was designed to explore connections between aspects of literacy and to provide children with experiences that support development of literacy skills, assisting their journey towards independence and confidence with language. It involved creating contexts for learning through play: role-play, conversation and discussion at class, group and individual levels. Teachers were free to choose specific approaches for their own setting.

Through CPD workshops teachers were presented with a range of strategies/activities to explore, for example ‘Character Pots and Prop Baskets’, ‘Story Explorer’ and ‘Collecting for the Writing Process’. They chose activities best suited to their children and their setting, making use of playful approaches and meaningful contexts for literacy.

• Crombie Nursery and P1 developed a shared Role Play corner and explored this through the use of traditional tales. 

• Kintore Nursery and P1 developed ‘Talking Boxes’ linked to ‘Collecting for the Writing Process’.

Staff attended a conference where Sue Ellis from the University of Strathclyde shared ‘Teaching Citizenship through Traditional Tales’. This added further dimensions to the Crombie project. Simultaneously, Kintore staff identified particular gaps in talking about personal experiences and focused their activities on developing this area in a playful way.

 
Building on the positive outcomes of these projects, the Early Intervention Team is developing a CPD opportunity for Nursery–P1 teachers in the autumn. Aspects of both projects will be included in the content of the day and staff will be supported in developing these activities in their own schools.

The teachers involved in this project have reported very positive experiences for both the children and themselves. It has encouraged very meaningful dialogue between Nursery and P1 teachers and has included in a new way the involvement of the team of support staff.

From the overview perspective it has been exciting to find raised levels of teacher confidence, with meaningful evaluations of their own practice and sharing of experiences with others. Clear links with aspects of A Curriculum for Excellence have been seen in their reporting and feedback.