By Jeni Wilson
Play and Inquiry – ‘Perhaps the most pure form of inquiry occurs through play.’ Murdoch (p119, 2015). And people often think they need to choose between inquiry and play based learning.
But they don’t!
What is inquiry based learning?
“Inquiry-based learning is a more structured approach to developmental learning. Students operate within a framework supported by a driving question or problematic scenario.
As a curriculum approach, inquiry-based learning builds from a natural process of inquiry in which students experience a ‘need to know’ that motivates and deepens learning. Inquiry-based learning requires guidance from the teacher in the role of facilitator: providing structure and support for students as appropriate to their developmental stage.”*
Types of Inquiry
Inquiries may be teacher guided, negotiated, personal, action-based, problem based, issue based or play-oriented. Play-oriented enquiry is more likely, but not limited to, the early years. Hands-on and sensory activities are seen as crucial for younger children, but all children benefit from concrete materials, experimentation and play-oriented inquiry.
Incorporate play into inquiry
In contrast to more structured inquiry, free play is more hands-on, less teacher guided, can be shorter, and is often more free flowing. No matter what level or focus, children will enjoy play being incorporated into inquiry.
Discover through Inquiry
During inquiry, children learn about the world, their role in their world, and explore and create through play. This can be more or less structured depending on the teacher’s intentions.
Regardless of the type of inquiry, students work through the same stages. In play-oriented inquiry, students are encouraged to ask questions, build on their prior knowledge, and observe and make their own discoveries. Students will rely on the materials provided and make connections between ideas, experiences and concepts. No matter the focus of inquiry, there’s always ways to integrate play. (Refer to table below)
Some ways to incorporate play into inquiry stages
Stage of Inquiry |
Examples of how to integrate play |
Tuning in |
For immersion |
To gauge prior knowledge |
|
As a stimulus for developing questions |
|
Finding Out |
Exploration and Experimentation |
Simulation/Role play |
|
Sorting Out |
To practise skills, eg cooperative group * |
As part of skills based workshops |
|
To process, organise and represent what has been learnt |
|
To show learning through play |
|
Reflection & Action |
To demonstrate what has been learnt |
For creation |
*Could be used at multiple stages of Inquiry.
While some materials will be suitable for all inquiries, other materials will depend upon the inquiry focus.
Materials that might support play within inquiry
Inquiry Concept |
Example materials for play |
Design and Innovation |
Recyclable materials such as boxes, cylinders, yoghurt containers, foil, broken toys and pieces of jewellery. |
Living things |
Seeds, leaves, shells, fossils, magnifying glasses |
Expression and performance |
Steps for a stage, pieces of fabric, scarves |
Force- Push and pull |
Levers, wedges, pulleys, ramps, cars, cylinders |
The Nudel Kart Teacher and Facilitator Manual provides ideas for multiple focuses. This includes thirty-six possible curriculum based contexts and extension ideas, with examples for different levels of the curriculum. (4-12 year olds)
What is the Nüdel Kart?
Playground Ideas created the Nüdel Kart, a social enterprise by non-profit Playground Ideas, where 100% of the profits go towards creating stimulating play spaces for children anywhere in the world. The Nüdel Kart is a deconstructable, mobile play kart that can be reconfigured in endless ways to encourage self-directed learning. It contains research-backed specially selected materials to stimulate children’s development.
For a list of example materials for loose parts play.
When play is incorporated into inquiry, teachers have the opportunity to observe and respond to skills development. These skills are pertinent to all students across different inquiries.
Examples of skills and dispositions
Thinking |
Social |
Personal |
Communication |
Asking questions |
Listening |
Managing impulsivity |
Speaking respectfully |
Generating ideas |
Taking turns |
Showing initiative |
Explaining procedure |
Using imagination |
Managing conflict |
Staying on task |
Recounting what was done |
Hypothesising |
Building resilience |
Using trial and error |
Reflecting on achievements |
Evaluating |
Organisation |
Being curious |
Expressing feelings |
Being open-minded |
Showing empathy |
Managing time |
Justifying actions |
Planning |
Sharing |
Persisting |
Speaking assertively |
Self-regulating |
Being accountable |
Seeking and using feedback |
Using language for different purposes |
Reflecting |
Accepting responsibility |
Being self- motivated |
Presenting information in different ways |
Play enhances inquiry
Whether teachers start with a focus in mind, skills to be developed, a question, issue, problem to be solved, or a collection of materials, play can enhance the inquiry experience providing inclusive opportunities to promote student voice and agency.
In conclusion, I need to mention the ‘f’ word that is linked to curiosity, self-motivation and resilience. We can so easily forget the impact when the focus of learning is shifted away from the learners.
…play is the icing on the cake – FUN!
References
Murdoch, K. (2015) The Power of Inquiry. Seastar Education, Northcote.
Murdoch, K. and Wilson, J. (2004) Learning Links. Curriculum Corporation, Carlton South.
Sewell, C. Wilson, J. Laing, B. and Veerman, M. (2020) Nudel Kart Teachers Manual (2020)
Wilson, J. and Wing Jan, L. Focus on Inquiry (second edition). Education Services Australia, Carlton South.