Webinar | Play-Based Learning in the Kindergarten Classroom & Beyond

Facilitators

1. Diana Greene, Ph.D., of Children’s Literacy Initiative
2. Kathy Hirsh-Pasek, Ph.D., Professor of Psychology at Temple University and the Brookings Institution
3. Loretta C. Brady, Ph.D., Professor of Saint Anselm College and author of Technology Touchpoints
4. Kristi Kallam, Early Childhood Educator
5. Debbie Leslie, Ph.D., Director, Early Childhood Initiatives, UChicago STEM Education
6. Kimberly Nesbitt, Ph.D., Primary Investigator, Early Childhood Initiative of the University of New Hampshire
7. Diana Greene, Ph.D., Chief Executive Officer of Children’s Literacy Initiative

Description

Moderated by Diana Greene, Ph.D., of Children’s Literacy Initiative, this conversation highlighted the ways that playful learning can and should be used as a classroom method that fosters creativity, curiosity, and critical thinking in children.

Kathy Hirsh-Pasek, Ph.D., of Temple University and the Brookings Institution served as the key speaker in the conversation and began by highlighting the effectiveness of active playful learning (APL) in early grades classrooms. The approach, Hirsh-Pasek explained, works to enhance joy and depth in learning by emphasizing active, engaged and meaningful work in the classroom. Hirsh-Pasek shared the “Six C’s”— collaboration, communication, content, critical thinking, creativity and confidence — where students are experiencing immense growth after the introduction of APL in the classroom.

Hirsh-Pasek closed by sharing her excitement at the growing movement for APL, with some states, including Connecticut and Oklahoma, implementing playful learning in early grades education, and other states reaching out for guidance on how to enact the programs in their schools.

Following Hirsh-Pasek’s presentation, attendees heard from Kristi Kallam, a kindergarten educator of 25+ years, who shared examples of what playful learning looks like in her classroom. Kallam echoed Hirsh-Pasek’s remarks that children learn best when actively engaged in socially interactive and passionate teaching. This has prompted Kallam to organize her curriculum around three central themes each year involving subjects such as math, social studies and science, as well as activities like art and music.

Attendees then heard from Loretta C. Brady, Ph.D., of Saint Anselm College and author of Technology Touchpoints, who expanded on the conversation by discussing the role of technology in play-based learning. Drawing on her research, Brady explained that while some argue for or against technology use, it’s more productive to view technology as a tool that can empower children when used creatively and with agency. Brady emphasized that devices such as iPads can support learning, social interaction and joy when integrated thoughtfully, similar to physical play.

Following Brady’s remarks, Kimberly Nesbitt, Ph.D., of University of New Hampshire emphasized the need for collaboration across various levels — classrooms, schools, districts and state departments — to make lasting change in implementing play-based learning effectively. Nesbitt shared her experience working with the New Hampshire Department of Education to bridge the gap in the implementation of play-based learning models in the classrooms.

Lastly, attendees heard from Debbie Leslie, Ph.D., with the University of Chicago who emphasized the importance of teacher learning and coaching, so that teachers feel supported through these educational changes. Allowing teachers to have choice and voice in their professional development and helping them break down the abstract ideas of play into concrete practices, Leslie explained, can foster progress and deeper learning within the classroom for the educators and teachers.

Date: October 15, 2024
Time: 3:00 pm - 4:30 pm