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Three boys are completely covered in mud – and their teachers say that's the best way for them to learn.
Two girls paint leaves.
Other children playing with ropes, climbing on trees or potato peeler
It's "game-based learning", and many New Zealand schools now adopt it as the new government released them from previous national standards.
Linda Cheer of Longworth Forest School He runs a consultation on game-based learning, says the interest "is growing very quickly all over New Zealand."
"We are fully booked to support the school next year," she said. Play-based schools and more traditional schools that are still waiting for teachers to teach at the front of the classroom.
"There are many teachers who come to our workshops and have stories that are sad enough to tell. They say, "I know it's best for kids, but I'm the one."
The game-based approach relies on evidence that everyone learns best when emotionally engaged and intellectually.
Neuroscience Educator Nathan Wallis said that children needed to develop an emotional "readiness to learn", finding that it was fun, before learning of "repetitive patterns" such as Words and Numbers
"A play environment clearly shows that children develop a positive disposition. They develop perseverance, creative problem solving, "says Ann Langis, the director of Conscious Kids, who says the game helps develop children's oral language and creativity Photo / Michael Craig
In the mud one rainy day in a Conscious Kids vacation program at Meola Reef Reserve in Auckland, children invented a fantasy about "golden mud."
"It brings out their creativity," says Conscious Kids' director, Ann Langis
When their boots got stuck in the mud, they learned that they were being sucked
"If they do not have that first-hand experience, it's very difficult to get The child is interested in a concept like this, she says.
They also develop their spoken language by speaking to each other – an important factor for the many Auckland children who speak English as a second language are not going to talk in a big circle, but when they play, they start to frolic, "she said. Claire Edwards, who uses play-based learning with newcomers to the Bayswater School on Auckland's North Shore, said that children from today began learning about life. School with lower spoken and fine motor skills than "We have at least three teachers in our room," she said. "Two will take small groups for reading and writing and math, and the other will be with the kids, engaging in their game and trying to get more oral language from them." Them and deepen their ideas. "
offer children "provocations" to spark creative games. At Meola Reef they put paintings and ropes. At Bayswater, they tried large cardboard boxes, wool, fabric, plastic bottles, bottle caps and lollipop sticks. "By observing what children do in their game, they find their collective interest." Edwards said, "Teachers generally tried to do things that they thought were interesting for children
" This way , we know it's interesting, because we've seen "
Helen Varney, president of the Association of Auckland Primary Managers, whose Target Rd school in Glenfield is experimenting "Learning by play for junior classes since 2016, said that she did not think that schools were divided philosophically." Aspects of game-based learning have been in theaters NZ 1-2 for years, "she said.
" What happens is that teachers are more aware of the opportunities for learners to develop their knowledge and skills. to pose. "
