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Introducing Play-based Learning

In the Pre-Prep at St John’s, a play-based approach to learning is adopted, reflecting and supporting the way ������ of this age learn. Play-based learning encourages skills of independence, collaboration, problem-solving, creativity and communication.

Why we believe in play-based learning for our early years

The latest research on learning in young ������ demonstrates that those who learn through play, show improved attainment, well-being and learning dispositions such as creativity. It offers a risk-free environment where ������ can explore ideas and deepen learning and understanding through application and collaboration. It gives ������ a range of experiences that build connections in the brain, helping them to develop physically, cognitively, socially and emotionally.

How we implement a play-based learning approach

Play involves active learning, problem-solving, investigation, creativity, collaboration and reflection. The approach at St John’s involves a balance between child-led discovery time, adult-initiated activities and adult-led activities.

Child-led discovery time: During discovery time, the ������ are given autonomy over their choice of learning activity and are encouraged to explore and discover through play. This is carefully planned for and the pre-prep classrooms are resourced in such a way as to provide a safe, challenging environment that is centred around and reflects the ������’s interests.

Adult-initiated activities: Teachers will introduce a starting point such as an invitation, provocation, theme or other stimulus. The ������ are encouraged to explore from there. The quality of the resources aims to stimulate purposeful play. In adult-initiated learning, the teachers have a clear purpose promoting certain knowledge or understanding.

Adult-led activities: The pre-prep teachers will introduce and teach specific curriculum concepts and skills in adult-led sessions. These sessions can follow on from observed play or they can act as a stimulus for it. A skill or concept taught can then be embedded through the use of small teacher led groups or by setting relevant challenges in discovery time. In adult-led sessions, teachers know the desired outcome.

What St John’s ������ think about play-based learning

“We made a massive map of the UK on the classroom floor. I made the Tower of London from recycled materials and a fact file too. I want to see the Tower in real life now!”

“We made porridge like Goldilocks in Discovery Time. We used oats and soya milk. I topped mine with lots of fruit. I like cooking, it is really fun.”

“We read the book ‘Pierre the Maze Detective’ and afterwards I decided to build a giant maze in the classroom and program the Beebots to be navigated around my maze pathways.”

Providing an inspiring learning environment

We recognise that a well-planned and resourced setting will support engagement and therefore encourage valuable learning. At St John’s attention is given to providing high-quality play materials, that are well-matched to the activities – for inside and outside learning. Children take a great pride in caring for their environment, including their architect-designed classroom, the landscaped woodland, forest garden and allotment.