2018 ROUNDTABLE WWW CEELO ORG2018 ROUNDTABLE HighQuality Instruction

2018 ROUNDTABLE | WWW. CEELO. ORG/2018 -ROUNDTABLE

High-Quality Instruction – Birth Through Third Grade A 2018 ROUNDTABLE PRECONFERENCE WEBINAR MAY 8, 2018 ROUNDTABLE | WWW. CEELO. ORG/2018 -ROUNDTABLE

THIS WEBINAR IS BEING RECORDED – the Webinar Recording and Slides will be uploaded on the Roundtable Website: www. ceelo. org/2018 -roundtable 2018 ROUNDTABLE | WWW. CEELO. ORG/2018 -ROUNDTABLE

Getting Ready Please enter content questions or comments for our presenters in the QUESTION BOX in your webinar dashboard. Please enter technical issues or concerns in the CHAT BOX found in your webinar dashboard. 2018 ROUNDTABLE | WWW. CEELO. ORG/2018 -ROUNDTABLE

TODAY’s AGENDA § Welcome and a bit about the 2018 Roundtable § Andres Bustamante on the benefits of play § Views from New York State and the Watertown City School District § Questions and Comments 2018 ROUNDTABLE | WWW. CEELO. ORG/2018 -ROUNDTABLE

A Prescription for play Why play fosters social and cognitive development Kathy Hirsh-Pasek, Ph. D. & Andres Bustamante, Ph. D. Temple University The Brookings Institution Twitter: Kathy&Ro 1 May, 2018

PLAY IS UBIQUITOUS! CATS PLAY DOGS PLAY MONKEYS PLAY OCTOPUS PLAY

It is a biological imperative… Yet, play is under siege . Zigler, 2004

what happened to play? In 1981, a typical school-age child in the United States had 40% of her time open for play. By 1997, the time for play had shrunk to 25%. What percentage is it down to now? ?

Recent research suggests that • In the last two decades children have lost 8 hours of free play per week • 30, 000 schools in the United States have eliminated recess to make time for more academic study. Elkind, (2008) Greater Good Photo - Tim Gill

New findings support the relative extinction of play • The Alliance for Childhood 2009 survey of 142 NY classrooms and 112 LA classrooms found that – 25% of teachers had no time for play – 61% of NY teachers have no choice time – 79% of NY teachers do test preparation every day • Bassok et al. , (2016) report that kindergarten really is the new first grade! – 80% of teachers say K-garten children should be reading – up 50% from 1998 – Time for arts? Down 16% – Testing? Up. 29% test children at least once a month

These issues and more prompted a response from the American Academy of Pediatricians In 2006 titled: The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds they wrote, These guidelines are written in response to the multiple forces challenging play. The overriding premise is that play (or some available free time in the case of older children and adolescents) is essential to the cognitive, physical, social, and emotional well-being of children and youth. In 2012 they reaffirmed the position writing, Play is essential to the social, emotional, cognitive, and physical well-being of children beginning in early childhood. It is a natural tool for children to develop resiliency as they learn to cooperate, overcome challenges, and negotiate with others. Play also allows children to be creative.

A talk in 2 parts • Defining play • Free play and guided play • The advantages of play • Play and coping • Play and social learning (executive function) • Play and cognition

A talk in 2 parts • Defining play • Free play and guided play • The advantages of play • Play and coping • Play and social learning (executive function) • Play and cognition

Defining play FREE PLAY whether with objects, fantasy and make believe, or physical, is 1) fun, 2) active 3) has no extrinsic goals, 4) interactive, 5) meaningful, 6) often, though not always, socially interactive, 7) can contain a certain element of make-believe (Hirsh-Pasek et al. , 2009; Garvey, 1977; Hirsh-Pasek & Golinkoff, 2003; Christie & Johnsen, 1983; LEGO, 2017)

And Guided play A planned play environment, enriched with objects/toys that provide experiential learning opportunities, infused with curricular content (Berger, 2008), Think Museums or Montessori classrooms. • • Adults enhancing children’s exploration and learning through: co-playing with children intentional learning objectives asking open-ended questions suggesting ways to explore materials Fisher et al. , 2011; Hirsh-Pasek et al, 2009; Hirsh-Pasek & Golinkoff, in press; Weisberg, Hirsh & Pasek & Golinkoff, 2015; Weisberg et al. , 2016 11/2/2020 16

Together Free and Guided play = playful learning which has the following characteristics From a white paper that just published with the LEGO Foundation, derived from Hirsh. Pasek, Zosh et al, 2015

Playful Learning Adult Child Free Play Guided Play Co-opted Play Direct Instruction Directed By Child Adult Initiated By 11/2/2020 18

And research suggests that play and playful learning enhances coping skills, social regulation (collaboration); language and literacy (communication); and STEM (content learning), and hypothesis testing (critical thinking), among others

A talk in 2 parts • Defining play • Free play and guided play • The advantages of play • Play and coping • Play and social learning (executive function) • Play and cognition

Play and Coping A review of literature involving pretend play in medical settings indicates that pretend play interventions are effective in inpatient and outpatient settings for preventing and reducing anxiety and distress. Pretend play also has effects on pain, externalizing behavior, and adaptation to chronic illness. Moore & Russ, 2006 Further, play is related to: emotion regulation that reduces stress (Frankel, 2009) protective factors that improve well-being (Mazzeschi et al, 2008, Russ, 1998) reduction of anger, stress, conflict (Haiat et al. , 2003) This is an area ripe for more research! (Capurso and Ragni, 2016)

Play and social regulation The case of self-regulation? Those all important executive function skills n n n Impulse and emotion control Planning Self-reliance Socially responsible behavior Attention Memory (Bronson, 2001; Kopp, 1991; Rothbart & Bates, 2006)

Tools of the Mind as a key example of playful learning

Our current research (with Dickinson and Golinkoff) is asking how playful learning can increase vocabulary in low income children! Adult reads children a book like the Knight and the Dragon while highlighting new words (e. g. , galloping, shield) Photo from Sheryl Ann Crawford Free play Directed play Guided play No focus, dialogue; meaning-making; child initiated and directed Targeted focus with more closed questions; adult initiated and directed, meaning-making Targeted focus with more open ended questions; adult initiated, child directed, meaning-making

Results? Adult supported play was better than free play in all conditions! Book reading + adult supported play was also better than book reading plus fun flash cards! Bottom line? When there is a learning goal – adult supported play (guided or directed) helps children learn! Weisberg et al. , 2015; Taub et al. , in press

Then we asked whether game play might help readers learn vocabulary better than flashcards and – it did! Hassinger-Das, Ridge, Golinkoff & Hirsh-Pasek, 2016 11/2/2020 26

In our research, we studied Block Play to ask if it might build better spatial language and math outcomes Our questions: • Do we talk more about space when we play with blocks? • • YES Result: In non-block play contexts, parents use only 3 to 6% of spatial terms Do we talk more about space in certain play situations over others? (using words like above, on top of, beside… • 11/2/2020 YES Result: , there is more spatial language in guided play than in free play Ferrara, Hirsh-Pasek, Newcombe & Golinkoff, 2011 27

Why should we care? Because spatial language and spatial play relate… 2 -D Test of Spatial Ability (TOSA) • to later spatial ability! • and later math ability! 3 -D Test of Spatial Ability (TOSA) Verdine, B. , Golinkoff, R. , Hirsh-Pasek, K, Newcombe, N. , Filipowicz, A. & Chang, A. (2014); Verdine, Golinkoff, Hirsh. Pasek & Newcombe, 2017 11/2/2020 28

As another example in STEM, we looked at kiddy geometry and asked…. Whether guided play might be a better way to learn than direct instruction or free, exploratory play for learning shape concepts (triangles, rectangles, pentagons, hexagons)? Fisher, K. , Hirsh-Pasek, K, Newcombe, N & Golinkoff, R. M. (2013) Child Development

Three conditions were designed to teach children the criterial features of a shape…. . 3 Conditions Guided Play: Children were taught rule-based classification systems for shapes in a playful, exploratory manner (they were “detectives” discovering the secret of the shapes) Direct Instruction: Children were taught rule-based classification systems for shapes in a passive learning manner (children watched the experimenter act as a detective discovering the secret of the shapes) Exploratory/Free Play: Children played with shape cut-outs (same as training cards) and wax sticks for approximately the same amount of time as the training conditions.

Shape Sorting Task Shape Cards: 40 cards, 10 per shape (3 typical, 3 atypical, 4 non-valid) Procedure: n Children introduced to “Leelu the Picky Ladybug” who only liked REAL shapes. n She needed help sorting some shape cards she found (40 cards; 10 per shape). n ‘Real’ shapes were placed in her ladybug box, while ‘fake’ shapes were thrown in a trashcan

They learn best in guided play! * ** *** Acceptance rates of typical, and non-valid shapes (sorted as ‘real shapes’) by group. NOTE: Adult data was not collected for this study. Data is presented for comparison only. * p <. 05, ** p <. 01, *** p <. 001

Why might playful learning support learning? Some hypotheses Big Idea 1: It involves “active, engaged, meaningful and socially interactive learning” and that is how humans learn best! (Chi, 2009; Hirsh-Pasek et al. , 2015) Big Idea 2: Guided play is like “constrained tinkering” that lessens the “noise” and prioritizes some hypotheses over others. Offers a chance for hypothesis testing. (Parish-Morris et al. , 2014; Tare et al. , 2010; Uttal et al. , 1997) Big Idea 3: Guided play creates a mise en place or positive disposition for learning and exploration (Weisberg, Hirsh-Pasek, Golinkoff & Mc. Candless, 2014; Weisberg, Hirsh-Pasek et al. , 2016). Big Idea 4: Playful learning is joyful and positive emotions help children learn!

Big Idea 5: Play allows us to build the suite of skills needed for success (the 6 Cs) Collaboration Communication Content Critical Thinking Creative Innovation Confidence 4 Building it together Tell a joint story Expertise Evidence Vision Dare to fail 3 Back and forth Dialogue Making connections Opinions Voice Calculated risks Side by side Show and tell Wide breadth/ Shallow understanding Truths differ Means-end Where do I stand? On my own Raw emotion Early learning/ Situation specific Seeing is believing Experimentation Barrel on LEVEL 2 1 11/2/2020 Golinkoff & Hirsh-Pasek, 2016 34

And these collective skills (what we call the 6 Cs) Form the foundation for learning In Parenting and Education Golinkoff & Hirsh-Pasek, 2016

In sum, it might just be time…… To write prescriptions for play! Play is a biological imperative! • Play helps us cope, socialize and learn. • Play is not the opposite of work. Rather, it encourages the skills that we will need for work. 11/2/2020 36

Thanks to our funders The most wonderful postdocs, graduate students and undergrads. And to the families who make the research we do possible! 11/2/2020 37

Follow me: At the Huffington Post: http: //www. huffingtonpost. com/kathy-hirshpasek/ The Brookings Institution: http: //www. brookings. edu/experts/pasekk and on twitter @kathyandro 1 11/2/2020 38

New York’s Goals for the P-3 Continuum 1. Alignment with a clear path to embrace P-3 work 2. Connection of systems 3. Collaboration to develop P-3 plan

P-3 Alignment Framework Kauerz, K. and Coffman, J. (2013). Framework for Planning, Implementing, and Evaluating Pre. K-3 rd Grade Approaches. Seattle, WA: College of Education, University of Washington. 40

What can leaders do to support P-3 initiatives that will improve quality? • Build their own professional knowledge of: • developmentally appropriate quality practices in the early childhood setting • early learning environment and how it supports instruction • authentic curriculum and instructional experiences to sustain growth • The Administrator’s role to create a P-3 culture within the district that includes: • Articulating that quality early learning is crucial • Valuing Prekindergarten and Kindergarten teachers as an equal part of the school community • Participating in P-3 professional development opportunities New York State Office of Early Learning P-3 Continuum Project 41

What can teachers do? • Collaborate and share data across grade levels • Ensure that education experiences are high quality and have been meaningfully aligned • Partner with families • Provide experiences that allow for active participation by the student in the learning process • Set up the environment to support children’s learning New York State Office of Early Learning P-3 Continuum Project 42

Brainstorming Sheet New York State Office of Early Learning P-3 Continuum Project 43

Goal Planning Sheet New York State Office of Early Learning P-3 Continuum Project 44

Expectations • Develop focus goals/timeline to achieve those goals in one of the following areas: ØJoint professional development P-3 ØProfessional learning groups, faculty meeting mixed grouping ØFamily engagement focus, open houses collaboration with CBO partners ØTransitions between each grade ØLearning environments ØDevelopmentally appropriate practice / instruction ØAssessments ØTeaching quality / leadership quality New York State Office of Early Learning P-3 Continuum Project 45

References • New Jersey Department of Education First through third grade implementation guide located at: http: //education. nh. gov/essa/documents/guide-early. pdf • The Path to Lifelong Success Begins With P-3 by: Kristie Kauerz https: //www. naesp. org/sites/default/files/Kauerz_MA 13. pdf 48

Administrator – Peg – Watertown City Schools • What led the district to piloting play based practice in the program? 8: 30 in the morning BEFORE

Visit to observe Purposeful Play in Action

● Requirements for Four Year Old Federal Grant ○ Partnering with Mercy College and Zoila Morell, PHd Mercy College ○ Early Development Inventory ■ Kindergarten Teachers survey their students - Study ○ Dr. Morell revealed the survey results ■ WCSD not meeting students social/emotional or physical wellbeing needs of our kindergarteners

8: 30 in the morning NOW

Coach – Heather Book Study • • This book is being recognized around the state as a strong tool for guiding Purposeful Play WCSD has been recognized as a leader with this professional development

Restock Children’s Play Areas (little or no cost to the district) Inexpensive cups and containers! ● Playsets out of recycled materials (assistance from older students for civic project) ● Donations ● Thrift store shopping Bringing back play kitchens! Percusion Study and Easel Work!

Units of Study Roll Outs Water/Sand Table Supplies Sports Study Supplies Percussion Study Supplies Prizes for Studies found at Urban Mission Thrift Shop

Teacher – Tracy - Kindergarten What does the Purposeful Play look like in Kindergarten? Sand Table Exploration

Sorting at math station

How do you incorporate play into the Kindergarten Curriculum? Basketball Letter Game

Grocery Store Unit Shopping at the store! Checkout line at Rockstar Grocery Third Graders Shopping!

Percussion Unit Making Can Drums Sensory Station for Shakers Playing Percussion Pizza High School Band Students Visit

Teacher 2 – Renee – 1 st grade • Why Purposeful Play? I can draw today? ? ?

• Play supports our Curriculum Engineering Skills in Motion! Anti Bullying Book Nutrition Study

eeeeeeeeeeeeeeeeeeeeeeef Persuasive Writing in 1 st Grade

Social Studies Symbolism Integrating Play in the First Grade Curriculum • • Science - Forces • Push and Pull Social Studies Symbols of our Country • American Flag with Blocks Science Concepts in Action

Measurement using standard and non standard units MATH!!!

Q&A PLEASE ENTER ADDITIONAL QUESTIONS OR COMMENTS IN THE QUESTION BOX IN YOUR DASHBOARD 2018 ROUNDTABLE | WWW. CEELO. ORG/2018 -ROUNDTABLE

THANK YOU FOR ATTENDING § As noted, today’s webinar has been recorded and the archive will be posted on www. ceelo. org/2018 -roundtable under the pre-conference webinars tab. § You can also register under the same tab for the upcoming webinars: Equitable Early Learning for All Children Tuesday, May 15, 2018 – 3: 00 -4: 30 Eastern Advancing the Workforce Teaching Birth Through Third Grade Wednesday, May 23, 2018 – 3: 00 -4: 30 Eastern 2018 ROUNDTABLE | WWW. CEELO. ORG/2018 -ROUNDTABLE