Schools will be concerned about how to support their children to refocus on the taught curriculum having been away from this for such a long time. One of the most effective ways of helping children to become ready for learning again is through a structured and strategic use of play. This is true for children of all ages including secondary school aged pupils.
When we have very stressed brains we cannot learn (or teach) so a focus on play based approaches in the first few weeks back at school to help children (and adults) process difficult, confusing and potentially traumatic recent events is recommended.
Play helps us all to relax, safely process information and events, connect and re-connect. We need to do this in order for us to be able to engage in formal learning and the taught curriculum. Time spent on settling stressed brains at this stage will be beneficial for better outcomes longer term. This approach fits with attachment theory and trauma informed practises for example use of the PACE/ PLACE approach (Playfulness, [Love], Acceptance, Curiosity, Empathy).
We would strongly suggest a formal learning curriculum is suspended in the first two or three weeks (with little or no emphasis on testing or assessments), and that schools implement a fully play-based curriculum, or at least building in play elements to all lessons.
Types of play (with appropriate social distancing and hygiene considerations)
• Creative / imaginative (music – listening to/ making music, singing; crafts; art; DT; drama, story-telling/ listening to stories; making / using puppets),
• ‘Therapeutic’ (sand play; building blocks/ Lego, memory work; all of the above)
• Physical (dance; indoor/ outdoor games; scavenger hunt; team building activities; wacky races; competitions e.g. mini sports day)
• Whole class (hangman; wink murder; apple pie; around the world, etc.)
• Practical (small animal care – introduce a new class pet; gardening, cooking, environmental activities)
• IT (digital/ virtual games/ activities)
• Science / nature based (fun science experiments, set up nature table/ bird box,)
• Topic projects/ planning projects (design your dream home/ game, etc.)
• Create an art gallery
• Escape rooms/ adventure games
• Board games (within a bubble)
• Watching videos (ask for suggestions about what to watch)
Top tips
• Make routines for specific play (same activity at the same time)
• Adults to be playful and join in
• Make up individual play packs containing e.g. Plasticine; coloured pencils and doodle pads; activity books; sand tray [ice cream carton and sand] and range of small world toys and natural objects (sticks, pebbles, shells, feathers, etc.)
• Offer choices of play (from a selection of two or three)
• Organise play opportunities for individuals, pairs, small groups and whole class
• Ask pupils for suggestions about games to play
• Some children like formal learning type activities (Maths activities, reading comprehension questions, handwriting practise, etc.) so offer these as play options too
Be inspired
Watch these videos about the importance of play for return and recovery featuring your Luton child and educational psychologists past and present.
"Back to school transition: the importance of playtime"
"The psychology of play: helping children cope with stress and worry"
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