Unit of Inquiry 1

How might units of inquiry embed and build on the nature of play already in place in Kindergarten?

Our first unit of inquiry is under the transdisciplinary theme of "Who we are". We identified strong connections to the nature of the self and what it means to be human. 

Central Idea: 

As humans we are curious and play to learn more about ourselves, connecting with others and the world.

Lines of Inquiry:

• Different ways we play

• What sparks our curiosities 

• How our learning evolves through play

Reflecting after play, children have been thinking about different questions such as "What is your favourite thing to play?" and "Why do we play?" Responses have included to learn and to not be bored. I asked the children to imagine a teacher that said there would be no play in Kindergarten and what they would say. One child replied adamantly, "We have to play!"

I showed the book cover of "We All Play" and asked if this was true (before reading the story). One response was "You don't play!" to me. This led to a discussion about if adults play or not. Later in the day, another teacher walked in and this was a chance to find out if they played and what their favourite things to play were. 

To gather evidence of the connections children make to play and the different ways we play, children were asked to draw what they and others play, and then explain their drawings. 

We have also observed what children have been playing in class and outside, and then re-positioned resources and even pointed out resources that no one had used yet (for example, the cardboard construction resources) so that children might be aware of and discover new resources and opportunities. Some of the resources we have ordered have arrived at staggered times, so new things to play with are constantly being added. 

To provoke curiosity and make the language of inquiry explicit to students, we are using "mystery bags" and curiosity boxes each day. Language modelled includes "I wonder..." and "Maybe..." Children are sharing their theories about what might be inside using pictures and discussions. As teachers, we will be able to document their thinking and use this to scaffold to an understanding of the central idea. 

We are intentionally offering children different experiences and opportunities to play (Eg. Visits in the local area, exploring the nature trail, playing different games) and observing to see what sparks children's curiosity. Through modelling and questioning, our hope is children will be able to articulate these ideas soon. We are also inviting parents to share what they play with (and used to play with as children) to see how universal play is across different cultures, places and times. 

It's exciting to be at the start of this research into children's thinking, theories and choices and not knowing yet what will transpire. The beauty of play-based learning and inquiry! As children continue to have uninterrupted time for play each day, we will be intentional in helping children see how their own thinking and ideas might evolve. 

At a quick glance, children in Kindergarten might be doing typical things for 5-6 year olds, but the intention behind the environment and engagements, the questions we ask and the conversations we have is quite different. 

Reflection:

How do you develop units of inquiry to honour play-based learning?

How might you balance planning ahead the big ideas of curriculum, yet remain responsive to children's developmental levels and interests?