Games of chase and complexity thinking: Weaving overt ...
Using complexity thinking to foster a games of chase curriculum in a New Zealand early childhood setting Hanin Hussain University of Canterbury Using complexity thinking to foster a games of chase curriculum in a New Zealand early childhood setting Hanin Hussain University of Canterbury Research focus Using complexity
thinking to explore games of chase with children Presentation What is complexity thinking? What happened? What did the children learn? What did I learn? What is complexity thinking? A discourse or a way of thinking and acting
Assumptions we are complex systems we live in an inter-connected (complex) world Feature of a complex world On-going interactions and reciprocal relationships between us and other What is complexity thinking? Using complexity thinking in teaching means being conscious and make use of
couplings that exist or can exist in our setting focusing our thinking and actions on expanding possibilities in teaching, learning and activities in ways that are ethical and meaningful Presentation What is complexity thinking? What happened? What did the children learn?
What did I learn? On-going interactions & co-creating a new game: Big A, Little A Children Myself Safe place Run in a group
RG Run within boundari es Chan t BALA Teacher
s Dodging Tag Fleein g Anticipatio n Chasing & tagging
Reading WITTMW Character s Freezin g Creeping Creep Up On Granny
Stor y If then logic Sociodramatic play Verbal interaction s
Museum trip Bugrelated activities Presentation What is complexity thinking? What happened? What did the children learn? What did I learn?
What did the children learn? Learnt to play three different games and variations of the games Experienced the nature of games Contributed to different game designs Learnt to distinguish between players and non-players in a shared play area Learnt to tag in different ways Presentation What is complexity thinking?
What happened? What did the children learn? What did I learn? What did I learn as a teacher? Using complexity thinking can foster a games of chase curriculum that is both structured and flexible. Using a flexible content framework Using a decision-making framework that actively encourages on-going interactions among people, ideas and activities
Final reflections As a way of thinking and acting, complexity thinking has helped me to think creatively and create a rich tapestry of activities and learning for children and myself be mindful of how I can benefit the children I work with in different ways think continually about the relationships between my teaching, childrens learning and the activities we were engaged in
Acknowledgements Thanks to the children, teachers and families at the Early Childhood Learning Centre for participating and having fun, Sport & Recreation New Zealand for the research funding Assoc Prof Lindsey Conner & Dr. Elaine Mayo for giving me the freedom to do what I wanted.
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