While on holiday today (who said that educators work from Monday-Friday, 9-3?), I took some time to go back through some links that I had saved for reading (and there's never enough time for that), and came across this one:

While LH2 is not a New-entrant environment, this research also included Year 1 classes and, after spending one term in LH2, I have recognised that a large proportion of the Learners are still development their oral language and social skills - much of which is developed in the ECE and New-entrant years.

The following explains why this research was important, and I have highlighted the words that grabbed my attention:   

Children transitioning into school are often confronted with formal teaching and learning methodologies that contrast sharply with the approaches to teaching and learning of contemporary ECE settings these children are likely to have experienced (Carr, Smith, Duncan, Jones, Lee, & Marshall, 2010; Peters, 2010).  In those settings, play, interests, strengths, dispositions and working theories of learners are the modus operandi (Ministry of Education, 1996).  Limited research has been undertaken in new-entrant classrooms where these modes of learning and teaching are embraced as worthwhile, meaningful, and rich sites for learning and teaching.

Within our team, we often reflect on the day - what went well, not so well and what we will never attempt again (fortunately this is not very often).  We have recognised that during iExplore and iExperience, most Learners are engaged, social interaction is abundant, creativity flows and problem solving is apparent.  However, once we move into the iDevelop phase of the day, we are noticing more off-task and disruptive behaviour.  Could it be that the Learners are feeling uncomfortable with the more formal setting?   

I was interested to read more about this research; especially with questions such as:

How might teachers design curriculum (and environments) that support learning outcomes described int he New Zealand Curriculum that also:

          -  Supported children’s transitions from ECE to school? 
          -  Responded to young children’s interests and motivations?

... and asked:

         -  What teaching pedagogies encourage children’s thinking, creativity and inquiry in 
             new-entrant classrooms? 

I liked the way that the teachers at Mairehau Primary School (north-east Christchurch),

retained a high focus on literacy and mathematics, but left behind prescribed notions of inquiry and the traditions of “topic”. They instead designed a play-based programme they called, “Relating to Others Time”, to run each morning of the week from 8.30am, when children started arriving at school until 10.15am. The teachers felt the name, “Relating to Others Time”, reflected the emphasis on relationships in action and provided a strong link to the key competencies as being central to learning in every area (Ministry of Education, 2007).

From my own observations, many of the Learners in LH2 are at an emergent stage with the key competencies, e.g. finding it sometimes difficult to Manage Self for instructional purposes by getting the required resources, listening to instructions and following directions.  On the flip side, during iExplore and iExperience, these same Learners are demonstrating a higher level of capability with Thinking and Participating and Contributing.

I'm interested in exploring opportunities to create a non-threatening environment during iDevelop.  One where the Learner's feel a sense of 'play' -  with the intention of drawing out their curiosity, creativity, problem-solving and love of learning.