A place to share ideas about play in a Prep classroom

Over the last few weeks we have been learning about patterns, shape and area in maths and in art we have been exploring cool and warm colours so naturally we combined all this learning to create Hundertwasser style trees. We started by creating the warm and cool colour pages using acrylic paint A3 paper and a variety of sponges and brushes. We drew on the wet paint with matchsticks and the pointy end of the brushes and we drew with felt pens on the paper when it was dry.

Next the children chose one piece to be the background and the other was used for the trees. They drew and cut out circles which they glued onto the background in layers (area) to create the trees. Then they cut strips of paper to create the tree trunks. The trees and layers were then outlined to make them “pop”.

Here are a few examples.

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I love how they embraced the style of Hundertwasser and made it their own.

Here is the next installment of the discussion paper I recently presented on the topic Prep….. preparation for what?


In Preptopia we were preparing them not just for school but for life and this is one answer to tonight’s question. We are preparing them for life and instilling in them a love of learning.

Balancing out all of this play are the 4 other contexts for learning and balance is the key word here.


and where the answers to the questions about literacy and numeracy learning can be more clearly observed.

In these contexts children are participating in carefully planned and developmentally appropriate experiences that help them to build upon their current skills and knowledge and develop mastery. The teaching and learning in these contexts and in particular Focussed Teaching and Learning is more explicit and direct.

Another strength of Preptopia is giving the children a voice and agency and an example of how powerful this voice can be is when I ask my Preppies at the start of every year what they would like to learn in Prep and every year almost 90% of them say “learn to read”. It’s what they think coming to school is all about and who am I to say no?  As an avid reader myself, I always get excited about sharing my love of reading with them and by listening to their voice and acting upon it by helping them to make the connections between what they already know about reading and the many literacy skills they bring to Prep, I am empowering them to perceive themselves as readers right from their very first day .

I teach them that learning to read is more than just decoding words on a page.  I teach them that reading requires lots of other skills as well. Skills such as –


And knowing


By connecting their prior knowledge about reading to this new learning they become active participants in the development of their literacy skills.

When children go to Year 1, play as a context for learning is rarely implemented and this is why the other 4 contexts for learning in Prep, especially focussed learning and teaching are so important. It is through these contexts that children are learning and developing many of the “learning to learn skills” that they will need for the more formal learning of Year 1. Skills such as


Often these skills need explicit teaching and practice through modelling and role play in whole and small group situations but once taught and understood many, especially the social and emotional skills can be reinforced and applied independently in the more social and less structured play situations. So here is the second answer to tonight’s question. Prep is preparation for the more formal learning contexts of Year1.

Remember earlier I said we were also gently transitioning them into the school environment. This means teaching them school survival skills. What the bells mean and what to do when they ring. Teaching them where to find the library and the tuckshop and how they operate. It’s learning how to sit still and listen, not just in the classroom but also at assembly and other school gatherings and most important of all, surviving the playground. School survival is also about asking for help when you need it and what to do when things become all too much because when your 4 or 5 (or 65), school can sometimes feel overwhelming and you need to know how to find someone or somewhere that gives you time and space and provides support and encouragement so you can regroup and gather yourself, ready for what comes next.

Now that I have identified some of the skills and attitudes that Prep prepares our children for, along with some of the strengths and ideals of Preptopia, let’s look at some of the challenges we face.

The balance between play and focussed teaching and learning has shifted over the last few years and, as I said earlier, play has almost, if not totally, disappeared from many Prep classrooms with 1 teacher in a discussion group asking “does anyone play anymore?” The question seemed like a cry from the wilderness and made my heart sink.  Preptopia seemed to be moving further and further away from our children.

So, knowing all that we do about play, the question we need to ask ourselves is…. why. Why has this shift in balance occurred? Why has play been replaced with even more focussed teaching and learning ie. literacy and numeracy blocks? Has the purpose of Prep changed? Or are there other factors at play here?

One of the biggest changes to education in Australia has been the introduction of a national curriculum. The development of the Australian Curriculum was guided by The 2008 Melbourne Declaration of Educational Goals for Young Australians which commits


Sound familiar? Successful learners. Confident and creative individuals. Active and informed citizens. Aren’t these the qualities of the children of Preptopia? Yet interestingly the Australian Curriculum has taken a content approach. It is a curriculum framework that outlines subject content, time requirements, assessment and reporting procedures. What it doesn’t tell us is how to teach. Its outcomes for Prep or as it is called in the document, the Foundation year, appear at first somewhat daunting, and many of us stood back and went Whoa! Hang on! How can our children possibly reach these literacy and numeracy standards?


It all seemed too much! What was going to happen to our children and their childhood? Aren’t we pushing them too soon and too quickly into learning they were not developmentally ready for?  And yet, other states in Australia are already achieving and even surpassing these standards. Could we learn something from them? Could their more formal classrooms with their literacy and numeracy blocks be best practice after all? Were their Prep classes preparing them better than ours and if so for what? Dare I say it? Better literacy and numeracy scores? Could we continue to play and still achieve these standards?


I think the answer to these questions lies in our rhetoric about how we view children. I think we have been underestimating just how competent and capable they truly are, particularly in the areas of literacy and numeracy. Our balance between play and focussed teaching and learning may have been right but when it comes to focussing on the explicit teaching of literacy and numeracy we were out of balance and not challenging them enough when it came to actual content in our classrooms. Something the Australian Curriculum addresses.

In the next post I will share the challenges facing Preptopia in Prep…. preparation for what?

I recently had the honour of participating in my alumni’s annual Jean Ferguson Memorial Lecture on the topic of Prep….. preparation for what? The format for the lecture involved a panel discussion with each panelist speaking for 12 minutes. I was disappointed in my contribution for a variety of reasons but mainly because, as usual, I had a lot to say and found it difficult to edit my discussion down to the time allocated.

So over the next few days, I will post my full and unedited discussion paper to share with those who are interested.  My research was wide and varied and at times I was unable to verify the original source. *My apologies to the people concerned and please let me know so I can recognise you appropriately.

Prep…….. preparation for what?

I love to have fun and I love to read, and whilst preparing for tonight I have spent a lot of time reading and researching on the internet as well as having fun, drinking coffee and talking about tonight’s topic Prep……. preparation for what? with friends and colleagues.

The great philosopher Dr. Suess wrote –


Now reading, particularly on the internet can lead you to all sorts of places. You know how it is, you read one article or piece of research and it leads you to another and then another, and then another and some of the current research I was reading was very confronting particularly when I linked it back to what is currently happening, not just in Prep but in many schools and classrooms around Australia.

Now after doing all this reading and then, writing and shaping my talk, my laptop crashed and I lost almost everything, which at the time seemed like the absolute worst thing that could have happened but upon reflection it was probably the best thing that could have happened because I did even more reading and so tonight’s talk is quite different to the original. The reason for that being is, in the original one I was, as I said before, shaping my talk and using research that matched my own and probably most people’s beliefs here in the room and I was ignoring the elephants. Elephants you’re all thinking. What elephants? I’m talking about the big things in a room that people don’t want to talk about. Those elephants!

So let’s get started. Firstly I’d just like to say that just like many of you I am passionate about play and in particular playing in prep so I feel like I’m talking to the converted but with the introduction of the Australian Curriculum and in particular the C2C this year, play as a context for learning has for many prep teachers and their children almost disappeared from their classrooms and I think why this has happened is the reason tonight’s topic is such an important question to raise. What exactly are we preparing our children for?

When prep was first introduced I saw an opportunity. An opportunity to work with children 5 days a week, with time for continuity of learning, allowing children to fully explore and investigate their ideas and interests through creative and inquiry based play whilst also gently transitioning them into the school environment. We had time to develop their learning to learn skills, teach them social skills and encourage their emotional development so that they were ready for the more formal environment of Year one.

The children felt empowered and were intrinsically motivated to learn because they were actively involved in planning their learning. They were viewed and more importantly, viewed themselves, as competent and capable learners. It was like we were in Preptopia. A place that was safe and supportive, where it was OK to make a mistake and try again, where children learnt to communicate and work together, where being an individual as well as a member of a group is valued, where teaching and learning involved shared conversations, collaboration and decision making and there were strong partnerships between all stakeholders. Preptopia was a place that valued children and their childhood and backing up Preptopia’s culture was the Early Years Curriculum Guidelines (EYCG). A document informed by theorists such as my good old friend Piaget who I first met long ago in my BKTC days and Vygotsky with his constructivist approach to learning. Written for Education Qld. this was, and still is an inspiring document. It recognised, validated and more importantly placed into government policy, the importance of play as a context for learning in the early years.

Rather than a content approach, it’s philosophical and pedagogical approach to learning allayed the fears of many that  prep would be too prescriptive and have a one size fits all approach. The EYCG meant that anything and everything was possible and again, in the words of that great philosopher Dr Suess –


That is exactly what we did. We aimed for the sky and flew as high as we could go. We explored the galaxy whilst delivering underpants to aliens, sailed the oceans as pirates and learnt about what true treasure can be,  performed in our own circus, designed and created our own fashion parade and last year I was fortunate enough to preside over a wedding in our prep castle, 4 knights in shining armour married 4 brides dressed in designer plastic bag dresses with everyone in the class having a role to play in both the preparations and the wedding itself. We have also chased Gingerbread men all over the school, enrolled in Hogwarts to learn magic spells and play Prep Quiddich, investigated and designed racing tracks and cars, built dinosaur museums and art galleries following real life experiences and all whilst covering the 15 learning statements.

The list of our adventures goes on and on but what are they actually learning? Where is the proof that this is no more than just a bit of fun! How can playing pirates, building castles, having weddings, putting on a circus be educational? How can this be preparing our young children for anything? Shouldn’t they be learning to read and write? What about numeracy?

These are questions that prep teachers are asked all the time and the simple and I stress the word simple, answer is this……. we are instilling in them a love of learning.


We are teaching them skills that they will use their whole life. Yes we are teaching them literacy and numeracy skills but they are woven throughout the play and are being taught in a way that is meaningful and engaging to the children.

We are encouraging them to be creative and imaginative, qualities essential to problem solving and valued by many of the greatest thinkers of all time including Albert Einstein who said


And of course there is also Sir Ken Robinson who goes even further and states


I think they both would probably approve of Preptopia.

In 1988 Robert Fulgram wrote a short essay called All I Really Need to Know I Learnt in Kindergarten. He wrote that “wisdom was not learnt at the top of the graduate school mountain but there in the sandpit at Nursery school.  I learnt how to live and what to do and how to be  in kindergarten.”



It may be dated but the essence of the essay still holds true. In Preptopia we were preparing them not just for school but for life and this is one answer to tonight’s question. We are preparing them for life and instilling in them a love of learning.

Over the next few days I will share the next part of my discussion paper which addresses the topic further.

There is a great blog called The Moffatt Girls which has a link to where you can purchase already made Sight Word Graphing Sets. The link is http://moffattgirls.blogspot.com/2011/08/pre-primer-sight-word-graphing.html.

Strawberry is the flavour of the week as we explore The Little Mouse, The Red Ripe Strawberry and the Big Hungry Bear. This afternoon we spent some time using all our senses to observe some fresh strawberries, their leaves and seeds.









Each child was given a strawberry of their own to observe, feel, smell and draw.










They approached the drawing of their strawberry in their own unique way.










Some children chose to hold the strawberry as they drew, feeling the texture of the seeds and drawing the indents. Other children thoughtfully selected which aspect or side they wanted to draw and placed the strawberry accordingly on the table. This child noted the bend “like a banana” in his strawberry and decided to draw it from this perspective.










The children’s use of  drawing as a language demonstrated the depth of their observational skills far more accurately than if they were to describe their strawberry using words.










After drawing the outside of their strawberry, the children cut it in half………













and drew the inside.










In his drawing J. has really captured the bumps he felt on his strawberry when it was whole and ……. cut.










The smell of the strawberries was very inviting and tomorrow we are going to make some strawberry scented playdough.










Once they had drawn this view of their strawberry, the children were finally able to explore it with their final sense – taste. The 2 children who said they didn’t like strawberries prior to drawing them, thought they would like to taste their 2 halves. After tasting/eating their berry, the children selected another one to draw. This time we cut the strawberry in half the opposite way.










This perspective was interesting to observe and draw as the centre of the strawberry looked like “rings of yumminess”.










That were irresistable to everyone.










Yum!!!!!! YUM!!!!! I think we had lots of hungry bears today who love red ripe strawberries!

In Prep we read lots of stories. Every week I choose a story to really explore indepth with the children, focussing on current literacy and oral language outcomes. This week’s book is one of my all time favourites. Written and illustrated by Don and Audrey Wood, The Little Mouse, The Red Ripe Strawberry and the Big Hungry Bear presents us with lots of opportunities to explore some interesting text concepts and challenge our comprehension skills as we search for answers to questions that may be found “in the book” or “in my head”. Concepts we are currently learning in our QAR program.










To extend this learning a little further I have placed a strawberry plant, some facts about strawberries, 2 magnifying glasses and the book on a low table in book area.













Today was probably our fourth reading of the book , and afterwards we looked at and discussed the strawberry plant, matching illustrations to plant observations. The children were very interested in how the flower transforms into a strawberry and as our plant is in various stages of fruiting, they were able to explore this process first hand. They were able to observe the yellow flower centres













and what happens as the petals fall off the flowers and the centre grows and changes colour to become a strawberry.










Reading our Strawberry Fact poster 










and hanging strawberry shapes which, thanks to the wind today, entwined themselves just like on a real vine.













We discovered that strawberries are the only fruit with their seeds on the outside. Naturally we had to use the magnifying glasses and the digital microscope to investigate this fact and sure enough we could see the seeds quite clearly.










It was a bit too tricky to count the seeds but our fact sheet told us there are usually approx. 200 seeds on each strawberry. Perhaps we’ll try counting them again tomorrow.

This wonderful book also provides lots of opportunities to pose questions to challenge our thinking and problem solving skills including –

  • If you were the mouse how would you pick the strawberry?
  • How would you disguise the strawberry?
  • What would you do to protect the strawberry?
  • What would you do if the big hungry bear found the strawberry?  (This question could lead to lots of philosophical discussions about sharing .)

All of which we will explore using a variety of mediums as the week progresses. Other planned experiences include-

  • cutting trawberries in half and investigating the inner part of the fruit, along with lots of tasting.
  • using observation skills to draw and record the shape of the leaves, the various stages of fruiting and the runners with their roots and shoots.
  • planting the runners to propogate more plants

We will also be watching the story’s Youtube video with text , stopping on the pages with questions and problem solving where we will find the answers to the questions ie. “In the Book” or “In my head.” This story is a great text for finding answers to  “in my Head” questions due to the narrator being the person reading the story. A different perspective for a children’s book. Love it!!


Sight Word Graphing

By the end of the year our preppies are required to know approx. 40 sight words and we have been working steadily towards achieving this outcome through play and the manipulation of  lots of concrete materials including our Sight Word Stones. We also have our sight words on Duplo bricks which the children can stack, sort and put together to make sentences and phrases.










Currently, one of our favourite activities is Sight Word Graphing using these blocks. This activity involves the children  in selecting a block from the Lucky Dip box, reading the word and recording it on a graph. If the children select a block with a sight word they have already read and recorded, this block is stacked on top of the first, creating a block graph to match their paper one.










To make the blocks, I print out the words five times on labels and stick them to the side of the bricks/blocks. The random selection of the words using the Lucky Dip Box provides the children with the opportunity to explore and graph a variety of words. Some children may have 5 words on their graph and others up to 10, depending on what they draw out of the box. This creates lots of opportunities for numeracy discussions whilst the children compare and discuss their individual graphs. 










Here is a sample of the Lucky Dip graph.










As well as graphing the duplo blocks the children really enjoy graphing the results of a sight word hunt. On this sheet the children circle the same words in the same colour and fill in the graph accordingly. I like to use different fonts for this to provide opportunities for recognition of the sight word in differing forms and sizes to our beginners alphabet. I wonder if their enthusiasm for these activities is because the graphing provides them with a real life opportunity to use their numeracy understandings to record what they know.













I love to be able to provide opportunities to combine  literacy and numeracy learning together, especially when the children eagerly participate in the activity as well. Sight Word Graphing seems to be one of those opportunities.

Purple Snow

Today was one of those days when I stopped and thought “this is why I love my job.” As the children came into the clasroom this morning, one of my preppies presented me with some jacaranda blooms off her tree at home. After roses, jacaranda’s are my favourite and I told my little friend that today, in honour of her gift, we would read the book “Purple Snow” by Eric Lobbecke.










This beautifully illustrated book tells the story of a cockatoo who, whilst visiting the North Pole, compares the white snow on the ground to the purple carpet at home, created by the  jacaranda blooms falling to the ground from the trees.










After reading the book, we discussed the jacaranda trees in the children’s gardens and our school grounds and I told the children that one of my favourite things to do when I was a little girl was to thread the fallen flowers onto the fine twigs that also fell from the trees as the flowers were spent. To my surprise, none of the children had ever done this before, so taking the opportunity to share this childhood memory with my preppies, we went outside and looked for the nearest jacaranda tree. Unfortunately this tree was near a busy pathway and playground which meant many of the blooms had been trodden on but the children were so eager to participate in this experience that they searched really carefully for suitable flowers










and threaded them onto their twigs.










The children enjoyed exploring the different effects that were created as they threaded the flowers onto the twigs. Some were thin, some were thick and some were in a pattern.









We were disappointed that, because of the busy nature of where this tree was situated, we couldn’t see the purple snow/carpet effect. Some of the children said there were jacaranda trees on the edge of the oval and we should look there.










To our delight, from across the oval we saw purple snow and the children rushed across to get a closer look.













By the time I had caught up with them they were already settled on the grass under the trees threading flower twigs.










It was at this time that I paused and took in the scene……..







All of my wonderful 5 and 6 year olds










enjoying the simpler pleasures of life.














As well as threading we spent some time on our backs, lying on the grass looking up into the jacaranda trees. When a breeze blew, some of the blooms would fall gently from their branches, just like falling snow. The children demonstrated quiet patience as they waited for purple snow to land on, or near them.










Sadly, with the lunch bell about to ring it was time to return to our classroom. As we began to walk back across the oval the children noticed all the patches of clover in bloom and embraced the opportunity for some more simple childhood fun with a game of “what does this remind you of? ”  If you use your imagination this clover patch looks like a map of Australia!










In another game the children made up and with rules known only to them, they had fun jumping from one clover patch to another.









When we finally got back to the classroom and the children tenderly placed their threadings either on a table or in the vase with my original gift, I overheard them sharing our adventures with our Intern, a new Early Childhood Educator. As I listened to their happy chatter, I was reminded of one of the many reasons why our chosen profession is so joyful and rewarding…… the opportunity to not only relive childhood memories but to create them as well.

Our Calendar

This term I have implemented a calendar time into our classroom routine.










This time as an opportunity to incorporate lots of literacy and numeracy learning into our daily routine. We begin with the name of the day and the date, which the children write into their calendar journal. I use this part of the routine to practice their letter and numeral formation. For the first week the children wrote over dotted lines to give them a size guide.










We have also learnt the “secret code” for writing the date eg. 3.10.11 is the third of October 2011. We enhance understandings of yesterday and tomorrow, which are time concepts young children often find difficult to grasp by moving the days up this chart.










We often sing our favourite Days of the Week song to help us remember which day will come next. The song is sung to the Adams Family theme song. Here is a link to a version of it on Youtube http://youtu.be/OPzIbbvoiMA 

During the year we have used graphs to record data about lots of topics such as our pets and favourite vegetables. To further enhance our graphing knowledge and understandings, we are recording the weather on a monthly basis using a graph. This graph is in the children’s journal as well.













We also chart the weather on a weekly basis.










The graphics for these charts were from a free web site called Pete’s Power Point Station.

After the weather, we record the number of days we have been at school. This is a great opportunity to practice counting, numeral recognition and numeral formation. The children record this number in a variety of ways each day.

On this page they write the numerals.










On the next page, the children are exploring the concept of Tally Marks.








We are also using concrete objects to explore groups of ten as we count the number of days at school. Every day we place a paddle pop stick in the ones cup. When we have ten we will bundle them up and move them into the tens cup. This activity is a real life way of learning about how we record and write numerals.













The final numeracy activity for Calendar Time is counting how many children are in class that day. All the girls/boys stand up and when counted (by tapping them on the shoulder) they sit down again. This number is recorded and the process is repeated for the other girls/boys. We also discuss how many children are absent. The children problem solve how many children are present in total based on all this information and then everyone stands up and is counted to determine the actual number present.













The final literacy activity is to review our Sight Words for the week.










Each day I write them in the talking bubbles, with the children copying them into their journal on the Sight Word page. As I form each letter in the words, I use our Casey Caterpillar Handwriting language to assist the children with forming their letters correctly. This activity enhances both handwriting and sight word recognition.

When we first began Calendar Time it would take us approximately 30 – 45 minutes, which, despite all the learning opportunities is a long time out of our day but,  each day we have gotten a little quicker and can now complete the whole activity in approx. 15 minutes. The children really love filling out their journal and, during the first week, lots of parents asked about Calendar Time because the children were coming home everyday telling them about it.

Calendar Time is quite a formal activity in our classroom and I am surprised at just how much the children enjoy this daily experience. Sometimes I wonder if  it is because it is a real life experience or they like owning and completing a “real school type” book or if it is a sign of their readiness to move onto Year One. Perhaps it is a combination of all three?  Whatever the reason, it has proven a valuable and engaging way of incorporating literacy and numeracy into our play based curriculum along with teaching the children the valuable “learning to learn” skill of how to organise themselves and find the correct work page in a book.

Once a week our preppies enjoy a lesson in the school’s edible garden.










Some of our garden lessons involve assisting with the maintanence and care of the garden, learning about the different plants through sensory exploration and learning about food production from the garden to the table. 









At other times the children use what they have found and collected for art and other learning activities including sorting and patterning. Here is one of the children’s A B patterns.










Another example……. using leaves and bean pods.








Seeds and leaves………








Some patterns are quite complex…..










The ready availability of natural materials in the edible garden, provides the children with endless opportunities for sorting and patterning, using all their senses in the process.