Continuum of Assessment through Play

Next steps:

• Identify children in the classroom at each of these stages or those who are transitioning between these two stages.  What do these stages mean for both play development and teacher directed learning?  How does this impact behaviour management?
• I have found the note about temperament to be pertinent.  In some play situations, although compliant, quiet or amicable with others, a child may indeed still be pre-operational but represent as having some skills as a concrete operational learner.  Bear this in mind when assessing stages of development.

This learning story highlights the different stages a variety of children are at and their personality types.  For example;
Benson is concrete operational.  He is able to distinguish between fantasy and reality and able to carry a narrative over many days.  Benson is able to coordinate others in the play - give jobs and talk through the narrative.

Manaia is concrete operational.  He is able to sustain interest for longer periods of time and can take roles and parts in a group play project.  Manaia often makes links to other learning and contexts when in a play session.  

Kayze is early concrete operational.  He is able to sustain interest for an increasing amount of time, however often more driven by an urge to be with others more than the context itself.  

Chloe is concrete operational but her introvert personality often has her involved in solitary play or unable to solve conflict within group play.  This has greatly improved throughout the year however.

Xavier and Preiah are pre-operational and involved in sensory play primarily.  Xavier is more interested in parallel play and Preiah is aware of the need to make friends.  Communication issues.

Recording sheets to record above information