What’s in a name?
Why Teach Investigate Play? You might be wondering. The name links into our philosophy on learning – all three are connected, hence the interlinking circles in the Teach Investigate Play tree. The philosophy is a blended model: a mix of Montessori and Reggio with a lot of ‘follow the child’ too!
Children learn by doing – they are not empty vessels but scientists and inquirers. I see my role as an observer and curator – there to help create activities that follow interests. The children can explore materials via hands-on, open ended activities without being told that a specific outcome needs to be achieved.
I passionately believe that a child’s natural curiosity and creativity needs to be fostered. I teach via artistic projects, sensory experiences, drama and exploring the natural world rather than through dreary worksheets.
I am a strong believer in following the child. I pay close attention to what the children are interested in so that I can set up activities or play spaces according to their current fascinations. One week this might be horses, another time it might be flowers.
Children are naturally curious – they are explorers, free-thinkers. We set up provocations and invitations to play, allowing the children to explore. We use loose parts, open-ended resources, ‘real’ objects and wooden toys but we also aren’t against the odd bit of plastic! Everything has its use.
Play is the most important element. Play is what my children do all day – as Albert Einstein once said,
‘Play is the highest form of research.’
Play allows children time to become creative whilst (unknowingly) learning. It is how children make sense of the world. Many skills are developed through play, including, but not limited to:
- Language development
- Social skills
- Fine motor skills
- Gross motor skills
- Problem solving