Engaging young children through problem-solving and storytelling
Woodlands Infant School: 'Breaking from Tradition'
The project was located in the reception year where the curriculum was more flexible and where practice could be built upon as children moved through the school. All 58 pupils were involved in problem-solving activities generated by drama practitioner, Gillian Twaite, around 'The Three Billy Goats Gruff' and 'The Gingerbread Man'. All reception staff were involved in the project too, working collaboratively with the practitioner who wanted to learn from there expertise of working with early years.
Parents were invited by the children to participate in 'The Gingerbread Man Problem-Solving Day' where they were given the opportunity to witness problem-solving activities and understand the skills the children were developing. Parents were previously aware of the school's belief in active learning but this day enabled them to understand how this approach works. Parents saw first-hand how excited and engaged their children can be and what they are able to do independently.
Children now use the language of problem-solving in everyday situations and all other areas of learning: reasoning when sharing their ideas; giving a 'because' as they did this during the project.
Impact
- Before the project none of the children understood when they were problem-solving. When interviewed after the project, 100% of the children identified problem-solving using more mathematical thinking.
- Previously, children would rarely use the maths area but they now increasingly use the area and resources for positive play and discussions.
- The problem-solving day, sharing the learning with parents, had a big impact on the children with a record 90% of parents attending.
- All staff agree that they now have a much clearer idea of what learning they want to get from children and how they can do it consistently both in mathematics and the wider curriculum.
- The project also had a positive impact on the practitioner who valued working with "an innovative foundation stage philosophy, which had a direct affect on her work and thinking."
"We now recognise that mathematics can be taught in a purposeful and relevant way for all children. They can be more engaged and find mathematics fun! The stimulus they have had from the creative approaches has impacted on their writing and other areas of learning as well." Sandra Logan, Headteacher
Results
"The children we have always seen as more able, average and less able can become the opposite when learning in a more creative environment where risk-taking is commonplace. More able children can sometimes find it difficult to reason and just want to find the 'right answer' whereas less able children seem to recognise the process and reasoning that takes place to find an answer - be it the correct one or not!" Teacher
"The project has offered a new look on the way we do things. It's opened it wider and made it more real." Teacher
"You had to add up the money you wanted to buy the cakes... things are fun here... you can solve problems here." Pupil
If you are interested in this project and would like to find out more about this project and others please visit www.cre8us.org.uk
