hanin hussain university of canterbury. hanin hussain university of canterbury
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Using complexity thinking to foster a games of chase curriculum in a New Zealand early childhood setting
Hanin HussainUniversity of Canterbury
Using complexity thinking to foster a games of chase curriculum in a New Zealand early childhood setting
Hanin HussainUniversity of Canterbury
What is complexity thinking?
What happened?
What did the children learn?
What did I learn?
Presentation
What is complexity thinking?
• A discourse or a way of thinking and acting
• Assumptions
• we are complex systems
• we live in an inter-connected (complex)
world
• Feature of a complex world
• On-going interactions and reciprocal
relationships between us and other
systems
• Entangled relationships
What is complexity thinking?
• Using complexity thinking in teaching means
• being conscious and make use of couplings that exist or can exist in our setting
• focusing our thinking and actions on expanding possibilities • in teaching, learning and activities• in ways that are ethical and meaningful
What is complexity thinking?
What happened?
What did the children learn?
What did I learn?
Presentation
RGTag
WITTMWBALA
Run in a group
Safe place
Dodging
Fleeing
Chasing & tagging
Characters
Story Verbal
interactions
If … then logic
Anticipation
Chant
Creeping
Freezing
Run within boundaries
Reading
Bug-related
activities
Museum trip
Creep Up On Granny
Socio-dramatic
play
On-going interactions & co-creating a new game: Big A, Little A
Children Myself Teachers
What is complexity thinking?
What happened?
What did the children learn?
What did I learn?
Presentation
What did the children learn?
• Learnt to play three different games and variations of the games
• Experienced the nature of games
• Contributed to different game designs
• Learnt to distinguish between players and non-players in a shared play area
• Learnt to tag in different ways
What is complexity thinking?
What happened?
What did the children learn?
What did I learn?
Presentation
• Using complexity thinking can foster a games of chase curriculum that is both structured and flexible. • Using a flexible content framework
• Using a decision-making framework that actively encourages on-going interactions among people, ideas and activities
What did I learn as a teacher?
•As a way of thinking and acting, complexity thinking has helped me to
• think creatively and create a rich tapestry of activities and learning for children and myself
• be mindful of how I can benefit the children I work with in different ways
• think continually about the relationships between my teaching, children’s learning and the activities we were engaged in
Final reflections
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