Training #1

September 11, 2024 at 6pm CST

Understanding and Implementing Play-Based Learning

• How can educators effectively communicate that free play is not about being passive, but rather an active, engaged process?
• What strategies can teachers use to balance the demands of an academically focused curriculum with the principles of play-based learning?
• How can educators incorporate play-based learning into a packed daily schedule filled with transitions and special activities like art, music, and PE?
• What are the best practices for helping long-time staff and leadership shift away from traditional methods like behavior charts and prize boxes towards a more play-based approach?
• How can teachers integrate academic standards into play opportunities without compromising the integrity of child-led learning?
• What approaches can be used to help teachers implement play-based learning while also meeting academic demands such as math concepts, phonics, and writing?

Training #2

September 12, 2024 at 6pm CST

Gaining Support and Overcoming Challenges in Play-Based Learning

• How can educators advocate for the benefits of unstructured play and risk-taking in environments where administrators or colleagues may be resistant?
• What are effective methods to get co-workers and assistants on board with child-led teaching practices?
• How can teachers address concerns from colleagues about noise, mess, and the perception of chaos during free play?
• What strategies can be employed to create a unified approach to play-based learning in environments where different teachers have conflicting philosophies?
• How can educators manage the challenges of implementing play-based learning in environments not designed for early childhood education, such as buildings with extensive transitions or limited space?
• What are some creative solutions for providing large blocks of uninterrupted playtime in schedules that are heavily fragmented by special activities and transitions?

Training #3

September 13, 2024 at 6pm CST

Engaging Parents and the Community in Play-Based Learning

• How can educators address parent/guardian concerns about kindergarten readiness and help them understand the value of play-based learning?

• What are some effective ways to document and communicate the slower, child-paced progress seen in play-based learning to parents/guardians who are used to seeing worksheets and quick results?

• How can teachers educate parents/guardians and the community on what play-based learning truly means, dispelling misconceptions that it’s just about fun activities or crafts?

• What strategies can teachers use to manage parent/guardian expectations for “traditional” school outputs like worksheets and crafts while staying true to play-based philosophies?

• How can educators reassure parents/guardians about the safety and benefits of risk-taking during outdoor play?

• How can educators overcome personal doubts and stay committed to play-based learning, especially when faced with external pressures?