Tom gets 'play'

Key competencies

These stories illustrate that Tom is learning to make choices for himself, including what he wishes to play with, whom he wishes to play with, and when he has had enough of playing (managing self). He has demonstrated a growing awareness of his ability to try new things (such as working in new areas) and new roles (the initiator/the recipient) in play. Tom shows that he is interested in others and enjoys playing with them. He is also interested in what is going on around him in play situations (relating to others; participating and contributing). Tom is finding play a pleasurable experience.

How might these stories strengthen Tom’s identity as a learner?

Over the duration of this string, Tom’s peers began to recognise him as a learner in a number of ways. In the last two stories in this string they approached Tom to play, without conferring with or relying on an adult to interpret for them or to give permission to play with Tom as has happened in the past. The children’s expectations of Tom in play have changed. In the past they have flooded him with choice. Now they are prepared to wait for him to make a play choice (communicating). They are seeing him as a peer who can play, both as an initiator and a respondent.

Tom became more independent over time (agency) requiring less support from us. Tom began to teach others, including his peers, that he was ready to play with them and that he could copy them. His peers learned they could interact freely with Tom and no longer required constant prompting from adults.

Tom’s learning is occurring in different environments at school and home – the hall, playground, house, and farm (breadth); with different people – peers, father, sister, teacher aides, teacher; and within different roles, either as initiator or respondent (depth). This string of stories illustrates a change in skills and competencies and their occurrence (continuity) within these different environments. Tom is able to show us that not only can he can transfer his new play skills across environments, but he is also able to transfer across resources, using both standard play materials, such as a ball and rope, and other objects, such as the mattress. Tom is able to demonstrate new knowledge of communicating his needs, playing with equipment, and experimenting with this equipment in new ways (depth). As his Mum Leanne says, “He’s getting play”.

For more information on the four dimensions of agency, breadth, continuity, and depth (ABCDs), refer to Narrative assessment: a guide for teachers.

Learning areas

Level 1 health and physical education

Tom is developing his knowledge of using a variety of play equipment within a range of play environments (movement concepts and motor skills). At the same time he is now identifying enjoyable physical activities (physical health and physical development). He is also expressing his needs and wants clearly (interpersonal skills). This is a tremendous change for us, as in the past Tom has not demonstrated any awareness or inclination to participate in reciprocal play requiring more than two turns on his part. The skipping rope and scooter board were chosen for teaching play within school as Tom seems to really enjoy these. At home he has been more responsive to the use of a ball, and future learning at school will continue to include a ball in play choices.

Effective pedagogy

What does this tell us about teaching and learning in this setting?

Tom has used a skipping rope and scooter board for a number of years. We have persisted in modelling the use of a ball in play during this time. Tom has participated in a Floor Time programme to model reciprocity in play within home and school environments. We encouraged his new learning by providing opportunities to use these skills and resources together (making connections to prior learning).

Although we do not always understand Tom’s intentions, we use our knowledge of his prior learning to anticipate and encourage new learning for him; for example, if he puts his hands out, we will give him a toy. We have encouraged Tom’s learning by providing both structured and unstructured play opportunities on a daily basis (providing sufficient opportunities to learn). This learning has been supported by Tom’s family, who have promoted the same skills within a wide range of environments.

Opportunities to learn occur in social contexts and it has been an important consideration in this string of stories to teach Tom’s peers appropriate ways to interact with him. We think this has resulted in more authentic play experiences for Tom and his peers. The most exciting thing for us adults was that we were no longer needed – that other students ignored us and walked past to play with Tom.

Reflective questions for the reader

“How do you get home involved with the learning at school?”

“How do you stand back and give students space to become involved with their learning environment?”

“What are the ways your students seek engagement with others?”

Useful resources

Butterfield, N., Arthur, M., & Sigafoos, J. (c1995). Partners in everyday communicative exchanges: a guide to promoting interaction involving people with severe intellectual disability. Baltimore: Paul H. Brookes Pub. Co.

Downing, J. E. (c1996). Including students with severe and multiple disabilities in typical classrooms: practical strategies for teachers. Baltimore: P.H. Brookes Pub.

McCormick, L., Loeb, D. F., & Schieflbusch, R. L. (c2003). Supporting children with communication difficulties in inclusive settings: school-based language intervention. Boston: Allyn and Bacon.

Schroeder, A. (2008). The friendship formula. Cambridge: LDA.

Janney, R., & Snell, M. E. (c2006). Social relationships and peer support [Part of the set Teachers' guides to inclusive practices] (2nd ed.). Baltimore, Md.: Paul H. Brookes Pub. Co.