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Module 2: Key tenets of a successful IGP

What will I learn?

Spring-boarding from the handbook this module will look at how to organise a successful playgroup. These elements are research-informed and are grounded in the 5 Ways to Wellbeing Framework. In the end all playgroup members are engaged in play experiences that lead to feelings to wellbeing and social inclusion.

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Click on the images below if you need a reminder what each of the 5 'ways' is...

Connecting

Connecting

Being Active

Being Active

Learning

Learning

Taking Notice

Taking Notice

Giving

Giving

3D Objects

Watch...

Associate Professor Lyn Phillipson talks us through The 5 Ways to Wellbeing Framework and what it means for playgroup design.

Step 1.
The sequence of events

The handbook details the sequence of events in more detail (from page 13). Here we discuss some key tenets that are relevant for all aspects of the playgroup.

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The importance of talking

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The start and the end of playgroups are important for checking in with how all members are (children, their parents, and elders). You may learn about in-the-moment emotions, or exciting life occurrences that may influence the playgroup you have planned that day. It is important to acknowledge feelings and adapt to suit the needs of members.  

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At first, the welcome and departure conversations are a way to get to know members, and for them to get to know each other - to put worries at ease and to help everyone settle into the playgroup space. As the playgroups progress these conversations establish community, continuity, and social cohesion among group members. 

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It is important to remember that all group members may join the playgroup from different contexts (busy family lives to more solitary contexts), and talking at the start of the group welcomes everyone from where they have come from to the present moment in the playgroup together as a community. 

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Playgroup structure - Connecting through joint play

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We discussed the benefits of learning with an ‘other’ in Module 1 when we looked at Sociocultural theories of play. Traditionally, in formal learning contexts we are more used to seeing the adults as teachers, and the children as learners. This dynamic is not necessary in a playgroup, and intergenerational play can be nurtured and enhanced through connecting through joint play, where members of the group co-play together. This is especially true for parents who may not often play alongside their children as co-players, but encouraging this co-play will also help elders to play too. In Module 1 we saw how The LEGO Foundation suggested one of the ways that an experience is playful is if it is socially interactive.

 

Through joint play there is no hierarchy of teacher and learner, but rather players learn together: and as such we can start to take notice, whether it's how different bodies move, how songs change over time, or how our families are different. 

 

Some of the ways we can co-play are outlined in the handbook, and include songs, stories, and movement and dance. 

 

As a facilitator it is important to notice if some members need encouragement. Modelling joint play may be required until children, their parents, and the elders feel comfortable to engage in the play themselves.

 

Playgroup structure - Play is flexible and organic by nature

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Marked by a lack of direction, flexible play allows members of the group to own their play, and as such feel a sense of autonomy over their actions. While a structured playgroup helps with consistency, flexibility within the structured segments benefits members’ feelings of wellbeing as they navigate their way through the social dynamic of joint-play. Being adaptable to the needs of the group can be supported via meaningful talk at the beginning of every play group. 

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Reflection

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All members of the play group can take part in reflecting on their experiences that day. Great insight into members’ perceptions can be gained through open dialogue in a shared community. These conversations will help to identify activities that are successful, and why some activities are not. The opinions of the group help to ensure future playgroups are optimised to suit the needs of the unique social dynamic.

Step 2: Activity
Applying the 5 Ways to Wellbeing

For each of the key playgroup elements above, describe how they fulfill the 5 Ways to Wellbeing Framework:

  • Connecting

  • Being Active

  • Learning

  • Taking Notice

  • Giving

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The key playgroup elements are:

  • The importance of talking

  • Playgroup structure - connecting through joint play

  • Playgroup structure - play is flexible and organic

  • Reflection

Step 3. Activity
Playgroup planning

Now it's time to start bringing together your ideas for what your playgroup will involve.

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When planning, ensure you have to hand the following:

  • the wellbeing framework

  • the information you have learnt in this module

  • your philosophy statement (to ensure you're planning with the end goal in mind)

 

The Playgroup for All Ages Handbook here is an essential resource, you can also download a Playgroup Planning Template, and an Example of a Playgroup Plan.

NOTE: If you use the template remember to save a copy on your own computer. Please do not change the one attached. 

 

The example provided are excerpts from a similar planning document used in our own IGPs. 

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At first, planning might take some time but this will reduce with experience. It's easy to be disheartened when our playgroups don't 'go to plan' - but this is all part of the improvisational nature of play, and working with people! Use your planning document to reflect and make notes for how sessions can be improved, and what worked really well. 

Keep playing!

Hooray you've completed another module! Hit the button to move onto Module 3 where you will be guided through some practical tips and tricks

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