Narrative environments for play and learning

Narrative Environments for Play and Learning Background Narrative play and learning (NEPL) project was carried out in 2015-2017 in four different countries: Lithuania, Finland, Poland and United Kingdom. Lithuanian University of Educational Sciences coordinated the project. Narrative environments, play and learning have been the research object of scientific team since 1990’s. New scientific evidence about the importance of early years comes from the fresh brain research (Shonkoff, 2001; Greenspan & Shanker, 2004, Mustard, 2010). The World Bank has recommended investment to early education in 2005 based on available evidence. The earlier projects of our team have produced some methodological recommendations. On this base, the following objectives were set for the project: 1. To develop culturally relevant narrative play and learning environments in each country (classroom/school) as a result of new narrative pedagogy. 2. To develop evaluation practices of narrative play and learning practices in classrooms (recording and evaluating play interactions, relation between co- and self-regulation, use of ICT – technology, etc.). 3. To develop NEPL guidelines for dissemination and further training of ECEC professionals in all participating countries. The project aimed at professional development of the ECEC and elementary school teachers working with young children. A team of pedagogues and university researchers in each country were developing effective narrative play practices enhancing the creation of common playworlds of adults and children in early childhood education or elementary school classrooms. Common experiences and best practices were shared in each of the participating countries during joined training weeks. These best practices have been compiled into a NEPL guidelines. Participants Participating organisations were three universities (LUES, Lithuania; UKW, Poland; UH, Finland), which have a common research interest in early education based on play pedagogy. There were three ECEC institutions (Kaivoksela (FIN), Gintarelis (LT), Vanessa Nursery (UK)), that value pretend play, take children as active learners and are eager to create child-friendly learning environment. Finally, one school in Poland (Zespol Szkol nr. 19) was brave enough to challenge old teaching rules and start implement our Narrative play and learning method. This school use active inclusion of gifted, socially excluded and children with special needs. Activities I phase - at the beginning of the project international scientific team in collaboration prepared training material for initial teaching/learning and training activities and for the implementation of the first narrative project. II phase - the teaching/learning and training activities (5 days) was implemented in each country: Finland, Poland, Lithuania, United Kingdom. After each teaching/learning and training session international scientific team together with the teachers-practitioners reflected and prepared recommendations for the next narrative play project in a new country. III phase - as a result of teaching/learning and training activities in spring 2017, international scientific team in collaboration and following recommendations of practitioners prepared a package - NELP guidelines for new ECEC teachers. This material was presented during dissemination seminars to the new teachers in each country (Finland, Poland, Lithuania, United Kingdom). Methodology - a preliminary methodology how tales and stories are transformed to children’s imaginary learning environments was published in Hakkarainen & Bredikyte (2013). The methodology was enhanced and elaborated. Videotaping was used for collecting data at different sites. The scientific team was elaborating evaluation methods. Results - child development and learning were enhanced while using child friendly learning approach. Methodological awareness and professional competences of teachers grew. Guideline documents were produced in four languages for the dissemination of the methods developed. Benefits - we can offer concrete methods for solving the big challenge of many educational systems: school transition. The two main tasks were fulfilled by narrative play pedagogy in preschool age: narrative environments for play and learning (NEPL) developed the quality of preschool play from simple elementary forms to most advanced ones; and by doing so NEPL utilized play as a tool of overcoming crisis of development and constructing transitory activity system between play and school learning. In other words, NEPL can prepare the child for transition to school, support child's development and enhance learning results.