Child 1: I'll see you next, I'll see you next time. Bye!
Child 2: Oohh.
Child 3: That's actually bigger. No, that's actually lots heavier ...
Child 3: I'm pretending that I like porridge. I'm having a lollipop.
Child 1: Yeah.
Kent: Are you going to be a shopkeeper or are you going to be the customer?
Child 1: Mmmm shopkeeper.
Kent: Is that your seat?
Kent: Esme. What, what's the best thing to use as money?
Child 1: Ahhh, a leaf?
Kent: Like big leaves. Big leaves?
Child 3: Like, like, like, like these. Like these.
Kent: Oh, okay.
Child 3: And, and, and also like other leaves. Like these, yeah.
Kent: Allright, um what kind of things do you have available to buy?
Child 3: Frida, Frida, Frida. Pretend to sell a real magic wand?
Child 1: So we have a real magic wand. Yeah?
Child 1: And um um this is a nature shop.
Kent: Yes.
Child 1: And the. We have two magical wands and a bit and a bit and some leaves from nature.
Child 1: And we. And we run out of it. And we, and we have a bark. A bit of bark from a tree.
Child 4: I found a crystal.
Child 3: And, and and it's actually chocolate.
Kent: Oh, some chocolate? Magical ones?
Kent: What are you selling?
Camera operator: Oh wow. Cool.
Kent: Okay. I think, so that's like little chocolate pieces? Cookies? Cookies. Can I buy one chocolate cookie?
Child 3: I wanna be ...
Child 3: I wanna be the customer.
Kent: Esme would you like to buy something? What are you going to buy?
Kent: Esme's going to buy something.
Child 3: I mean, not the customer, I wanna be the shop keeper
Kent: You're going to buy a wand? Esme wants to buy a magic wand.
Child 3: Okay, that will be five dollars please. Um which one?
Child 1: I mean, it's two dollars. Which one do you want? This one or this one?
Child 2: That was the one I want.
Kent: Should I go back up there?
Child 2: I'm the shopkeeper and also we have the rock from nature and that's a chocoate coin and I'm gonna get some more stuff..
Kirsty Liljegren: Hello, I'm Kirsty Liljegren. What an enchanting place scene this is for us to consider the varied ways children develop their understanding of how symbols and texts work as effective communicators. The Literacy Teaching Toolkit illuminates broad understandings of literacy, seeing play as a form of literacy itself, with socio dramatic play as a way of, and I quote from Wohlwend, " ... creating and coordinating a live action text among multiple players" . We begin in an outdoor space with three children flying in amongst the natural landscape, sharing a rich vocabulary as they exchange ideas for the developing storyline.
Kirsty Liljegren: The children use natural elements creatively, symbolic food and other props. "I'm pretending I like porridge" says one. "I'm having a lollipop" says another. The scene moves on after an invitation: "I wonder if we can have a fly?". Later, the play transforms into a nature shop as the children name it. A large rock, creating the perfect place to sell some wears. The teacher is instrumental in creating an inclusive environment for play, inviting the children to communicate their roles and think about what is available to purchase.
Kirsty Liljegren: We observe children familiar with resourcing their play with natural materials from their surroundings, recognising their function and value, and using them to symbolize meaning. The leaves and bark and stones symbolize the chocolate and other stock items needed for the shop.
Kirsty Liljegren: As symbols for money. The leaves are exchanged for items by the children. "Can I buy a chocolate?" asked one customer. We observe that monetary value is assigned to the leaves, two dollars and five dollars.
Kirsty Liljegren: Through their dramatic play in imaginary worlds, we observe children contributing and negotiating their ideas verbally and non-verbally. At one point, the narrative focuses on who is the shopkeeper and the customer, as children take on the roles of literacy and numeracy uses in their playing. Awareness of the many facets of communication and the learning foci that we can plan and be responsive to is critical for children's effective learning.
Kirsty Liljegren: Building up our theoretical knowledge informed by the resources we have at hand, such as the Literacy Toolkit and questions contained within the Learning and Communication Numeracy Module of the Early Years Learning and Assessment Tool means that our assessment practices really honour the strengths of all children and how they learn. You may like to reflect on the following questions: Considering the Victorian early years Learning and Development Framework Practice Principle of Integrated Teaching and Learning, what did you notice about the role of the adult in this play? What pedagogical strategies was he utilizing to enhance the play and therefore the learning? What learning possibilities do you imagine being planned in response to evaluating this play, considering whether to repeat, refine or extend this encounter? And what role do you consider play has in children's developing communication skills and dispositions?
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