Beacon Heights School, Early Education Program: Play Based Learning

Edmonton Public Schools offers programs for young learners. Beacon Heights has an early education program serving Northeast Edmonton, catering to children with severe, mild, or moderate special needs, as well as typically developing children from the community. Play is recognized as the primary avenue for children's growth and development.

The program emphasizes a 'child-first' approach, meaning that while they address specific needs like autism or speech delays, the focus is always on the child's overall well-being and comfort. Accommodations are made to ensure all children feel safe, cared for, and want to participate, rather than being forced into activities.

Deanne Warren, a parent, shares her daughter Sarah's positive experience in the program. Sarah, diagnosed with 5P Syndrome, enjoys school and is learning while having fun. The staff accommodates her needs, like taking walks when she needs a break, which makes a significant difference.

Children are seen as co-constructors of their learning. While following guidelines, teachers allow children to make choices about their learning, using their play as a starting point for educational experiences. Every activity in the classroom, from songs to messages, has a specific purpose, whether it's building vocabulary, promoting success in social situations, or developing fine and gross motor skills.

Cathy explains that play puts children in a calm, confident, and pleasurable state conducive to learning. This 'play state of mind' enables them to use executive functions in their brain, gathering essential language, fine motor, gross motor, and social skills for their next developmental steps. Play is when most learning occurs, and educators must be ready to guide it.

The classroom has a large interdisciplinary team, including E.A.s, speech-language pathologists, an occupational therapist, and a physical therapist. The philosophy is 'role release,' where everyone understands each other's roles and supports individual learning plans, creating a fluid team where everyone is a 'teacher' and 'therapist' to ensure consistent support for children's goals.

The team collaboratively plans how to integrate specific speech and language targets, such as sound targets or answering 'why' and 'how' questions, into all daily activities. This includes using concepts like 'many' and 'few' during calendar time or employing alliteration when dismissing children for gym.

Cathy notes that many children lack meaningful play experiences before kindergarten, especially in urban settings. This can lead to a 'play deficit,' making cooperative, language-rich play challenging. The program facilitates these experiences to help children develop necessary social skills, such as asking for a ball from a peer.

The school offers family-oriented programming sessions, sometimes in homes or community settings, to help parents understand strategies and goals for their children and attain them in a fun way. They encourage parents to utilize parks and playgrounds for gross motor development and teach them how to incorporate learning into everyday activities like climbing and sliding.

A key aspect is helping families see and accept their children's strengths and possibilities. Parents are asked about what they are most proud of their child, shifting focus from limitations to capabilities. This reframe helps parents understand their child's potential and what they are capable of achieving.

Authentic assessment involves observing what a child can do within their world of play, using video recordings and pictures. Instead of formal tests, the focus is on a child's ability to perform meaningful tasks and use language appropriately in real-life, interactive situations, like negotiating for a ball during gym class.

Play provides opportunities for children to advocate for themselves, negotiate, and resolve conflicts. Teachers encourage children to work through disagreements on their own, fostering essential social skills like sharing and turn-taking. This structured play environment helps children progress from parallel play to interactive and collaborative play.

Playful experiences throughout school help children practice social interaction, communication, and getting along with others. These skills are crucial for future success in higher education and careers, as most environments require collaboration. Starting with simple playtime activities fosters these abilities for lifelong learning.

Parents express immense satisfaction with the program, highlighting the significant support and the positive impact on their children's confidence and development. They appreciate the teachers' dedication and willingness to adapt to individual needs, creating a happy and supportive learning environment.