『Playvolution HQ Podcast』のカバーアート

Playvolution HQ Podcast

Playvolution HQ Podcast

著者： Jeff Johnson
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 The Playvolution HQ Podcast dives deep into play and early learning, from loose parts and power play to school readiness and curriculum. This weekly, short-format show goes beyond the resources available at playvolutionhq.com, delivering original content like DIY ideas, terminology deep-dives, commentary, news, early learning history, and more.Explorations Early Learning 人間関係 子育て
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  • PHQP_0021 Your Daily Schedule’s Too Cluttered

    PHQP_0021 Your Daily Schedule’s Too Cluttered
    2025/05/26
    PHQP 0021 Your Daily Schedule's Too Cluttered: Jeff critiques overly busy early learning program schedules, arguing they disrupt children's need for big blocks of uninterrupted, self-directed play and exploration. He highlights how frequent transitions create friction and behavior issues, offering practical advice to simplify schedules while meeting regulatory requirements. Episode Video Watch Now: PHQP_0021 Your Daily Schedule's Too Cluttered Episode Notes The Over-Scheduled Child: Avoiding the Hyper-Parenting Trap CCBAG_1186 Daily Schedules Daily Schedules | Play Space Critiques Part 12 Bones_0024 Schedules Vs Routines Perspectives_0007 Over Scheduled Kids The Your Daily Schedule's Too Cluttered Transcript Welcome to the Playvolution HQ podcast. I'm Jeff Johnson. Thanks for tuning in on With the Show. So on the PlayvolutionHQ site, I'm working on a section of classic kids games. And one of the games I'm doing a write-up on is the game of horse. And it's a ball and basket based game. Many of you have probably played it or seen it played. And anyway, in researching this, I found video online of some dudes, adult dudes, playing a version of this game that involves shock collars. Each one of them had a dog training collar on. I mean, I've got these types of collars for both of my big dogs. And I pretty much use the vibrate and beep settings, not the shock settings. But I mean, I've probably shocked myself more than I've shocked my dogs. But anyway, all these guys have these collars on. And if you miss the shot, then the button got pushed and you got a shock. Because one of the things about games is games have consequences. And these guys kind of raise the stakes and the consequences for their game of horse. And I found it amusing, a very dude thing. I think I'm going to use a video in the article as a variation people can look at, but maybe not a recommendation. So look for that coming sometime in the future. On with the show, topic one, our only topic for this week, the daily schedule. Your daily schedule is too cluttered. Now that's kind of a blanket statement. I haven't seen your daily schedule probably. I'm talking about your program's daily schedule. And I'm making the assumption that it's too cluttered, but it probably is. If yours isn't, I'd love to see it. If yours is, I'd love to see it too. I love looking at these things. And basically where I'm coming from here is the idea that I've espoused from the beginning of the show is that young children need big blocks of uninterrupted time for self-directed play and exploration. And if they're in programs with daily schedules that are broken down into little blocks of time that aren't self-directed and aren't full of play and exploration, we are doing kids a disservice. So your schedule is probably working counter to what you want to do if what you want to do is what I've got up on the slide there. Big blocks of uninterrupted time for self-directed play and exploration. And so one place where caregivers who want to have more playful environments struggle is with their daily schedules. Because a lot of times stuff gets shoved into the schedule. Well, we'll get to that in a minute. Early learning program schedules tend towards tiny blocks of time. And that's just a fact. I've been looking at these things for 30 years now. I've got a collection of 120-plus handbooks I've collected over the last couple years that most of them have schedules in them. And I've got a couple here I'll show you in a second. They are open to close of a program full of busyness. And it doesn't lead to big blocks of uninterrupted time for child-led play and exploration. Here's one. I don't know what kind of device you're watching this on, but this is a real one I collected. 8.15 in the morning, circle time, 8.15 to 8.30, day per change, 8.30 to 9, snack, 9 to 9.30, outside, 9.30 to 10, math, exploration, 10 to 10, 10.
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    16 分
  • PHQP_0020 Schema Play Basics

    PHQP_0020 Schema Play Basics
    2025/05/19
    PHQP 0020 Schema Play Basics - Jeff explores the fundamentals of schema play, rooted in Piaget’s cognitive development theory, highlighting how children’s repeated behavior patterns, like throwing or enclosing, reflect an innate curiosity that drives learning, physical development, and sensory integration, and offers practical ways adults can support these behaviors by creating play-friendly environments with open-ended materials. Episode Video Watch Now: PHQP_0020 Schema Play Basics Episode Notes Schema Play Theory Transforming Schema Filling And Emptying Schema Going Through Schema Back And Forth Schema Orientation Schema Enveloping Schema Transporting Schema Positioning Schema Rotation Schema Enclosing Schema Connecting Schema Scattering Schema Trajectory Schema The Schema Play Basics Transcript Welcome to Playvolution HQ Podcast, I'm Jeff Johnson. Thanks for pushing play on the show. So I've really been overjoyed, I guess is the word, happy. Pulled out of my normal stupor of disdain for life. No, that sounds too serious. No, there's been a lot of kids outside playing in the neighborhood lately. And about a year ago, there was a lot of kids outside playing in the neighborhood. And then like the three kids that apparently initiated all the outdoor play moved. And now it's back up again. I was taking the dogs out for a walk the other day and I kind of counted on our short walk through the neighborhood. We passed, I think it was like a group of 14 kids all running around playing some sort of tag game that they'd invented. And there were bikes all over the places and they're left and not stolen. And there are balls and bats out and there's kids climbing trees and building swings with found objects and all kinds of chaos. And it's delightful and it's good to see because there's so much value in that kind of outdoor play. And for a long time, I didn't see a lot of it. And I don't know if it's just a pocket of it here in my corner of the world or if it's going on other places. If you're seeing more kids outside being kids the way me and my cohort did back in the 70s and 80s, I'd love to hear about it. So let's get into other things. Topic one, only again, only one topic for this week. Schema play basics. So we're gonna kind of delve into an overview of schema play, I guess. And then in future episodes, I want to probably dig into some individual play schema and go into them in more detail with more examples and those kinds of things. So let's get started on this. So schema play theory is rooted in PSJA's cognitive development theory as a starter point. So that's where it's philosophical slash research basis is. That's where it's thought origins are, I guess. And what a play schema is, is a repeated behavior pattern in children's play. So it's something you see kids doing over and over again. Maybe exactly the same way, maybe different ways. Maybe you observe the same activity in different locations. Maybe there are different variations of the gauge in it. These are usually things children are kind of driven to repeat because they benefit from them in some way. And we can dig into that a little bit deeper. So they're driven by this internal curiosity to do these things. And that drive seems to be kind of an innate thing. Nobody teaches them this drive. They just do it. And as we get into this, you'll notice that there are some things kids just tend to be interested in at certain stages in their development. Not all kids all the time, but lots of kids lots of the time. And we'll dig into a couple of these in a minute. So there's this curiosity and it seems to be kind of inborn. I would call it, I'd describe it as an evolutionary strategy for figuring out the world. It's what a lot of schema is. A evolutionary strategy for knowing, an evolutionary strategy for figuring things out, for exploring.
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    19 分
  • PHQP_0019 Programming Consistency

    PHQP_0019 Programming Consistency
    2025/05/12
    PHQP_0019 Programming Consistency delves into the value of consistent early learning programs. Jeff outlines a six-tier hierarchy—vision, mission, philosophy, policies, procedures, and practices—to ensure clarity and alignment for staff, kids, and parents. Episode Video Watch Now: PHQP_0019 Programming Consistency Episode Notes The 6-Tier Programming Consistency Hierarchy Mission Statement Vision Statement 3 Valuable Tips For Writing A Mission Statement Compose A Sensational Philosophy Statement | 4 Tips The Programming Consistency Transcript Welcome to the Playvolution HQ podcast. I'm Jeff Johnson. Thanks for pushing play on the show. So, I've got a new scary thing I've started working on. I did the 50 mile walk and now I needed something new so I've decided I'm gonna learn guitar. Now, I have no sense of rhythm. I have no musical sense. I have very, it appears, uncoordinated fingers but I decided this would be a great old guy thing. I can practice a little bit at a time. It's gonna build my proprioception. It's apparently good for the old brain to learn new habits like this and it's gonna be fun. So, stay tuned for updates on my progression. I ordered the car, I can barely say guitar, ordered the guitar the other day. It arrived, the amp hasn't shown up yet. It's a nice little Squier Stratocaster. I've decided, I've made sure Tasha, my wife, knows already that I'm not gonna get real good at playing this guitar because I don't wanna have to buy leather pants and deal with groupies and have a heroin addiction. But I should learn to play a song or two. It's gonna be fun. So, let's move on into things. Topic one, the one and only topic for this week, program consistency. So, let's dig into it. I meet a lot of confused caregivers. So, picture somebody working in a toddler room with a co-worker, maybe they're the lead teacher, maybe they're not and they wanna make a change but they don't have their co-worker on board and so they struggle or they struggle because things are done one way in the toddler room and a different way in the preschool room and then a third way in the school age room. And not just age-based differences but really philosophical differences for the way kids are dealt with. Or maybe somebody is a member of a professional organization that says one thing in their shiny, glossy, three-fold handout and does other things in practice. It's really hard to know where you stand in a lot of these situations. And one thing having a consistent program, one thing program consistency does is it lets everybody know where they stand and that can be valuable. So, what am I talking about? I'm talking about continuity and predictability for programs. And we're gonna get into this in a minute but ideally, an early learning program and we'll focus on child serving programs, programs providing child care right now. These programs want to be consistent. They want to be predictable. They want parents to have a unified vision of what their philosophy and mission is because then everybody's on the same page. Everybody is trying to work towards the same thing. Everybody knows what they're supposed to be doing. But when programs lack that, when one room does things one way because that's the way Ms. Kim has done things for 35 years and somebody new comes into the classroom next door and wants to try things differently and that's okay too because hey, we got people to show up for the job so just having warm bodies here might be enough. It can get really confusing for kids, parents, and staff. And so continuity and predictability come from having that program consistency that I'm talking about. So here, a little over a year ago, I put together a six-tier hierarchy of I think about what we need structurally in programs to have this consistency. So let's kind of go through those. So starting out, we got a vision, a vision statement.
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    15 分

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