Teaching Sequence

15 minutes

Tune In: Watch the episode

30 minutes+

Find Out: Play-based learning

20 minutes

Take Action: Take it further

Tune In: Watch the episode

Step 1.

Begin by watching the Bluey episode Trains.

Bluey 'Trains' - ClickView (https://clickv.ie/w/wAlx)

Trains synopsis: All aboard the Dad Train! Bingo goes from home to daycare to her job at the Vet every morning, but there’s trouble on the line, as mischievous Bluey throws everyone off the schedule.

Step 2.

Reflect on the episode with children by asking the following questions:

What did you see Bluey doing in the episode of trains?
What did you see Bingo doing?
What was Bingo's job? and how did Bluey's behaviour affect Bingo?

‘I see’ statements help children to develop connections to the themes they are observing, personalising the experience for the child and, putting them in the learning frame. These questions are a fantastic way to begin to open discussions. The ‘I see’ focus develops a child's voice and can encourage their participation in a group setting.

For more evidence-based advice on developing oral language in children, click here.

Find Out: Play-based learning

Preparation

Collect a variety of items that the children will be able to choose from to bring the train and stations to life. Some ideas may include:

Train: Can be made by the children from a large range of items from large boxes, 4 or more hula hoops or even a long skipping rope. Being inventive is important as the train can be simple in design but very creative as a part of imagination play
Stations: Select a wide variety of items for the children to choose from to create 4-5 stations. The children will need to decide on the 4-5 stations for the activity to work
Shops: Equipment such as register and play food items
Zoo: Animal playset
Park: Outside grass area or indoor carpeted area that could be used as a park.

Some notes on play-based Learning
It's easy to look at play as something children do to keep themselves entertained. But play is so much more than that. It is central to development and gives children lots of different opportunities to learn.

Play helps children to:
• Build confidence
• Build communication and social skills
• Learn about the environment and their community
• Develop motor skills
• Feel happy, safe and loved
• Feel empowered
• Transfer learned knowledge
• Find success and foster a love of learning.

Play comes in lots of different shapes and sizes. Play-based activities might be solitary or social and involve cognitive and physical elements. Activities might be adult-guided for structured play, for example, through the suggestion of a scenario for pretend play, which gives an opportunity for children to explore, question and guide their own play.

Unstructured play is play that just happens; it's not planned. In these cases, activities will be largely child-initiated (‘free-play’), with adult involvement focused on the provision of props or the design and management of the learning environment.

A play-based learning environment naturally encourages talking, listening and thinking. When children play with other children, they create social groups, test out ideas, challenge each other’s thinking and build new understandings. Play provides a supportive environment where children can ask questions, solve problems and engage in critical thinking.

Find out more here.

Step 1.

Begin by using these open questions:

What is a train? Have you been on one?
How do trains help people? Do trains help move other items or things?
Do you think we could make a train and stations here in our learning centre?

Ask open-ended questions to bring out discussions about experiences, helping the children use their voice and to create new experiences for them.

Invite the children to create a train and train station in the learning centre. Begin by encouraging the children to explore the collection of items that could be used to make the train.

Step 2.

Ask children:

What could you use to make the train? How will you work together to make a train?

Give the children plenty of time to create and discuss the way that the train can be made with each other. Collaboration is so important in play-based learning. The discussions and decision-making assists in developing social relationships.

Some notes on teamwork
When we work as a team, individuals become part of a group. A successful team depends on individuals talking to each other and communicating effectively. When a team is working together they begin to collaborate, make shared decisions, inspire each other and make choices that benefit the whole group.

In team settings, conflicts can sometimes arise. However, this presents valuable learning opportunities, especially for young children. While facing disappointment can be challenging, it is an essential part of growth and development. Some children may navigate these emotions more easily than others, but with support, all can learn to become better team players. Encouraging children to work together to find solutions fosters problem-solving skills and teaches respect for differing perspectives. Establishing clear roles and responsibilities within the team can help maintain order and facilitate smoother conflict resolution processes. It's important to give children the space and time to resolve disagreements themselves, with gentle reminders that consensus is necessary to continue the activity. This approach promotes faster resolutions, instils a sense of ownership in problem-solving, and contributes to individual growth within the team dynamic.

Step 3.

Encourage the children to think about the stations they saw in the clip. What types of stations could be made in the learning centre?

Allow the children time to create train stations. Encourage the children to think about how the train can get to the station. How will people get on or off? What about people with different needs or abilities (i.e. wheelchairs, walking frames, seeing eye dogs etc)?

Step 4.

Encourage the children to work out how the train runs, what stations to visit and the rules of the train. This will involve the children working on their team-building skills. It will also develop their capacity to compromise, switch roles and help each other when needed. These social developments are important. Some will be willing to compromise more than others, but all will learn from the exchanges.

Use these guiding questions to help direct your questions to the children. Encourage responsible speaking and listening when children answer the questions. Try to be inclusive and hear all voices.

How will the train run?
Where does it go?
Who are the passengers?
How do the passengers get on and off? Can I bring my bike?
What about my rabbit, can it travel on the train?
What about my walking frame or seeing-eye dog?
Do passengers need tickets to ride on the train?
Who is responsible for driving the train?
Who is going to be at the different stations?
How have you all made sure this is fair? Will we be able to change jobs?

Give the children the opportunity to share their ideas with you and each other. The open discussion assists the children in forming ideas, sharing views and setting the guidelines for the play.

Step 5.

The educator can gradually step away as children continue to run the experience of the train themselves and further develop it.

Take Action: Take it further

Encourage children to create their own storylines for train games. For example:

The Lost Bag: This could involve getting a lost bag back to its owner. But who could be the owner?
Missing the stop: A story of a person who has missed their stop and needs to get home. How long do they have to wait to get home? What do they see on the way?
Tricky travellers: This could be a story about a group of animals who want to get on the train to visit their friends at the zoo. How will they get on? How will they sit on the chairs? How will they buy tickets?

Teamwork - All Aboard for Teamwork

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