Credit: Chess board [id: 2489553] by stevepb under Pixabay License.

Play-based learning is an effective pedagogical approach, used by Reggio Emilia schools, and as a key principle of early childhood education. The scope of the Early Years Learning Framework promotes play-based opportunities, whereas the restrictive Australian Curriculum impedes it. Add to that political pressure to attain good NAPLAN results, and play disappears from schools.

And yet, play is the natural learning tool of children. So, why does it end at preschool?

Why include gaming in schools?

Gaming, table-top or computer-based, is a great way to stimulate thinking, build relationships, teach patience and teamwork, and even extend vocabulary. Having fun, passing time, de-stressing and keeping active were some of the reasons 67% of Australians play video games, according to the Digital Australia Report.

There are two types of gaming: table-top gaming which requires a table (board games, cards games, fantasy role-play, construction play), and video/computer games which are played on electronic devices, either on or offline. Popular culture texts can be incorporated into both:

• Table-top: Dungeons & Dragons, The Magic Gathering, LEGO®
• Computer: Minecraft™, Pokemon Go, CandyCrush

All gaming needs to be situation appropriate. Computer games have rating classifications, just like films, and board games display age guides on packaging. Review games before including for appropriateness, skill level, stereotyping, etc.

What should I be aware of when introducing gaming?

• Attitudes – many consider play a waste of time, but it helps social, emotional and critical thinking development, essential for academic learning.
• Competitiveness – healthy competition teaches fair play and resilience, but the drive to win can take over.
• Time – breaks are short, so consider experiences that can be easily interrupted
• Cost – initial purchase, replenishment, licences, upgrades

What benefits will I see from introducing gaming?

Play is an informal learning opportunity that allows students to work on their personal growth. Play will foster:

• Stronger relationships with peers and teachers during informal interactions
• Improved mood through relaxation
• Greater understanding of storytelling and narrative
• A sense of connectedness and social inclusion
• 21^st century skills such as: creativity, communication, design skills and higher-order thinking
• Teamwork and problem-solving amongst group players
• Most importantly – FUN!!!!

You didn’t mention LEGO® yet…

True! LEGO is a great gaming introduction. The bricks afford students as little, or as much, game play as necessary, and interruptions are not detrimental (store unfinished builds until next time). Competition is not inherent, although authentic, learner led challenges to see who can build the tallest tower may arise. It can be costly – buy large classic sets from Kmart!

Librarian Nerd Alert: Consider incorporating LEGO texts (fiction and non-fiction) for double benefits – club users broaden their interests, and library users discover the LEGO club!

LEGO Club session suggestions:

• Free play (photograph builds before dismantling)
• Problem-based challenges
• Story extensions
• Robotics and Coding (using LEGO® Boost, LEGO® MINDSTORMS® or LEGO® WeDo 2.0)

How have you used LEGO® in a fun and creative way?