WEBVTT 00:00:00.000 --> 00:00:03.599 Today we're welcoming Nicola Howd, the founder of Play in 00:00:03.599 --> 00:00:05.070 the Past, to Blooming Curious. 00:00:05.500 --> 00:00:09.740 Nicola, who is originally from the UK, where she completed undergraduate studies 00:00:09.740 --> 00:00:15.420 in history, now calls Perth home, where she has been teaching grades one to three. 00:00:15.420 --> 00:00:19.560 This is where she saw the magic of the early years brought to life by the 00:00:19.560 --> 00:00:22.100 many amazing educators she worked with. 00:00:22.360 --> 00:00:25.880 And this is also where she met where her love for hands on learning grew, 00:00:26.260 --> 00:00:30.920 and she saw first hand the importance of allowing students to do history. 00:00:31.400 --> 00:00:35.290 For little people to make sense of the world around them, they have to hold 00:00:35.290 --> 00:00:37.220 it in their hands and play with it. 00:00:37.610 --> 00:00:41.620 And so, Play in the Past was born just three months after 00:00:41.660 --> 00:00:42.990 the birth of a little boy. 00:00:43.450 --> 00:00:47.880 It started with one kit for hire, and today is a thriving educational 00:00:47.940 --> 00:00:49.630 experience for little learners. 00:00:49.960 --> 00:00:53.620 And as Nicola says, it's a true blast in the past. 00:00:53.930 --> 00:00:55.750 Welcome to Blooming Curious Nicola. 00:00:56.060 --> 00:00:58.940 Hello, thank you for having me. 00:00:59.190 --> 00:01:02.720 It's so nice to see you here and have you on the podcast. 00:01:02.760 --> 00:01:07.410 I've been following you for the longest time on social media and seeing 00:01:07.410 --> 00:01:12.599 all these fabulous gadgets and old, artifacts that you have and bringing 00:01:12.600 --> 00:01:16.050 to schools, which is so exciting, especially for someone like me. 00:01:16.050 --> 00:01:18.950 I mean, I usually know what those old things are, but I know 00:01:18.970 --> 00:01:20.690 that for kids now they don't. 00:01:21.370 --> 00:01:22.770 So let's start. 00:01:23.765 --> 00:01:28.135 With you giving the listener some background and what inspired you to start 00:01:28.135 --> 00:01:35.095 Play in the Past, especially crazy woman, so soon after the birth of your son. 00:01:35.715 --> 00:01:38.775 I know, it was, it was a short turnaround really. 00:01:39.565 --> 00:01:44.195 But Play in the Past had been an idea that was brewing for a while. 00:01:44.275 --> 00:01:46.854 I taught in year one for three years. 00:01:47.255 --> 00:01:50.565 And at the school I was at, year one was part of an early years campus. 00:01:51.145 --> 00:01:55.015 And so it's just, was just this magical place of early years learning 00:01:55.015 --> 00:01:57.055 and play , and hands on experiences. 00:01:57.075 --> 00:02:01.574 It was truly the making of me as a teacher, being able to teach there. 00:02:01.935 --> 00:02:06.675 And the more I was teaching in year one, the more I saw how 00:02:06.705 --> 00:02:12.265 important it was for little people to have those hands on experiences. 00:02:12.265 --> 00:02:15.995 They needed to hold their learning in their hands, but 00:02:15.995 --> 00:02:17.165 they needed to play with it. 00:02:17.625 --> 00:02:22.815 And we were doing a history session, which was my passion when I was younger. 00:02:23.494 --> 00:02:28.265 And we had a typewriter and , the magic in their eyes, their curiosity, 00:02:28.284 --> 00:02:30.395 it was just, you wanted to bottle it. 00:02:30.615 --> 00:02:32.634 You know, that's what you want in your lessons. 00:02:33.264 --> 00:02:38.110 Every lesson that you do, just that sheer enthusiasm., And so I had 00:02:38.110 --> 00:02:42.970 that nugget of an idea, like I would love for other educators to have 00:02:42.970 --> 00:02:50.210 access to these resources, which is quite tricky to have a wide range of 00:02:50.220 --> 00:02:52.249 vintage items costs a lot of money. 00:02:52.250 --> 00:02:55.680 And you've got to source them, you've got to store them, got to 00:02:55.690 --> 00:02:57.160 worry about them getting broken. 00:02:57.210 --> 00:03:00.340 So a good alternative for that was to hire them. 00:03:00.640 --> 00:03:04.460 And so the little idea grew and grew and I finally did it and put it out 00:03:04.460 --> 00:03:06.889 there and it's gone gangbusters. 00:03:06.890 --> 00:03:11.830 And yeah, here we are today, even running incursions and offering 00:03:11.830 --> 00:03:13.230 a blast in the past for lots 00:03:13.230 --> 00:03:14.080 of little people. 00:03:14.419 --> 00:03:15.460 That's amazing. 00:03:15.759 --> 00:03:19.630 So you've just said, how you acquired these artifacts. 00:03:19.640 --> 00:03:23.160 So tell us a little bit about that because I know I was teaching 00:03:23.160 --> 00:03:25.619 year two, for example, and that's part of the curriculum, you 00:03:25.620 --> 00:03:27.089 know, the change in technology. 00:03:27.489 --> 00:03:31.620 And so it's really hard if you don't have a collection of old 00:03:31.640 --> 00:03:33.350 items to bring into the class. 00:03:33.350 --> 00:03:36.760 What we used to do, we used to say to the kids, look, can you all go and ask your 00:03:36.760 --> 00:03:39.270 grandparents and bring in something old? 00:03:39.320 --> 00:03:44.680 And it was amazing because we got so many of these artifacts, from their 00:03:44.680 --> 00:03:49.770 grandparents who were in the war and, a piece of rock from, someone's 00:03:49.790 --> 00:03:54.800 grandparent, , I think it was from Mount Etna that erupted in Italy and 00:03:54.800 --> 00:03:59.980 this piece of rock that landed on their grandparents doorstep, and that's when 00:03:59.980 --> 00:04:02.640 I also saw, gosh, this is so interesting. 00:04:02.640 --> 00:04:06.180 And the kids really found these artifacts that they don't 00:04:06.180 --> 00:04:08.500 see today, so interesting. 00:04:09.090 --> 00:04:14.000 So how did you go about acquiring all these artifacts? 00:04:14.420 --> 00:04:18.900 All the magic, I have done a lot of shopping and I'm now, I'm now 00:04:18.900 --> 00:04:24.540 on a self imposed ban of op shops because as I'm sure all teachers can 00:04:24.540 --> 00:04:26.580 relate when you go into an op shop, 00:04:27.085 --> 00:04:29.805 you've got your teacher brain and you look at everything as 00:04:29.835 --> 00:04:31.615 a potential learning resource. 00:04:32.225 --> 00:04:33.315 And so that's what I did. 00:04:33.315 --> 00:04:38.735 I knew I wanted to have items that linked to various concepts, so 00:04:38.825 --> 00:04:41.525 entertainment, communication, toys. 00:04:41.815 --> 00:04:43.425 And so that's what I was looking for. 00:04:43.425 --> 00:04:47.535 I went out and deliberately sought out some of these magic items. 00:04:47.865 --> 00:04:50.195 Every kit started with a typewriter. 00:04:51.020 --> 00:04:55.620 And then a range of telephones and I just was able to like a magpie 00:04:55.770 --> 00:04:59.190 was finding all the treasure at op shops and then bringing it in. 00:04:59.520 --> 00:05:05.530 And then for our incursion, I knew I wanted some very special items. 00:05:05.560 --> 00:05:10.510 And so I would go to an antique shops and look for very deliberate 00:05:11.100 --> 00:05:13.140 items that I was, I was hunting down. 00:05:13.550 --> 00:05:17.040 And recently I've had lots and lots of donations. 00:05:17.610 --> 00:05:21.580 Lots of people, lots of grownups, educators that they've maybe had 00:05:21.590 --> 00:05:26.200 to empty mom and dad's house and they've got all these treasures from 00:05:26.240 --> 00:05:29.740 memories from their childhood and they don't want to get rid of it. 00:05:29.750 --> 00:05:31.840 They don't want to throw it out, but they don't want to 00:05:31.840 --> 00:05:33.150 keep it in their garage either. 00:05:33.440 --> 00:05:37.960 So I've been very lucky to have some very special donations that I've been able 00:05:37.960 --> 00:05:40.370 to share and give a new lease of life. 00:05:40.850 --> 00:05:44.435 And when they go out into classrooms, I'll come out of my incursions. 00:05:45.235 --> 00:05:46.595 So yeah, a lot of shopping. 00:05:47.115 --> 00:05:47.765 A lot of shopping. 00:05:47.775 --> 00:05:52.605 That is so good because you know, I have a husband who has no emotional 00:05:52.605 --> 00:05:54.995 ties to any objects at all. 00:05:55.255 --> 00:05:58.195 And we've moved from different countries and then I'd open a box, he says, 00:05:58.275 --> 00:05:59.995 are you still taking this with you? 00:05:59.995 --> 00:06:02.154 I'm going, of course, it belonged to my grandma. 00:06:02.155 --> 00:06:05.755 I'm keeping this, you know, so I can really relate to that. 00:06:05.795 --> 00:06:11.795 Those old things have real value and also an emotional connection for so many 00:06:11.795 --> 00:06:15.955 people and if anybody's listening and you've got some artifacts from the past 00:06:15.955 --> 00:06:19.355 and you don't want them and you're no longer allowed to be a hoarder, please 00:06:19.365 --> 00:06:23.645 pass them on to Nicola whose details we will share at the end of the show. 00:06:24.545 --> 00:06:27.615 Tell me Nicola, what does an incursion look like? 00:06:27.615 --> 00:06:30.645 So you get invited to schools, they need you there. 00:06:30.645 --> 00:06:32.035 They need the artifacts. 00:06:32.035 --> 00:06:33.895 What does an incursion typically look like? 00:06:34.195 --> 00:06:34.765 Yes. 00:06:35.175 --> 00:06:37.335 Well, magic from start to finish. 00:06:37.355 --> 00:06:43.655 So usually a teacher will be exploring that concept with their class and they, 00:06:43.665 --> 00:06:47.375 depending on our availability and their programming where they'd like to have that 00:06:47.890 --> 00:06:48.580 incursion. 00:06:48.580 --> 00:06:50.380 Some really like to use it as a hook. 00:06:50.770 --> 00:06:56.380 Others prefer it at the end of their unit as a finishing off moment. 00:06:56.720 --> 00:07:03.230 And what I would do is I've got, my car is stock chock full of items that 00:07:03.230 --> 00:07:09.305 are sorted by concept, and we've got four rotation stations that I set up. 00:07:09.865 --> 00:07:14.245 And then when the students arrive, we have a very short mat session, a little bit 00:07:14.245 --> 00:07:16.195 of an explicit teaching session there. 00:07:16.815 --> 00:07:21.105 And what I do there is I model some comparative language 00:07:21.435 --> 00:07:24.105 because the curriculum in early years wants us to compare. 00:07:25.045 --> 00:07:27.265 Change and continuity over time. 00:07:27.715 --> 00:07:30.635 And so I model that language for children. 00:07:31.165 --> 00:07:35.505 And then we do a group activity together called a tangible timeline. 00:07:36.035 --> 00:07:40.885 And we've got five telephones that are all jumbled up and I choose five 00:07:40.885 --> 00:07:45.765 students to hold up the telephones and then together we sort and order them so 00:07:45.765 --> 00:07:47.765 that we're creating a timeline together. 00:07:48.105 --> 00:07:48.225 So. 00:07:48.865 --> 00:07:53.955 It follows very much that I do, you know, I'm showing using the language 00:07:54.355 --> 00:07:58.615 and then together we, we use the language together to create the 00:07:58.625 --> 00:08:03.795 timeline and I'm able to do a bit of a spot check on each telephone as well. 00:08:04.115 --> 00:08:07.685 So the first phone, the oldest phone is our rotary phone. 00:08:07.685 --> 00:08:11.785 That's heavy, it's big, it's trickier to use. 00:08:12.235 --> 00:08:15.275 And then as we go along that timeline, we see some of those 00:08:15.305 --> 00:08:16.505 changes that have happened. 00:08:17.175 --> 00:08:22.135 And so once we've completed the timeline, I set some expectations and we split 00:08:22.175 --> 00:08:26.375 off into four groups and they'll rotate through the four stations. 00:08:26.725 --> 00:08:29.525 And that's, we have our telephones and communications. 00:08:29.905 --> 00:08:31.955 We then have technology and typing. 00:08:32.135 --> 00:08:35.445 So that's where we have all of our music devices. 00:08:35.455 --> 00:08:38.235 We've got records, CDs, and a range of cameras. 00:08:38.740 --> 00:08:42.060 We've then got my favorite, which is the home corner. 00:08:42.560 --> 00:08:46.930 And so we've got dress ups and lots of vintage things from the home. 00:08:47.400 --> 00:08:50.520 And then lucky last is the toys and books station. 00:08:50.520 --> 00:08:54.310 So lots of vintage toys that they can play with and explore together. 00:08:54.310 --> 00:08:56.790 It's pure magic. 00:08:56.790 --> 00:08:59.230 A magical experience. 00:08:59.245 --> 00:09:02.285 And I was just thinking about when I was doing that unit in year two, 00:09:02.345 --> 00:09:05.535 yes, the kids brought stuff in from home, but when you don't have those 00:09:05.585 --> 00:09:11.205 artifacts, physical for the kids to handle, I was doing a similar thing to 00:09:11.205 --> 00:09:15.415 you, but I had to use pictures of the telephones, from the oldest to the latest. 00:09:16.225 --> 00:09:20.905 And even though they were arranging those photographs in order of the timeline, 00:09:21.580 --> 00:09:28.120 I'm telling you it will have absolutely nothing on actually using and holding 00:09:28.120 --> 00:09:31.450 those objects physically in their hands because that's that whole concrete 00:09:32.120 --> 00:09:34.630 understanding before the abstract right. 00:09:34.900 --> 00:09:40.510 So what an amazing opportunity that is for children to actually have that experience. 00:09:40.520 --> 00:09:41.510 So good on you. 00:09:42.210 --> 00:09:45.440 One of my recent sessions at the end, I do a bit of a conclusion 00:09:45.440 --> 00:09:46.680 and tell me what you discovered. 00:09:47.170 --> 00:09:52.430 And one learner put their hand up and said, I just didn't realize how heavy 00:09:52.720 --> 00:09:54.640 the old telephone was going to be. 00:09:55.170 --> 00:09:58.360 And it is, it's really heavy and you can feel the metal underneath. 00:09:58.370 --> 00:10:00.179 They need two hands to hold it. 00:10:00.480 --> 00:10:04.570 And of course, they wouldn't have known in the real world, 00:10:04.620 --> 00:10:06.900 the weight of that item. 00:10:06.900 --> 00:10:09.900 They wouldn't have known that if they hadn't been given 00:10:09.900 --> 00:10:11.650 the opportunity to hold it. 00:10:11.990 --> 00:10:15.240 You don't get that information or that sensory feedback 00:10:15.700 --> 00:10:17.440 from a picture or a video. 00:10:17.950 --> 00:10:20.520 So it is such a special experience for them. 00:10:20.580 --> 00:10:23.870 And that was really going to lead to my question. 00:10:23.870 --> 00:10:28.380 Now it's going to ask you, what impact does this have on children's 00:10:28.380 --> 00:10:29.770 learning and understanding? 00:10:30.660 --> 00:10:32.980 And so I think you've already just explained that. 00:10:32.980 --> 00:10:38.470 I mean for them to hold that in their hands really cements that understanding of 00:10:38.470 --> 00:10:40.780 the changes in that technology for them. 00:10:41.420 --> 00:10:43.220 So amazing experience. 00:10:43.750 --> 00:10:49.340 Can you share a memorable reaction apart from that one that a child had when they 00:10:49.340 --> 00:10:51.200 were interacting with your artifacts. 00:10:51.200 --> 00:10:55.200 Do you have, I'm thinking you must have so many from the different excursions 00:10:55.200 --> 00:10:56.790 that you've done or incursions rather. 00:10:57.575 --> 00:11:03.125 It's one of the best parts of it because I can see the children, they're so curious 00:11:03.125 --> 00:11:05.015 and they're like, what is this thing? 00:11:05.445 --> 00:11:08.595 And I've got in our home corner an old bug spray. 00:11:09.075 --> 00:11:14.045 And it is a lot of the grownups that come along don't immediately know what it is. 00:11:14.065 --> 00:11:19.045 And so there's this, they hold it up and they're looking on the quizzical look on 00:11:19.045 --> 00:11:20.705 their face and they'll say, what is this? 00:11:21.765 --> 00:11:24.855 And my response is always, it's funny looking I wonder 00:11:24.855 --> 00:11:26.225 what do you think it might be? 00:11:26.745 --> 00:11:33.585 And then you get these wonderful random guesses about what this thing might be. 00:11:33.955 --> 00:11:35.855 And one was the pancake smasher. 00:11:36.635 --> 00:11:41.525 We've had flamethrower because this item is so far from what they're 00:11:41.525 --> 00:11:45.415 used to that they've got to go to the weirdest places of their 00:11:45.415 --> 00:11:47.695 brain to come up with these ideas. 00:11:48.345 --> 00:11:50.185 And then when I tell them it's a bug spray, they're like, 00:11:52.195 --> 00:11:55.905 And then we talk about how it's different from what we would use today. 00:11:55.925 --> 00:11:59.445 Today we use a spray can and it goes in the bin when we're done. 00:11:59.445 --> 00:12:00.945 I don't know what you're talking about. 00:12:01.135 --> 00:12:03.845 I wish you had it there because I'm thinking aerosol can. 00:12:03.855 --> 00:12:04.635 No, clearly not. 00:12:05.395 --> 00:12:08.415 Yeah, and it's like a, it's got a little canister and it 00:12:08.415 --> 00:12:09.855 looks a bit like a bike pump. 00:12:09.895 --> 00:12:12.255 And on the end it's got a very small hole and you pump it. 00:12:12.625 --> 00:12:17.365 And it will spray out the, the, the end and it is, it's so different 00:12:17.375 --> 00:12:18.875 to what we would use today. 00:12:18.895 --> 00:12:27.665 And just that no idea of what, you know, I've got no prior experience with anything 00:12:27.685 --> 00:12:32.575 else that looks like this that I can draw on to understand what this item is. 00:12:32.575 --> 00:12:38.125 Like they have to be told, I have to tell them, but they go through that process 00:12:38.155 --> 00:12:40.275 of elimination of what it could be. 00:12:40.635 --> 00:12:43.505 Before they go, Oh, bugs, bug spray. 00:12:43.505 --> 00:12:45.115 I see, I see that. 00:12:45.845 --> 00:12:47.455 So yeah, the bug spray is a great one. 00:12:48.405 --> 00:12:49.185 Incredible. 00:12:49.185 --> 00:12:53.945 So because of obviously the era we live in, and it would have been true for all 00:12:53.945 --> 00:12:57.725 children, I think, throughout time is if you don't have schema, because you have no 00:12:57.735 --> 00:13:01.525 prior knowledge and no prior experience, that is going to be very hard for you to 00:13:01.525 --> 00:13:05.825 actually understand what this is, and so I think those physical objects again once 00:13:05.825 --> 00:13:08.885 more really make that concrete for kids. 00:13:08.885 --> 00:13:14.405 As you were talking there, you were using wonder questions, I noticed, and 00:13:14.825 --> 00:13:21.415 it makes me think that your artifacts are essentially provocations that 00:13:21.415 --> 00:13:24.435 inspire questioning and wondering. 00:13:25.205 --> 00:13:29.195 And for me, I immediately see them as a catalyst for inquiry projects. 00:13:29.945 --> 00:13:34.105 So once the students, and I guess this is gonna be different for every school 00:13:34.105 --> 00:13:38.320 and every teacher, but once they've had this incursion, what have you found 00:13:38.360 --> 00:13:43.030 are the usual next steps for educators in terms of capitalising on children's 00:13:43.030 --> 00:13:45.370 curiosity around these artefacts? 00:13:47.640 --> 00:13:53.395 My hope is that when they go away they're able to share the items that 00:13:53.395 --> 00:13:58.565 they had seen before and the items that they hadn't and then comparing 00:13:58.565 --> 00:14:00.635 them to what they would use today. 00:14:00.665 --> 00:14:04.215 When you think about the function of an item, what we use today and what 00:14:04.215 --> 00:14:08.795 are some of the changes that have happened and what else could it be? 00:14:08.805 --> 00:14:10.955 And what might be, what might come next? 00:14:11.495 --> 00:14:15.605 And so that's my hope that after the incursion, they're able to really take 00:14:15.605 --> 00:14:22.710 those concrete items to then build on their concepts of what if and what else. 00:14:23.370 --> 00:14:26.670 So, yeah, that's my hope that when they move forward, that they're able 00:14:26.690 --> 00:14:32.190 to build on those concrete experiences, being curious about what might 00:14:32.190 --> 00:14:34.010 come next or what else was there. 00:14:34.810 --> 00:14:39.530 Because certainly these experiences that you're providing for children 00:14:40.160 --> 00:14:43.670 are certainly those wonder. 00:14:44.035 --> 00:14:48.145 experiences wondering about those objects and what they were used 00:14:48.145 --> 00:14:50.635 for in the past and what they are. 00:14:51.415 --> 00:14:56.765 So my thought was just that I wonder how educators then take the knowledge 00:14:56.815 --> 00:15:02.125 and the experience from this further because it would be really really sad if 00:15:02.155 --> 00:15:06.525 all they did was have the incursion and then okay, that's over next thing now. 00:15:07.385 --> 00:15:13.155 My hope would be as well that these experiences that they have with your 00:15:13.870 --> 00:15:19.440 incursion, that that would be the trigger for a whole learning experience into, 00:15:19.720 --> 00:15:21.920 well, how do we find out about objects? 00:15:21.920 --> 00:15:23.030 How do they work? 00:15:23.030 --> 00:15:24.350 What were they in the past? 00:15:24.370 --> 00:15:25.560 What were they made of? 00:15:25.580 --> 00:15:26.810 How have they changed? 00:15:26.840 --> 00:15:30.510 How do we use the same type of technology today? 00:15:31.390 --> 00:15:34.880 That would be an amazing, teaching sequence, wouldn't it? 00:15:35.130 --> 00:15:36.080 And so you're right. 00:15:36.350 --> 00:15:43.230 I guess we just , hope that educators do take this as maybe even a first step, 00:15:43.230 --> 00:15:51.560 and not a last step, but a first step into an inquiry process and a unit of inquiry. 00:15:51.830 --> 00:15:55.365 A trigger, like you say, a provocation to provoke curiosity. 00:15:55.365 --> 00:15:59.575 It's a provocation to me the minute, we were talking and, and when I was 00:15:59.595 --> 00:16:03.075 looking at your website, I thought these are provocations and what a 00:16:03.075 --> 00:16:05.535 perfect first step into inquiry. 00:16:05.555 --> 00:16:12.105 Sometimes they're I guess there's a scheduling issue potentially there. 00:16:12.105 --> 00:16:15.725 You know, I've only got so much availability , and often to get 00:16:15.755 --> 00:16:19.525 an incursion at the very beginning of your term, which is typically 00:16:19.545 --> 00:16:25.505 at the start of a new project, can sometimes be a little bit tricky. 00:16:25.565 --> 00:16:27.675 The logistics of that can be tricky. 00:16:28.065 --> 00:16:31.315 And I know educators would rather have the experience at some 00:16:31.315 --> 00:16:35.475 point, even if it's less desirable in the sequence of programming. 00:16:35.505 --> 00:16:38.295 Maybe Nicola, you're going to have to expand. 00:16:38.315 --> 00:16:40.905 There's going to have to be more kits and more of you. 00:16:40.985 --> 00:16:47.255 More incursions and more artefacts out there for teachers and students. 00:16:48.075 --> 00:16:52.845 And that's what's great about having the kits as well, because sometimes an 00:16:52.845 --> 00:16:57.765 incursion is just too big of a thing, whereas teachers can individually 00:16:57.765 --> 00:17:00.835 hire those items and keep them for two to three weeks or even longer. 00:17:01.335 --> 00:17:06.325 And they can use them in their classroom in a way that suits their 00:17:06.325 --> 00:17:08.015 learners or their learning program. 00:17:08.035 --> 00:17:12.045 They could have it set up in a, in a home corner, or they could bring it out 00:17:12.045 --> 00:17:13.845 very deliberately for their sessions. 00:17:13.885 --> 00:17:19.785 It can be used in a way that suits them as well as offer, obviously 00:17:19.855 --> 00:17:21.875 that we offer the incursions too. 00:17:22.115 --> 00:17:29.335 So we've got options for both styles of learning as well as programming 00:17:29.335 --> 00:17:31.175 and the need for the students as well. 00:17:31.535 --> 00:17:33.175 Oh, that is an amazing option. 00:17:33.225 --> 00:17:37.605 So, And I can see by your language as well, and I'm sure that when you spend 00:17:37.605 --> 00:17:45.240 time in the classroom, how did you see the role of inquiry or was that something that 00:17:45.240 --> 00:17:50.580 was quite active with you evolving in our current educational space especially 00:17:50.580 --> 00:17:56.150 around hands on artifacts and hands on learning because I think as educators 00:17:56.160 --> 00:18:01.780 you and I both know how important hands on learning is in the early years 00:18:02.660 --> 00:18:06.660 especially but not just in the early years I think older children right up 00:18:06.960 --> 00:18:10.770 your year fives and six, I think they still crave those experiences and 00:18:10.780 --> 00:18:15.270 many of them when I've gone into those classrooms, many of them have still 00:18:15.270 --> 00:18:17.930 not solidified their understanding. 00:18:17.930 --> 00:18:23.680 So many of them still need concrete materials to help their understanding. 00:18:24.740 --> 00:18:29.510 Do you think that there is a place for this type of inquiry based 00:18:29.510 --> 00:18:33.640 learning, because I know that there's a massive backlash and people want 00:18:33.640 --> 00:18:37.810 all the explicit instruction and that's why I was just so happy and so 00:18:37.810 --> 00:18:42.290 impressed with you saying, well, you have that explicit instruction lesson 00:18:42.720 --> 00:18:47.575 it dovetails all the way through where you're teaching them exactly the language, 00:18:47.625 --> 00:18:50.325 the I do, you do, we do scenario. 00:18:50.845 --> 00:18:55.335 And then on top of that, they have this wonderful inquiry experience. 00:18:56.185 --> 00:18:58.275 Do you think that's the way the schools are going? 00:18:59.985 --> 00:19:01.085 What a question. 00:19:02.015 --> 00:19:05.885 Because I, I definitely, especially in the time that I've been out of the 00:19:05.885 --> 00:19:10.015 classroom classroom adjacent at this huge push for explicit teaching and 00:19:11.285 --> 00:19:13.425 inquiry based learning is not the thing. 00:19:13.905 --> 00:19:18.525 And does it have to be one or the other, you know, there surely there is 00:19:18.525 --> 00:19:24.785 a way, and my incursion shows there is a way to have both, in a way that is 00:19:24.795 --> 00:19:26.785 helpful for students and their learning. 00:19:27.415 --> 00:19:29.765 We do need the horse before the cart. 00:19:29.825 --> 00:19:35.235 You do need prior knowledge and skills to be explicitly taught, but you also 00:19:35.475 --> 00:19:39.545 then need the opportunity to use them and practice them and develop them. 00:19:39.975 --> 00:19:42.905 So let's, if we're standing at the front of the classroom, reading 00:19:42.905 --> 00:19:48.340 from our script, is there enough opportunity to practice that skill. 00:19:49.070 --> 00:19:53.470 Because if we don't, then that information is going to file in and 00:19:53.470 --> 00:19:54.980 it's going to drip back out again. 00:19:54.990 --> 00:19:57.340 We need to find that balance. 00:19:57.720 --> 00:20:05.490 And I think with teachers and educators are so time poor that when we get given 00:20:05.840 --> 00:20:08.440 a program, read this every morning, 00:20:08.925 --> 00:20:14.805 it can alleviate the finding of resources and that time, whereas inquiry can 00:20:14.815 --> 00:20:20.755 sometimes be or feel perhaps more time consuming and the collating of 00:20:20.755 --> 00:20:25.805 resources and that allowing of time and space for children to make those 00:20:25.825 --> 00:20:33.195 connections themselves can feel tricky, difficult to plan your time when I 00:20:33.195 --> 00:20:36.045 know there's somebody holding you accountable for every second of your 00:20:36.055 --> 00:20:38.385 contact time, especially these days. 00:20:38.725 --> 00:20:45.300 So I understand why some educators it doesn't fit for them because of the 00:20:45.300 --> 00:20:49.450 pressures that they're feeling, but , we've got to make space for it as well. 00:20:49.460 --> 00:20:57.000 The opportunity to touch and play and hold and explore is just as important as that 00:20:57.480 --> 00:21:00.800 explicit teaching of skills and content. 00:21:01.240 --> 00:21:02.810 There needs to be an opportunity for both. 00:21:03.580 --> 00:21:04.540 not one or the other. 00:21:04.560 --> 00:21:05.710 They do work well. 00:21:05.900 --> 00:21:06.210 They do. 00:21:07.690 --> 00:21:08.820 They totally do. 00:21:08.830 --> 00:21:09.750 We know that. 00:21:09.760 --> 00:21:13.670 Those of us that have been in the classroom and that successfully use 00:21:13.700 --> 00:21:17.600 both strategies side by side, we know for a fact that they work well. 00:21:17.640 --> 00:21:19.750 And we also know for a fact that you need both. 00:21:19.780 --> 00:21:23.780 It's not an, and and or, it's a both and more, isn't it? 00:21:24.560 --> 00:21:29.900 And I do wonder we are so accountable as you said for our time and our contact 00:21:29.900 --> 00:21:35.140 hours I was in a workshop with Kath Murdoch recently where she said don't 00:21:35.180 --> 00:21:37.380 be seduced into the shallow waters. 00:21:38.560 --> 00:21:45.140 And to me, that was truly profound because I thought of the reason why we teach. 00:21:45.350 --> 00:21:48.280 We teach so that children can have these experiences. 00:21:48.650 --> 00:21:51.830 We teach because we want children to have those experiences. 00:21:52.130 --> 00:21:57.050 We don't teach because we want to have those experiences or because 00:21:57.060 --> 00:22:00.310 we want to have an easier life. 00:22:00.655 --> 00:22:01.295 life. 00:22:01.585 --> 00:22:03.105 Although that would be wonderful. 00:22:03.425 --> 00:22:07.405 But I think if we've made those decisions to be educators, that 00:22:07.415 --> 00:22:10.435 is a massive responsibility. 00:22:10.695 --> 00:22:13.585 And it's not for the faint of heart, for sure. 00:22:14.805 --> 00:22:18.835 And we have to provide these experiences for children, especially if we're 00:22:18.835 --> 00:22:21.835 saying we're educating the whole child. 00:22:21.855 --> 00:22:26.455 If we're educating the whole child, then we need both and more. 00:22:27.115 --> 00:22:31.850 That's just what I feel very, very strongly is that we can't 00:22:32.500 --> 00:22:36.020 take these experiences away from children just because it's so much 00:22:36.030 --> 00:22:38.050 easier for us to read from a text. 00:22:38.050 --> 00:22:40.990 100%. I know, I've heard a lot. 00:22:41.400 --> 00:22:45.290 I keep my ear to the ground and I hear a lot of teachers, when 00:22:45.290 --> 00:22:46.990 I go into schools, they say, 00:22:47.000 --> 00:22:48.550 I'm not allowed golden time anymore. 00:22:48.550 --> 00:22:52.740 Our pre primaries can't go out to eat five minutes early together. 00:22:52.760 --> 00:22:56.100 We have to, it's teaching time during our contact time. 00:22:56.580 --> 00:23:01.770 And you know, there are so many opportunities that are missed 00:23:01.780 --> 00:23:06.060 because they don't fit into our programming schedule, but are so, 00:23:06.340 --> 00:23:07.950 so valuable for our little people. 00:23:07.990 --> 00:23:10.770 They need, they also need those experiences. 00:23:10.800 --> 00:23:16.375 Pre primaries need time to eat with their peers in a communal 00:23:16.385 --> 00:23:18.285 space to learn those protocols. 00:23:18.335 --> 00:23:21.515 And then they need time for free play. 00:23:22.465 --> 00:23:28.355 They need that just as much as they need to practice their sounds explicitly. 00:23:28.575 --> 00:23:32.715 And like you say, both and more are achievable. 00:23:32.775 --> 00:23:38.035 And let's calm down and let's find a path where we can offer both because 00:23:38.035 --> 00:23:41.565 we know that both experiences and opportunities are so important for 00:23:41.565 --> 00:23:43.475 learners, especially little ones. 00:23:44.345 --> 00:23:45.205 Couldn't agree more. 00:23:45.255 --> 00:23:45.775 Couldn't agree more. 00:23:45.775 --> 00:23:49.535 And what you said about, , the older children too, because I've recently 00:23:49.535 --> 00:23:53.545 offered a upper junior incursion for mostly year four fives and 00:23:53.545 --> 00:23:55.285 looking at early settlement of WA. 00:23:56.105 --> 00:24:01.245 And to do the same thing, to bring learning, to put it in their hands, 00:24:01.245 --> 00:24:04.935 give them a hands on opportunity for learning about history. 00:24:05.125 --> 00:24:06.855 So instead of going, getting on the bus and going to the 00:24:06.855 --> 00:24:11.425 museum and walking around, they actually get to do gold panning. 00:24:11.685 --> 00:24:12.445 Panning for gold. 00:24:12.495 --> 00:24:14.745 They get to dress up as convicts and do it. 00:24:14.955 --> 00:24:18.745 I also bring my home corner and dress ups to that incursion. 00:24:19.065 --> 00:24:24.105 And that is always their favorite station year five, boys and 00:24:24.105 --> 00:24:30.035 girls in dress ups, role playing, experimenting, exploring the items. 00:24:30.055 --> 00:24:34.445 They love it because they probably haven't had dress up since year one, pre primary 00:24:34.515 --> 00:24:39.560 maybe depending on their school context and they're all suddenly allowed and 00:24:39.560 --> 00:24:46.930 encouraged to play in a very imaginative way and they love it and I was surprised, 00:24:47.000 --> 00:24:53.190 you know, I was hopeful that they would enjoy that station, but I was so surprised 00:24:53.190 --> 00:24:57.700 that it was their favorite consistently going from any different school to school, 00:24:58.060 --> 00:25:03.220 year 4 to year 5, the role play, the dress ups was their favorite station. 00:25:03.850 --> 00:25:06.110 So year fives really aren't that old. 00:25:06.670 --> 00:25:10.050 They're old in the context of primary school, but they're still 00:25:10.050 --> 00:25:11.560 kids, they still want to play. 00:25:11.840 --> 00:25:14.830 They still deserve those opportunities for play as well. 00:25:15.370 --> 00:25:17.500 These kids are only 10 years old, right? 00:25:18.130 --> 00:25:18.640 Yeah. 00:25:18.740 --> 00:25:21.036 They're 9 and 10. 00:25:21.036 --> 00:25:23.020 11. They're still kids. 00:25:23.660 --> 00:25:25.320 They still like to play. 00:25:25.450 --> 00:25:29.240 They still want to be with their mates and their friends and just, enjoy 00:25:29.240 --> 00:25:34.190 themselves and they love the whole dress up thing and having hands on experiences, 00:25:34.580 --> 00:25:39.890 because it's not as though they're 18, you know They are just little children 00:25:40.130 --> 00:25:41.830 and we forget that as you've said. 00:25:41.880 --> 00:25:48.015 Nicola now, I understand that you Obviously have this fabulous business 00:25:48.015 --> 00:25:51.845 where you can bring your artifacts to people, but not everybody's lucky enough 00:25:51.845 --> 00:25:56.835 to live here in Perth and have play in the past, come and deliver kits to them, 00:25:56.835 --> 00:26:00.435 or have you come into their classrooms to deliver your program to them. 00:26:01.045 --> 00:26:05.805 So what advice would you give educators who want to incorporate hands on 00:26:05.805 --> 00:26:10.765 experiences, history focused activities in their classrooms, but perhaps don't 00:26:10.875 --> 00:26:13.805 have access to you and your materials? 00:26:14.705 --> 00:26:20.765 Well, we do have a virtual incursion that we're able to share and we've done a few 00:26:20.765 --> 00:26:22.805 of those recently, which has been great. 00:26:23.065 --> 00:26:27.965 So I can get into classrooms, but the difficulty being it's virtual, it's 00:26:27.975 --> 00:26:30.895 not hands on, , but still an option. 00:26:31.395 --> 00:26:37.600 Otherwise I would always recommend using, requesting some of your budget, To collect 00:26:37.600 --> 00:26:42.680 some really key items that you can make space for in your resource cupboard. 00:26:42.680 --> 00:26:44.570 Hopefully there is some space and some budget. 00:26:45.090 --> 00:26:52.360 For a rotary phone, a typewriter, and a an old camera, just a few key 00:26:52.360 --> 00:26:56.460 pieces that you can keep and all of your school community can use. 00:26:57.140 --> 00:27:01.450 Another option is some historical societies and libraries do 00:27:01.460 --> 00:27:06.330 also hire out museum boxes, so definitely investigate them. 00:27:06.750 --> 00:27:13.545 I don't know how much Touch and play can happen with some of those so 00:27:14.395 --> 00:27:17.615 question that query that another option 00:27:17.665 --> 00:27:22.605 like you said, you've done is you send out the request to families. 00:27:22.625 --> 00:27:25.115 What items can you have that we can bring in? 00:27:25.570 --> 00:27:29.490 But having clear expectations with the children as to what they can touch, 00:27:29.710 --> 00:27:32.850 how they can touch and play as well. 00:27:33.270 --> 00:27:38.900 Because having those concrete items are just their memories that they can hold in 00:27:38.900 --> 00:27:44.660 their hand and their moments from history that they can explore in the moment. 00:27:45.020 --> 00:27:49.460 So those would be my top tips for getting some hands on history in your school. 00:27:49.840 --> 00:27:51.270 I think those are fabulous tips. 00:27:51.310 --> 00:27:58.280 Just last week I went to a Antique shop and they had a rotary phone and I thought 00:27:58.280 --> 00:28:02.510 oh Nicola I'm sure she has this and then I also thought oh if I was still in the 00:28:02.510 --> 00:28:05.380 classroom I would definitely buy this. 00:28:06.020 --> 00:28:07.730 The teacher brain, you can't turn it off. 00:28:08.540 --> 00:28:09.460 Whenever you're in the shop, 00:28:09.730 --> 00:28:11.330 I can use that and I can use that. 00:28:12.230 --> 00:28:17.230 Candlesticks and gosh, old copper pots. 00:28:17.230 --> 00:28:21.010 You just have to open your eyes and just wherever you go. 00:28:21.060 --> 00:28:24.730 And of course, I also think Facebook Marketplace. 00:28:25.310 --> 00:28:26.190 Amazing. 00:28:26.260 --> 00:28:28.450 You can just find absolutely anything. 00:28:28.640 --> 00:28:30.710 So, so that's an amazing thing. 00:28:30.860 --> 00:28:31.660 Absolutely. 00:28:32.920 --> 00:28:38.035 If you could introduce Nicola just one artifact, only one, from 00:28:38.045 --> 00:28:43.505 your magnificent collection into a classroom, what would it be and why? 00:28:43.505 --> 00:28:45.925 It would definitely be the rotary phone. 00:28:46.505 --> 00:28:47.415 Definitely. 00:28:47.805 --> 00:28:51.055 Because there's so much curiosity that happens. 00:28:51.105 --> 00:28:56.640 And interestingly, I always hear "That's the phone the minions have." 00:28:56.810 --> 00:29:00.920 So they've seen this phone before, but they've maybe never used one. 00:29:01.680 --> 00:29:06.020 And it's such a, it is a real sensory experience for them. 00:29:06.020 --> 00:29:08.890 They've got to, if they pick it up, they can feel how heavy it is. 00:29:09.230 --> 00:29:14.280 They've got to learn how to hold the handset because today 00:29:14.290 --> 00:29:15.870 everything is speaker phone. 00:29:16.180 --> 00:29:20.000 You know, kids don't do this when they're pretend phone calling, they'll do this. 00:29:20.530 --> 00:29:25.550 And often they'll hold it upside down and the cords coming out the top because it's 00:29:25.560 --> 00:29:32.940 such a different experience and they don't have a real world concept or experience to 00:29:32.940 --> 00:29:37.530 relate it to because it's so different to what they use and then having to spin the 00:29:37.530 --> 00:29:42.290 dial when they don't, there's no screen to tell them what numbers they've pressed 00:29:42.310 --> 00:29:44.910 and just going through that experience 00:29:45.710 --> 00:29:51.460 , and process of discovering how this worked, then raises so many questions 00:29:51.500 --> 00:29:53.910 in terms of what do we use today? 00:29:54.100 --> 00:29:59.460 How did we get from this phone to this phone, and what are some of 00:29:59.460 --> 00:30:01.100 the changes that have taken place. 00:30:01.100 --> 00:30:02.290 How did we get from here to here? 00:30:02.580 --> 00:30:04.430 And then I wonder what's going to be next. 00:30:04.990 --> 00:30:08.090 And often they'll say at the very end of our incursion, when we're talking 00:30:08.090 --> 00:30:12.190 about what we've discovered, they'll say, I wonder what it will be next. 00:30:12.240 --> 00:30:14.620 What, what, what's going to be next on the timeline. 00:30:15.220 --> 00:30:16.610 And so yeah, rotary phone. 00:30:17.695 --> 00:30:18.255 Go get them. 00:30:19.155 --> 00:30:20.195 Fantastic. 00:30:20.205 --> 00:30:24.745 Listen, and I'm going to ask you one last question, what do you hope 00:30:25.325 --> 00:30:29.495 that the children and teachers take away from your experiences that 00:30:29.495 --> 00:30:31.175 they have with play in the past? 00:30:32.220 --> 00:30:40.750 I hope that they see that it is worth your time and a little bit of effort 00:30:40.750 --> 00:30:47.600 and energy to offer these provocations and for play to be a massive part 00:30:47.630 --> 00:30:49.050 of the learning that happens. 00:30:49.570 --> 00:30:55.760 And what so interesting is I see children at first, they may be a bit anxious about 00:30:55.760 --> 00:31:01.000 playing because they're usually not, old things are very special and very precious. 00:31:01.000 --> 00:31:05.550 And you look, you don't touch, they're behind the glass, but that we can 00:31:05.560 --> 00:31:08.730 say, give permission to little people. 00:31:08.730 --> 00:31:09.870 No, you can pick it up. 00:31:09.880 --> 00:31:12.330 You can learn by playing with this. 00:31:12.660 --> 00:31:16.420 It is a valuable experience and it will enrich your learning. 00:31:16.900 --> 00:31:23.025 So I hope that they see that there is a way to bring play alongside 00:31:23.025 --> 00:31:26.765 your explicit teaching model and that it is incredibly valuable for 00:31:26.765 --> 00:31:27.975 little people when they're learning. 00:31:28.575 --> 00:31:30.835 And it's so much fun as a grown up too. 00:31:31.675 --> 00:31:37.775 I often invite parents to come as parent help and They have a blast. 00:31:37.895 --> 00:31:38.525 They love it. 00:31:38.555 --> 00:31:41.745 And the teachers are like, wow, I had one like that. 00:31:42.155 --> 00:31:47.685 And in that moment, your memory as the adult with this concrete thing is 00:31:47.685 --> 00:31:51.065 then shared with your little people. 00:31:51.065 --> 00:31:55.715 You get to share that memory and go down memory lane with them, which is 00:31:55.795 --> 00:31:57.585 a really special experience to offer. 00:31:59.760 --> 00:32:03.480 Just looking at you, you're so animated when you talk about this. 00:32:04.150 --> 00:32:10.940 And that is, I think, why I would love people to understand that when we talk 00:32:10.950 --> 00:32:17.640 about play in this context, we don't mean off you go, go outside and just 00:32:17.680 --> 00:32:23.555 play, which is 100 percent absolutely unstructured play is absolutely 100 00:32:23.585 --> 00:32:28.295 percent essential and necessary for children's cognitive development, physical 00:32:28.295 --> 00:32:32.145 development, emotional development, language development, the list goes on. 00:32:32.675 --> 00:32:41.125 But this type of play is intentional learning by play where kids are 00:32:41.465 --> 00:32:48.435 physically involved touching and moving and exploring objects or 00:32:48.455 --> 00:32:50.665 concepts or whatever it might be. 00:32:51.055 --> 00:32:56.685 These are the kinds of hands on learning experiences that are playful 00:32:57.025 --> 00:33:05.000 and intentional and deliver excellent results for kids because they can now 00:33:05.070 --> 00:33:11.620 have hands on experiences, build their schema, get excited, get curious, and 00:33:11.620 --> 00:33:15.510 really it makes such a difference, so much better than a picture when 00:33:15.510 --> 00:33:17.310 you can actually handle the object. 00:33:18.120 --> 00:33:21.020 Nicola, , I know a lot of people probably know about you and if you 00:33:21.020 --> 00:33:24.670 don't know about Nicola, seriously, this is the time to get to know her. 00:33:25.590 --> 00:33:31.420 Tell people where can they get hold of you, get hold of Play in the Past and 00:33:32.140 --> 00:33:36.100 book you up for incursions into their schools and perhaps get your kits. 00:33:36.280 --> 00:33:37.170 Where do they go? 00:33:37.200 --> 00:33:38.270 How do they get hold of you? 00:33:38.805 --> 00:33:41.815 The best place to find me is Instagram. 00:33:41.925 --> 00:33:46.775 I hang out mostly on Instagram and we've got lots of pictures, images, reels 00:33:46.775 --> 00:33:49.035 for you to see our incursion in action. 00:33:49.425 --> 00:33:51.495 And we've also got our website, playinthepast. 00:33:51.515 --> 00:33:57.295 com as well as facebook, all over Facebook groups, so please, 00:33:57.315 --> 00:34:01.455 if you find me, send me a message and we'll can find a way to get 00:34:01.465 --> 00:34:03.285 Play in the Past for your kiddos. 00:34:04.365 --> 00:34:09.525 This has been an amazing chat and I really hope that everybody, especially in 00:34:09.525 --> 00:34:14.145 Perth, anybody listening who's in Perth, you are such lucky ducks to have Play in 00:34:14.145 --> 00:34:20.495 the Past, get Nicola, get her resources, get them into your rooms if you can. 00:34:21.015 --> 00:34:23.745 Book early for next year, I would say, right? 00:34:24.445 --> 00:34:26.065 That's my advice to all of you. 00:34:26.575 --> 00:34:30.125 Nicola, I want to just thank you so much for being on Blooming Curious today. 00:34:30.185 --> 00:34:35.275 It has been an absolute blast having you here talking about these wonderful 00:34:35.325 --> 00:34:39.105 opportunities for children to have hands on learning experiences. 00:34:39.435 --> 00:34:43.935 I think what you're doing is amazing and I wish you the very best of luck and I 00:34:43.945 --> 00:34:47.365 hope your business just keeps going from strength to strength because this is 00:34:47.365 --> 00:34:50.545 exactly what children and schools need. 00:34:50.725 --> 00:34:53.105 So thank you so much for being here today. 00:34:53.775 --> 00:34:54.085 Thank you. 00:34:54.085 --> 00:34:55.405 so much for having me.