How can we use the variety of models in an ICT classroom to foster play?  

How can we use play within these models as a springboard for learning?  

There is a tremendous amount of movement and activity in an ICT classroom.  There are many eyes on children, but we sometimes have a different way of observing their behavior.  The way they play is developmental; we might expect too much, not enough, or miss essential interactions.  

 Language between children helps them tell stories, make sense of their world, and express their needs.  Not every child can communicate in the same way, but play gives them an opportunity for self-expression that can be quiet, loud, use language that is verbal or visual.  When you lean in and listen, it can show others that children may have a more sophisticated level of empathy and kindness than expected.  They might be problem solvers or persistent in play when they are not at work, where they have less freedom.   There might also be an unexpected level of organization to the way that they play.  

If we set out to try play in various contexts, what does it teach us about our students and where they are developmentally?  Do we learn something new about them? What do we learn about how to support them? Can play be introduced across the curriculum to energize and make learning accessible for everyone?