Developmental Domains
Emotional domain Social domain Cognitive domain Language domain Physical domain
refers to a range of elements refers to a range of refers to a range of refers to elements of refers to elements related to
of maturity centred around elements of maturity centred elements related to expression and articulation gross motor, fine motor and
the individual around the individual in thinking and making in communication bilateral coordination
relates intentions within relation to others sense of the world including spatial awareness
general stages of relates objectives within also includes body image,
development expectations general stage of health and nutrition
development expectations
self-expression awareness of others creative thinking clarity of articulation movement around indoor
expression of needs and/or acceptance of diversity perspective taking grammar and outdoor environments
wants interest in others lateral thinking vocabulary hand–eye coordination
ability to describe or explain relationship development reflective thinking speech handedness clarification
feelings or frustrations initiating peer interaction problem solving volume of voice and consolidation
assertion parallel, associative, risk taking intonation muscle strength in hands,
speaking on behalf of oneself collaborative and planning expression through fingers and wrists
recognising needs cooperative interactions predicting language left–right coordination in
verbalising opinions expressing thoughts and investigating oral language experiences walking, skipping, marching,
ability to question opinions with others processing information climbing, etc.
ability to reflect on self, working alongside others deductive thinking pincer, palmer and mature
strengths and challenges expressing needs to others reasoning tripod grips
self-concept sharing views and opinions cause and effect upper body coordination
self-esteem with others questioning
self-competence recognising importance of relationships between
resilience interactions with others factors
attachment, relationship developing empathy for concepts of time
maintenance and sustenance others positional language
sense of identity developing respect for
trust others
autonomy ability to share space,
independence and resources and people with
interdependence others as appropriate
sense of initiative and
industry
decision making
Play Matters 2nd Edition Text copyright © Kathy Walker 2011; Design and typography copyright © ACER Press 2011
Key Procedures for
Implementing the WLA
Implementing the WLA in order to sustain the approach and to link successfully with all
learning areas requires time and careful thought. These elements are strongly
recommended:
The importance of leadership
understanding the philosophy
clarity of direction
rationale for change
timeline for implementation and strategies
commitment to the philosophy
support from leadership
Professional development
discussion of values and beliefs about children, learning and teaching
consideration of implications re: curriculum topics, reporting and assessment,
timetabling
introduction and overview of WLA
whole-school overview to all staff (even those who are not in the year levels
concerned)
leadership meeting
Suggested professional development sessions
child development theory
implications of child development
planning
linking literacy and numeracy
integrating the curriculum
assessment
Play Matters 2nd Edition Text copyright © Kathy Walker 2011; Design and typography copyright © ACER Press 2011 1
reporting
observation of developmental domains
scaffolding at tuning in and reflection time
setting up the learning environment
Other discussion points
role of and planning implications for specialist teachers
what happens to integrated curriculum?
how and where does literacy and numeracy fit?
types of play
working effectively with parents
setting up classrooms
resources and budget considerations
trialling the process
mentoring and supports
professional readings
Play Matters 2nd Edition Text copyright © Kathy Walker 2011; Design and typography copyright © ACER Press 2011 2
Key WLA Principles
Listed below are a number of the key elements of the WLA and implications for practice.
Children’s interests are used as the predominant means for learning experiences during
investigations. Teachers may also add in other ideas and concepts.
Children’s interests are expanded, scaffolded and supported as a means of ongoing
engagement in particular learning areas.
Additional issues or concepts at a community or school level are incorporated within the
planning document but not viewed or used as the ‘topic’ or ‘theme’ on which planning is
based or all experiences are planned.
Investigative play-based experiences are the major pedagogical tool for teaching and
learning alongside formal instruction.
The nature of experiences promotes creativity, imagination and scope for children to
invent and create and avoid cloned art work, worksheets and stencils.
Planning documentation identifies intentions for the children’s development in the first
instance and in addition, identifies key learning intentions and children’s interests as a
basis for planning learning experiences.
The learning experiences emphasise active engagement, provide children with
opportunities to explore processes (not just end products) and seek to encourage
children to pursue some of their learning experiences into ongoing projects for either
short or longer periods of time.
Observation and documentation by teachers of key skills, needs, strengths and interests
of individual children is used to further plan and implement appropriate experiences and
set further learning and developmental objectives.
Formal skill instruction sessions and small and large group times are still used within the
classroom in literacy, numeracy and other areas of learning. These skills are also
integrated within a range of learning experiences.
Teachers must still direct, scaffold, extend or intervene with children in order to ensure
that children are actively engaged and learning.
Play Matters 2nd Edition Text copyright © Kathy Walker 2011; Design and typography copyright © ACER Press 2011 1
The notion of integrated curriculum within the WLA refers to all learning areas being
recognised as integrated and embedded in children’s learning and not as discrete parts
of the day where a particular content or focus area is used.
A balance is set by the teacher incorporating interests emerging from the child in
response to experiences, and what the teacher wishes to introduce in relation to skill
and content.
In practice, the WLA uses a mix of active, hands-on investigative play-based work,
alongside group times, personal reflection times, skill instruction and other learning
experiences provided by the school each day.
Play Matters 2nd Edition Text copyright © Kathy Walker 2011; Design and typography copyright © ACER Press 2011 2
Parent Helper
Information Sheet
Thank you for providing some of your time to our classroom. Your child will enjoy sharing
some of their learning with you.
One of the main ways in which the children are learning is through opportunities for
them to engage in investigations of interest to them. The teacher will have planned or
directed aspects of these investigations with the children and while it may look like they are
doing anything they choose, their work is purposeful and linked to literacy and numeracy.
In your time with us there are some key things that you can do to help the children in
their learning:
Read the developmental and learning intentions we have set for all children
this fortnight. This will help you to know what types of learning we are
concentrating on and you might see opportunities to talk about these things
with the children in their investigations.
Rather than just moving around the room, try to spend time with the same
group of children or child for at least 15 minutes.
The teacher may ask you to help support children in their particular
investigations or in the outdoor learning areas.
Attempt to make links for children with their learning. Instead of asking them,
‘What are you making or doing?’, try describing some of the things you
observe. For example: ‘I can see you have placed the round paper on top of
the tower’, or, ‘Would you like to write a list of the things you have used?’ This
focuses on the learning and concepts of literacy and numeracy rather than
just the activity.
You can make suggestions at times for children who are not sure what to do
next, or simply watch and listen to the language of the children.
The teacher may ask you to talk with a small group about some of their
investigations. This is like a small show-and-tell session where the children
can model language to each other and share their learning and investigations.
Play Matters 2nd Edition Text copyright © Kathy Walker 2011; Design and typography copyright © ACER Press 2011 1
You will notice that the teacher will bring the children back to a reflection time together at
some stage during the day in order to help model some learning. Formal instruction time for
helping children with spelling, writing or reading also occurs during the day and you may or
may not be present for that. The teacher will help you to know what to do at those times. It
may be listening to a child read or helping them with their work.
We hope you enjoy your time observing and participating in our classroom and we
thank you for your help.
Sample reflection sheet
Tell us about your investigations today?
Did you make a plan or do a design brief before you started?
What were you attempting to do?
Why are you interested in this?
Who was working with you?
What do you plan to work on or do next with this?
What have you discovered?
What type of learning did you experience? It seems like you did measuring,
writing (whatever was apparent).
Play Matters 2nd Edition Text copyright © Kathy Walker 2011; Design and typography copyright © ACER Press 2011 2
Relief Teacher WLA
Information Sheet
Thank you for working in this classroom today. We use the Walker Learning Approach
(WLA) which means some of the strategies listed below usually occur each day. The
following is a general format for the day that you may like to follow.
Commencement of the day
Morning ‘tuning in’ with children (about 20 minutes)
There will be a focus child schedule on the noticeboard. Invite the focus children to share
what they are currently or intending to be working on during their investigations. There will
be a reporter and maybe a photographer—the teacher gives these children a task to report
on and to photograph respectively. The tasks allocated to these children will be dependent
on their stage of development and the learning intentions. At the end of the tuning in, the
children to move off to the learning areas to start their investigations. The teacher disperses
the children in small numbers and confirms with the children that they know where they are
going and what they intend to investigate.
Investigating time (about 45 minutes)
Children can work in any of the learning areas by themselves or as small groups. They can
choose where and what they are going to investigate. The teacher aims to scaffold the
children from their interest so that they are supported and extended where appropriate. The
teacher will spend the first half of investigations working with the focus children, reporter and
photographer. Then the teacher will work with other children who need support, direction and
or extension. Some children may need direction or suggestions for new ideas. Others will
find their own work to do. The aim for the teacher is to sit and observe or support some of
the children in their investigations.
Play Matters 2nd Edition Text copyright © Kathy Walker 2011; Design and typography copyright © ACER Press 2011 1
Reflection with children (20 minutes)
As a whole group the teacher asks the reporter, photographer and the three focus children to
reflect on what they were doing, learning or working on during investigations.
At the end of reflection the children will be asked to reset the learning environment
for the next part of learning and for investigations the next day. This is planned, careful and
calm. They do not necessarily have to pack everything away. Some of their work will be
displayed or kept for later in the day or tomorrow.
Formal instruction sessions
After recess, if there are no specialists, you may like to provide a formal instruction session
based on the learning intentions listed in the attached sheet.
This can be a whole-group experience but will enable children to work at their own
level. If possible, introduce the formal teaching session by using one of the experiences of
the children during investigations. This will help to engage the children and link the skill to
something meaningful and relevant to the children. It can either be literacy or numeracy or
both integrated together.
As much as possible, the WLA does not use cloned art work or worksheets that are
the same for each child.
Later in the day
The children may return to their investigations later in the day or you may conduct some
reading or writing for the children.
The final session
During the last two minutes, it is usual for the children to come together for a final reflection,
a game or story together to finish the day.
Play Matters 2nd Edition Text copyright © Kathy Walker 2011; Design and typography copyright © ACER Press 2011 2
