Are We Missing the Plot?

 

A Reflection on Play, Policy, and School Readiness
What We Count, Counts. Why the Debate is About Ideology, Not Curriculum. Sarah Aiono Jun 28


Kia ora whānau,

This week I came across a thought-provoking presentation by Dr. Sarah Aiono, shared at the IPA Asia Pacific Conference in Melbourne, and it honestly stopped me in my tracks. It spoke directly to the heart of something many of us working in ECE, New Entrants, and Kāhui Ako spaces have been feeling for a while:

Are we so focused on curriculum and data that we’re forgetting our tamariki aren’t always ready to learn when they walk through the school gate?

Dr. Aiono’s presentation—titled “What We Count Counts: Why the Play Debate is About Ideology, Not Just Curriculum”—really pushed me to think about how our systems are shaped not just by what we teach, but by what we value.

You can read the full transcript here on Dr. Aiono’s LinkedIn.
What Stood Out to Me
The main message?
 It’s not just the curriculum that needs changing—it’s the thinking behind it.

She challenges us to ask:

• Who do we believe children are?
• What is learning actually for?
• Are we measuring what matters?

Too often, systems are built on the belief that education exists to create future workers. That’s where the pressure for data, benchmarks, phonics checklists, and early numeracy kicks in. And while none of those things are bad, they can become harmful if they’re prioritised before children are developmentally ready.

Dr. Aiono calls this the “future worker” lens—where play is seen as a distraction, not a foundation. But what if we saw children as citizens now? Whole, capable, curious little people already participating in the world?

In that light, play becomes the pedagogy, not the break from it.
Why This Matters for Us in Aotearoa – Especially in Lower Decile Communities

Working in a Kāhui Ako and in a school where equity is central, I see the tension daily. We’re working hard to lift achievement, track progress, and respond to data—but some of our 5-year-olds are arriving without the oral language, social readiness, or emotional regulation they need to thrive in a structured classroom.

Here’s what I believe (and what this reading confirmed):

• We need to prioritise oral language. Rich vocab, conversation, storytelling, singing. Words like more/less, estimate, describe, explain need to be embedded in context.
• We need to develop executive function—through play. Planning, sharing, waiting, leading, coping when things don’t go to plan.
• We need to make time for social-emotional learning. Not just as a behaviour management tool, but as a learning goal in itself.
• We need to slow down when they first start school. Not rush straight into the curriculum before they’re developmentally ready.

What We Could Be Doing Differently

As a Kāhui Ako Across School Lead, this reading really challenged me to think about how I can support our ECEs, kindergartens, and new entrant teams better.
Some ideas I’d love to kōrero more about:

• Co-developing a play-based transition framework across ECE and NE, especially for tamariki turning 4–5.(Have implemented this with 4 ECEs and Kindergartens now)
• Using tools like the P-BLOT to help teachers observe and respond to deep-level learning in play. https://www.longwortheducation.com/p-blot/       https://eyrl.nz/play-based-learning-pic/
• Joint PLD sessions between ECEs and schools about oral language, play, and developmental readiness.
• Reframing what we mean by 'readiness'—because it’s not just about recognising letters or numbers. It’s about being settled, confident, and curious.

Final Thought

The provocation I’m sitting with now is:
What is education for?
Is it to produce outputs—or to grow humans?

Because if we really believe that tamariki are taonga, and that learning is a process of becoming, then play is not a luxury—it’s a necessity. And we need to protect and prioritise it, especially for our most vulnerable learners.

Big mihi to Dr. Sarah Aiono and Play Australia for starting these important conversations.

Observing Through Play: Unlocking True Potential

Observing Through Play: Unlocking True Potential

Let’s Get Real—Play Tells the Full Story!

You know those first few weeks of school when everyone’s finding their feet (and maybe their shoes)? That’s not the time to whip out formal tests and clipboards of doom! Instead, our "Tools, Measures & Approaches" plan encourages us to step back, tune in, and let our tamariki show us what they can really do—through play.

Because here’s the secret sauce: play isn’t just fun—it’s full of golden information.

What Are We Actually Doing Here?

We’re putting the tests on pause and pulling out our invisible superhero capes: the observer lens.

We watch, really watch, our learners in action as they build, create, chat, problem-solve, and navigate social situations in both structured and unstructured play. We're not looking for right or wrong, we’re tuning in to the how, the why, and the wow moments.

Using a simple framework, we can spot things like:

• 🗣 Oral Language(and this is now a part of our curriculum) – Are they directing others, telling stories, asking questions, or chatting your ear off in the home corner?

• 🧩 Problem-Solving – Can they figure things out, change plans mid-build, or ask for help?

• ✍️ Fine Motor Skills – Can they thread beads, draw people with eyebrows, or build epic towers?

• 👯 Social Skills – Are they navigating friendships, playing fair, or solving little arguments with surprising wisdom?

• 🔤 Early Literacy & Numeracy – Do they notice letters, ‘read’ to teddy, count pretend money, or spot patterns?

Why It Matters

Play is a child’s superpower. It’s how they process the world, and it’s where their true learning identity starts to shine.

• It’s the real deal: Kids are more relaxed and natural when they play, which gives us way more insight than a desk-based task ever could.

• It shows how they learn: Not just what they know, but how they think, persist, ask for help, or collaborate.

• It lowers the pressure: Eases the "new school jitters" and makes school feel like a place of joy and exploration.

• It highlights hidden gems: That quiet child who barely speaks during mat time might be a boss in the block corner!

How Can We Make This Happen?

For ECEs:

• Capture moments as they happen: Use photos, short notes, or even quick videos (with permission) during play.

• Use a simple observation guide: Watch for things like cooperation, focus, or creativity.

• Set the scene for magic: Offer open-ended materials and provocations that spark curiosity and collaboration.

• Share the story: Pass on key observations to the primary school—those golden nuggets make all the difference.

For Primary Schools:

• Protect play time: Those first few weeks? Let them be rich in both indoor and outdoor play.

• Set up “observation stations”: Rotate around different zones (e.g., blocks, dramatic play, puzzles, art) and observe.

• Teamwork makes the dream work: Chat with other staff daily to share insights. You’ll be amazed what each of you picks up.

• Keep it simple: Sticky notes, clipboards, or digital docs—record quick, factual snapshots like “Jas played independently for 20 minutes creating a zoo and naming all the animals.”

• Get curious with questions: Ask “What are you thinking?” or “Tell me about your game” to understand deeper thinking.

• Resist the urge to formalise: Trust the process—if we watch with intention, the readiness signs will show themselves.

What’s In It for Our Tamariki?

• They feel safe and confident: School starts as a joyful, welcoming place—not a test zone.

• They can be themselves: We see their spark, their quirks, and their super strengths.

• We meet them where they are: Teaching becomes more responsive, more personal, and way more powerful.

• We grow together: Through play, kids form connections with peers and teachers, building trust and community from day one.

---

So let’s swap the test sheets for sandpits, the pressure for play dough, and give ourselves permission to slow down and truly see our learners. Because those moments in the block corner? That’s where magic happens.