Presentation by: Megan Zeni
Session: Session B| Time: 10:30AM-10:50AM | Location: Room 200
The practice of playful inquiry is built on the shoulders of longstanding theories and pedagogical beliefs. Situated amongst several movements, there is no clear reference to this emerging pedagogy in the current literature. My own practice of playful inquiry in a K-7 BC school garden highlights significant relationships, an emergent curriculum, and a deep trust that children will uncover the learning that lives in the garden classroom through meaningful exploration and play, including risky play. I wish to share my observations and documentations of learning, while emphasizing the importance of playful inquiry in a school garden pedagogy that sustains cross-curricular learning and growth across the core competencies. Discussion questions may include: How might playful inquiry in school gardens transform children’s experiences of school? How might playful inquiry in school gardens transform teacher’s meaningful use of school gardens? What is lost when we remove all risk from the learning environment?