So you see that Investigation Time is much more than just free play.
It’s a carefully planned session in our day where learning invitations and provocations act as springboards, guiding my kindergarten students toward meaningful interactions with the curriculum.
Whether they’re investigating natural objects, designing with blocks, or experimenting with loose part patterns, my children are developing foundational skills in literacy, numeracy, problem-solving, and social interaction—all through the power of play.
Reflection & Re-set – Discussing and Celebrating Learning
After Investigation Time, we gather for Reflection Time. This is another vital component of our play-based classroom.
Some teachers use Reflection Time as a basic recap of investigations but it should also be an opportunity for students to verbalise their experiences, connect their discoveries to learning objectives, and build social-emotional skills.
As Kathy Walker, the creator of the Walker Learning Approach, emphasises, “Reflection time is not show and tell. It helps identify the learning that has occurred during the session and, most importantly, acts as a bridge linking play with formal lessons throughout the day.”
Even on busy days, I prioritise this session to reinforce the purpose and value of our play-based learning.
Reflection Time begins with the Photographer and Reporter sharing their observations. The Photographer might present photos taken during investigations, sparking discussion on how their peers interacted with materials or tackled challenges. The Reporter recounts key moments or highlights from the day, encouraging students to share their own thoughts on what they noticed or learned.
For example, one morning, a child’s reflection on building a tall block tower provided a natural way for us to discuss the principles of balance and stability. The student expressed frustration about the tower tipping over, which prompted a brief, impromptu lesson on balancing objects. This led to a later math lesson where we explored equality and balance, expanding on this “teachable moment” by linking their play to mathematical concepts.
Throughout this session, open-ended questions such as “What did you discover?” or “Why do you think that happened?” guide students to think critically about their experiences.
As Reggio Emilia pioneers have noted, reflection encourages metacognition, helping children become aware of their thought processes and build self-directed learning skills.
A good reflection transforms play into valuable, meaningful learning moments that can extend into later formal lessons and activities.
Reflection is where play-based learning truly comes to life. It helps children recognise that their play is important learning time, reinforces curriculum goals, and builds a sense of community as they share their insights.
For a deeper look into how I run this important session, read my post on Reflection Time in a Play Based Classroom: How to Run It Effectively.