Kindergarten Pollution Education: Report on Interactive Learning Games

This report discusses the effectiveness of using games to teach kindergarten and year 2 students about pollution. Two games, a basketball game involving recyclable and garbage bins, and a hide-and-show game with flower and rubbish images, were implemented. The games were designed to teach students about waste management and environmental awareness, incorporating theories such as feedback systems, creativity, system perspective, and learning circles. Feedback from students and coordinators helped assess the learning outcomes and plan future activities. The report concludes that both games were well-received, fostering creativity and innovative thinking among the students, ultimately enhancing their understanding of pollution and its impact.

Teaching about pollution to primary school kindergarten-year 2 students
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Contents
Introduction:....................................................................................................................................3
Main Body:......................................................................................................................................4
Conclusion:......................................................................................................................................6
References:......................................................................................................................................7
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Introduction:
In the report, diverse theories like feedback systems, creativity, system perspective and learning
circles are explained in the context of two games which are to be played by the students. The
Vitality of this fun games for making students learn about pollution will be gained from the
assignment.
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Main Body:
The two games which are carried out for the kindergarten students were quite effective as they
provided great learning to the students about pollution and the way to keep their surrounding
clean. The first game that was played with students was the basketball game where the students
have to imagine the dustbins as the basketball rings out of which one was marked as recyclable
and another one was marked as garbage bin (De Gloria, 2014). The students had to goal in the
dustbin ring and keep their surrounding hygienic.
The theories that were associated with the games were of feedback systems; creativity, system
perspective and learning circles, after making students complete the activities feedbacks were
taken from the students as well as the co-ordinators which assisted in knowing about the
learning’s that they gained and the future steps that are to be taken so that further activities of the
students can be planned and new methods for making them learn about waste implemented
(Hamari, et. al, 2016). Imagining of dustbin as the basketball ring helped students in
differentiating between recyclable waste and the normal garbage.
The other activity that was carried out with students was of hide and show where flower images
were put on the whiteboard and using another piece of cardboard on which rubbish was inscribed
other students were told to throw correct rubbish into correct bins while whacking the flower
images with rubbish images and if they went incorrect by disclosing the flower images and
descending the rubbish image down if they went accurate (Davis and Sumara, 2014). This game
was quite interesting for students and they all actively took part in it by completing the activity
as per the system perspective theory the students gained knowledge about the interrelationships
with the images and the garbage, these relationships assist them in learning about their
environment.
Creativity is a wide term which can assist the students in long-term and these two games
developed the creative corners of their brain. The learning circles helped the students to build,
share and express their knowledge in both the games, where they articulated over a progression
of open dialogue and deep reflection around certain concerns about games with a focus of shared
consequences (Davis and Sumara, 2014). Mind heart and body of students were connected with
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games which completely engaged them towards the activities and the theories which were
connected with the games.
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Conclusion:
As per the report, it can be concluded that the basketball game and the flower game both were
decently participated by the students and they started developing their creative corners. The
students enlarged their learning’s over the creative sections of the students were developed and
they were able to think brilliantly and innovatively.
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References:
 Davis, B., and Sumara, D. (2014). Complexity and Education: Inquiries into learning,
teaching, and research. Routledge.
 De Gloria, A., Bellotti, F., & Berta, R. (2014). Serious Games for education and
training. International Journal of Serious Games, Vol. 1(1).
 Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016).
Challenging games help students learn: An empirical study on engagement, flow and
immersion in game-based learning. Computers in Human Behavior, Vol. 54, 170-179.
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