2. Aims and Objectives for
session
Outline meaning of philosophical
approaches
Identify why play is necessary for
children’s development
Outline the definitions of play
Justify how play links to areas of the
EYFS
Identify the 12 features of play
Explain how to make play motivational
Outline what the United Nations
Convention on the Rights of the Child
(UNCRC) is
6. What does this term mean to you?
Discuss and write some notes on your
mini whiteboards
Do you
play?
Do we play
in different
ways?
What makes play,
play?
Do all children
from other
countries play?
7. Definitions of play
Play should be pleasurable, enjoyable.
Even if child shows no signs the play
is still valued
Play has no extrinsic goals
Play is spontaneous and voluntary, it
is not obligatory but chosen by the
child
Play involves active engagement
8. Link in the EYFS
Move around the room to identify how
activities and play opportunities can
offer development within the Areas of
Learning and Development
Make sure everyone has a different
coloured pen, to write answers.
9. 12 Features of Quality Play
Bruce states that good quality play should consist of
The 12 features of play
1. Using first-hand experiences
2. Making up rules
3. Making props
4. Choosing to play
5. Rehearsing the future
6. Pretending
7. Playing alone
8. Playing together
9. Having a personal agenda
10. Being deeply involved
11. Trying out recent learning
12. Co-ordinating ideas, feelings and relationships for free flow play.
Bruce, T. (2001) Learning through play: babies Toddlers and the Foundation Years.
London: Hodder and Stoughton (p. 117)
10. The importance of play
https://www.youtube.com/watch?v=h_-
1O_rBLPU
What activities cover active play?
What activities cover expletory play?
What activities develop imaginative
play?
11. If/when you are a parent would
you like your child to …..
Play
with
Jelly?
Play in
the rain?
Play with
animals?
Be a
helper?
Play
with
dolls?
12. Play needs to be motivational
Play needs to be ‘real’
Adults need to take a step back
Provide situations that are pleasurable
Play needs to be directed by the child
13. United Nations Convention on
the Rights of the Child
(UNCRC)
An international agreement established
by the United Nations to protect the
human rights of the child
There are 54 articles to the Convention
The UK became a signatory to the
UNCRC and agreed that from 1991 every
child under 18 should have the rights
listed in the Convention
14. United Nations Convention
on the Rights of the Child
Children
Friendly
Version
http://www.unic
ef.org/rightsite/
files/uncrcchill
dfriendlylangu
age.pdf
Let’s read and see what rights children
have in terms of play
15. UN Convention on the rights of
children
UN Convention on the Rights of the
Child states that children have a right
to play.
Important play opportunities are given
to stimulate the brain (neuroscience)
and encourage development in
SPICE
18. Aims and Objectives for
session
Identify age appropriate activities for
areas of the EYFS
Outline what to consider when setting
up play activities
Identify how own settings meets the
right for children to play.
Describe daily timeline of play
activities completed in their settings
19. Starter Activity – Individual
task
As individuals write on each sheet
of paper, as many activities for the
identified age range as possible.
Make sure everyone has a
different coloured pen, to write
answers.
20. What do we need to consider
when setting up play?
Write your ideas on the nursery layout
template
21. Reflection
Write a reflection highlighting how
your setting, meets the right for
children to play
Use UN Convention on the rights of
children for support
22. Daily timeline of play
activities
Create a daily timeline of play
activities completed. Be as creative as
possible
Feedback to the group, offering others
ideas to take into their own placement
Extension – Link to areas within the
25. Aims and Objectives for
session
Identify different types of play
Outline to benefit of block play
Explain how to combing different
types of play
Explain why it is important to
consider age and stage when
planning activities
Outline the stages of play.
26. Starter Activity – Individual
task
https://www.youtube.com/watch?v=gDbYCf7l
LB0
How many different types of
play did you see from this clip?
27. Different settings will play in
different ways..
Child Initiated
Adult initiated
Indoor play
Outdoor play
29. Play set up
Spontaneous play is child directed and
the most rewarding for children to
participate in as it builds on their
interests. You can use this type of play to
further learning.
Adult directed play refers to activities that
involve adult interactions.
Give some examples of these
types of play
30. Combing types of play
Children do not see play as types of play.
Its just play.
Children will use resources/materials for
various means. A hairbrush could be a
microphone (symbolic play)
Important for us to be flexible in our
practice and use various resources to
promote development.
31. Team task – Think outside the
box
With the resources that you have on the
table, what activity could you make with the
children? Work in pairs.
Be as creative as possible, you will need to
feedback to the group
You have 17mins
http://www.classtools.net/education-games-php/timer
32.
33. Individuals
It is always important to consider the
age and stage of development for
individual children when planning
activities.
Remember it is important to consider
and adapt activity to meet children's
individual needs.
34. Constructive
Types
of play
Creative/
expressive
Physical
Quiet
Messy/
sensory
Imaginative/
drama and
role play
35. Case Study
Jen
Stefan
Clara
Nick
A group of eight five year
olds
36. Stages of play
Learning to play is a gradual process
All areas of development can be
promoted through valuable play
experiences
There are 6 stages of play
Think back to your placement and think
of examples that highlight the following
stages
37. Exploratory Play
This is seen when observing babies
as they are exploring their
surroundings.
What resources can you provide to
encourage exploration?
38. Solitary play
The child is playing alone, this is
usually seen until approximately 15-18
months
39. Parallel Play
When a toddler will often play alongside
another toddler and show some
awareness of the other child but wont
share in the activity.
Have you seen this ?
40. Associative Play
This develops from the age of 2 ½
years. The children will play together.
This is characterised by watching
others and copying.
What would your role be?
41. Turn-taking /sharing
From 3 years of age, play becomes
more complex as simple rules start to
be used
42. Co-operative Play
The final stage of play when the
children actively play together. They
talk about their play and make
decisions together.
44. Aims and Objectives for
session
Outline different types of play
Outline different types of messy play
Identify different types of imaginative
play
Outline different types of constructive
play
Identify different types of creative play
Outline different types of physical play
Outline different types of quite play
Identify what heuristic play is.
46. Messy/sensory Play
•Paint
•Playdough
•Cornflour
•Jelly
•Beans
•Custard
•Water
•Sand
•Shaving
foam
Messy play is good
because children can
• explore and
experiment with
different texture
• It can be very
soothing
• Learn to share
equipment with
others
• Use fine motor
skills
• Use hand eye co
ordination
48. Imaginative Play
•Puppet
shows
•Drama
•Dancing
•Playing with
dolls/action
figures
•Role play
•Singing
•Music and
movement
Imaginative play
develops and
supports children to
• Use their
imagination
• Imitate adult roles
• To practice grown
up skills
• To pretend to be
others/animals
• Think about other
people views/roles
• Provides
understanding of
job roles
49. Constructive Play
•Lego
•Duplo
•Train sets
•Multilink
•Construction
straw
•Wooden
blocks
During this type
of play children
build. They learn
and develop
• Fine motor
skills
• Hand eye
coordination
• Work with
others
• Solve
problems
• Colours
• Shapes
51. Creative Play
•Painting
•Singing
•Dancing
•Writing
•Mark making
•Chalking
•Card making
•Cutting
•Collage
making
Creative play
supports children to
develop
• Fine motor skills
• Hand eye co
ordination
• Essential for
writing
• Helps them to
express thought
and feelings
• Creating own
work
• Sharing ideas
and opinions
• Learn about
colour, shape
and texture
52. Physical Play
•Outdoor
activities
•Obstacle
courses
•Bike riding
•Hoops
•Skipping
•Hopping
•Swimming
•Running
•Slides
•Tunnels
•Threading
•Interlinking
Physical play
develops and
supports
• muscles and gross
motor skills
• Improves appetite
• Important for
health and well
being
• Important for
mental stimulation
• Encourages good
sleep patterns
• Fine motor skills
• Hand eye co-ordination
54. Quiet Play
•Puzzles
•Books
•Story tapes
•Computers
•Smart
boards
•Drawing
•Cutting
•Board
games
•Talking/circle
time
Quiet play
supports and
develops
• sharing
• reflection and
relaxing
• Learning new
vocabulary
• Learning how to
read/handle
books
• Fine motor skills
• Hand eye co
ordination
• Communication
skills
56. Heuristic Play
Heuristic play is a way of offering a group of
children a range of objects to explore freely,
with little adult intervention. This type of
activity is particularly useful in encouraging
young children to engage in an activity for
more than a few minutes
Heuristic play baskets are a range of natural
and ‘found’ everyday objects that stimulate
all the senses.
57. Homework - make a treasure
basket
What will you need to consider?
What will you collect?
How will you present this, use your
self study time to create an
explanation of items add and how this
can benefit children's play and
development?
58. Assessment task support
Assessment
is due in
Formative –
21st
November
Final deadline
–
12th
