Unit5

Unit5
Unit 5 Play and learning © Hodder & Stoughton Limited
CACHE Level 3 Early Years Educator Starter activity LO1 Understand the role of play D2 Time: 10 mins How many different types of play or play activities can you think of for each of the letters in the words ‘CHILDREN’S PLAY’? © Hodder & Stoughton Limited C H I L D R E N S P L A Y a i n t i n g
CACHE Level 3 Early Years Educator LO1 Understand the role of play. • D1 Describe the role of play in supporting all children’s learning and development. • D2 Explain the innate drive for children to play. • D2 Explain: • child-centered play • Adult led play • A1* Analyse the impact of play deprivation on children’s learning and development. © Hodder & Stoughton Limited
CACHE Level 3 Early Years Educator • Play is very difficult to define as it is something that is carried out very regularly within the workplace. • Play is an important part of a child's day as it provides them with a number of new experiences. • Play can often be mistaken for being recreational and relaxing, however despite it being a very social activity the children are often very stimulated whilst they are playing. • Play not only supports a child's development but it also supports their learning process. What is play? © Hodder & Stoughton Limited LO1 Understand the role of play D1
CACHE Level 3 Early Years Educator • There are a number of benefits of play for children, some of which are easy to identify, some which are quite subtle. • Play allows children time to learn and develop their skills further including their physical, intellectual, language, emotional and social skills. The benefits and drive of play © Hodder & Stoughton Limited LO1 Understand the role of play D1 • http://www.teachers- media.com/videos/learning- and- development#video_title_bar
CACHE Level 3 Early Years Educator • Play helps to develop a child's imagination. Quite often we see children playing and simulating things that they have seen taking place during a day. For example, a child who plays with the cars may recreate a conversation that they have had in the car on the way to the setting. • Providing children with time to play helps to develop their understanding of the world around them. For example, children who like to dress up and play doctors and nurses are using props that allow them to listen to heart beats, take temperatures and measure height. • Play is open to everyone and is a fantastic way of ensuring that everyone is included. The less academic child may struggle with reading or writing but can create fantastic models with the play dough. The benefits and drive of play © Hodder & Stoughton Limited LO1 Understand the role of play D1
CACHE Level 3 Early Years Educator Classroom discussion activity Time: 10 mins Look at the picture below. • What skills is the activity helping to develop? Look at the laminated cards List the learning that is taking place through each type of play Make links to SPICE LO1. Understand the role of play D1
CACHE Level 3 Early Years Educator Pairs activity Time: 10 mins Look at the picture. • What benefits would come from the children playing in this scenario? © Hodder & Stoughton Limited LO1 Understand the role of play D1
CACHE Level 3 Early Years Educator When getting to know the interests of children there are a number of things we can do, including: • Speak to the children (depending on their age) • Observe children and log what they like to do or what they regularly chose to play with • Speak to the families of the children to find out some background information on things that the child likes to do at home. How play supports the interests of children © Hodder & Stoughton Limited LO7 Understand inclusive play practice D1
CACHE Level 3 Early Years Educator When we look at supporting the abilities of the child we may need to some additional input. This may be from: • Observing the child to see what they can or can not do. • Speaking to the family of the child, especially if the child has a particular need that needs to be considered in the planning of the activities. • Seek further guidance from other practitioners within the setting who may have had experience with certain abilities in the past. • Seek further guidance from external agencies or professionals who could guide you on supporting the abilities of the children in your care. How play supports the abilities of children © Hodder & Stoughton Limited LO7 Understand inclusive play practice D1
CACHE Level 3 Early Years Educator To Achieve D1 you are required to Describe the role of play in supporting all children’s Learning and development including: • Children’s natural curiosity to discover and explore • How play stimulates and motivates learning and development • The importance of including children’s interests in play provision. D1 Assignment Task © Hodder & Stoughton Limited
D2 Define the term 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
CACHE Level 3 Early Years Educator Pairs activity Time: 10 mins Thinking about a week in your setting, how many opportunities during the day are available for children to play? © Hodder & Stoughton Limited LO1 Understand the role of play D2
CACHE Level 3 Early Years Educator • Child-initiated play is an essential part of play that young children need to experience in order to explore the world around them and experiment with new experiences. • Child-initiated play is instigated by the child, this means that they chose what they want to do and what they want to play with. • It is important that we allow children this opportunity so that they can try out new things and a variety of different resources, developing their understanding in the process. Child-initiated play © Hodder & Stoughton Limited LO5 Understand types of play for children D2
CACHE Level 3 Early Years Educator • The Early Years Foundation Stage (EYFS) encourages child- initiated play to be taking place as it helps the child’s confidence. • It allows children to try new things in an environment that is safe and secure yet also challenging. • Opportunities for child-initiated play should be both indoors and outdoors so that the child can move freely between the two areas. Child-initiated play and the EYFS © Hodder & Stoughton Limited LO5 Understand types of play for children D2
CACHE Level 3 Early Years Educator • Although as the adult in the setting we do not want to interfere with children making their choices and playing with what they chose, we need to be there to interact with the child in the way that they would like us to. • This interaction with the child has to be led by the child and you must listen carefully to their guidance. For example, a child playing in the home corner may appreciate you joining in but you must wait to be told what role in the play that you are taking. If the child does not offer you a role then you must listen carefully so that you can offer an appropriate role. • For example a child playing with the dolls in the home corner may appreciate you offering to be the cook or another family member in the play scenario. Child-initiated play and the adult © Hodder & Stoughton Limited LO5 Understand types of play for children D2
• Adult-led play is also an essential part of play and holds a very important place within the child's day. • The difference with adult-led play is that there is an adult present who is offering support and direction to the children. • Although this type of play is often carried out so as to achieve a specific outcome it can still accommodate children’s independent thinking. • For example, the children may be creating cards for an occasion. The adult would lead by explaining that they will be making a card and showing them how to do this, but the children can choose the colours and how they decorate the card. Adult-led play © Hodder & Stoughton Limited LO5 Understand types of play for children D2
CACHE Level 3 Early Years Educator • Adult-led play should be planned and the resources should be ready for the children to use. • Careful consideration should have gone into health and safety and the risks involved in the activity, and appropriate provision put into place so as to ensure that the activity is safe. Adult-led play © Hodder & Stoughton Limited LO5 Understand types of play for children D2
Time: 30 mins Complete the table on the worksheet provided, comparing the different characteristics of child-initiated and adult-led play. Explain child cantered play Adult –led play The innate drive for children to play D2
CACHE Level 3 Early Years Educator Extension activity Time: 15 mins Create a poster to show the benefits of play. Consider: • A range of ages and stages • The overall benefits of play • Play without resources. © Hodder & Stoughton Limited LO1 Understand the role of play D1, D2
To Achieve D2 you are required to Give an explanation of: Child-centred play Adult-led play The innate drive for children to play. Assignment Task D2 © Hodder & Stoughton Limited
CACHE Level 3 Early Years Educator • Play deprivation means to deprive a child of the opportunity or time to play. • If a child is does not have the opportunity or time to play it can have an impact on a child’s learning and development. The impact of play deprivation on children’s learning and development © Hodder & Stoughton Limited LO1 Understand the role of play A1*
CACHE Level 3 Early Years Educator Play deprivation may cause: • A lack of social skills • Withdrawal • Depression • Aggression • Obesity • Fear or lack of trust of others. The impact of play deprivation on children’s learning and development © Hodder & Stoughton Limited LO1 Understand the role of play A1*
CACHE Level 3 Early Years Educator Group activity Time: 15 mins Discuss how play deprivation could cause: • A lack of social skills • Withdrawal • Depression • Aggression • Obesity • Fear or lack of trust of others. © Hodder & Stoughton Limited LO1 Understand the role of play A1*
CACHE Level 3 Early Years Educator Classroom discussion activity Time: 15 mins Discuss how the points identified in the Group activity could impact on a child’s learning and development. For example: • Play deprivation can lead to a lack of social skills which could, in turn, make it difficult for a child to interact with practitioners and other children • Withdrawal • Depression • Aggression • Obesity • Fear or lack of trust of others. • Please see A life without on Oracle to support your studies © Hodder & Stoughton Limited LO1 Understand the role of play A1*
To achieve A1* Provide an in-depth Analysis of the impact of play deprivation on children’s learning and development to show: How learning can be affected by a lack of stimulation The potential consequences of play deprivation on learning and development. (introduce topic, a page for each of the above sentences – make sure you refer to child, family, setting and link a theory too) Assignment Task A1* © Hodder & Stoughton Limited
CACHE Level 3 Early Years Educator In this lesson we:  Have looked at the role, benefits and drive of play.  Have identified the meaning of play deprivation.  Have discussed the impact of paly deprivation on learning and development. © Hodder & Stoughton Limited
CACHE Level 3 Early Years Educator 1. Using 50 words or less, identify the role of play for children. 2. Can you list the benefits of play that we have discussed? 3. Describe two ways play deprivation can impact on a child’s learning and development © Hodder & Stoughton Limited
CACHE Level 3 Early Years Educator Starter activity Active Play Lets learn about active play, make sure your making notes. http://www.nhs.uk/video/Pages/Activeplay.aspx
CACHE Level 3 Early Years Educator LO2 Understand children’s rights in relation to play. • D4 Identify children’s rights in relation to play. • Identify children's right to play in line with UN Convention rights of the child • Current Early years frameworks • B1 Explain how early years settings support children’s right to play. © Hodder & Stoughton Limited
CACHE Level 3 Early Years Educator • In 1989 leaders from around the world came together to decide on the human rights that every child under the age of 18 years should have. • Once they had all agreed they signed the UN Convention on the Rights of the Child (UNCRC). • Since this was signed, UNICEF have carried out a lot of work to promote these rights and work for children. UN Convention on the Rights of the Child © Hodder & Stoughton Limited LO2 Understand children’s rights in relation to play D4
CACHE Level 3 Early Years Educator Independent research activity Time: 30 mins • Carry out further research into the United Nations Convention on the Rights of the Child (UNCRC) and the work that UNICEF does. • Produce a leaflet from your findings. • Make a note of your sources. © Hodder & Stoughton Limited LO2 Understand children’s rights in relation to play D4
CACHE Level 3 Early Years Educator • Every child has a right to play and to be stimulated during the days. • Play supports children's educational needs and it opens up a number of opportunities to implement skills in relation to making relationships, developing feelings and growing in confidence. Children’s rights to play © Hodder & Stoughton Limited LO2 Understand children’s rights in relation to play D4
CACHE Level 3 Early Years Educator • The government policy for play ‘The Play Strategy’ includes how governments are committed to delivering better play opportunities. • Millions of pounds have been invested to create and maintain high-quality play spaces. • Existing play spaces have been updated and there was a promise to create new adventure playgrounds or play parks. Children’s rights to play © Hodder & Stoughton Limited LO2 Understand children’s rights in relation to play D4
CACHE Level 3 Early Years Educator Group activity Time: 15 mins Many local parks and outdoor spaces have been created or improved on the basis of the government’s Play Strategy. In your group consider: • How does this support a child’s right to play? • Have you seen evidence of improved outdoor spaces in your local area? • Is this enough to promote the right to play? • What else could be done to support children’s right to play? © Hodder & Stoughton Limited LO2 Understand children’s rights in relation to play D4
CACHE Level 3 Early Years Educator • Depending on the age of the children, settings will accommodate play in different ways. • Whilst children are in a nursery setting they will become used to having clear set areas where different types of play takes place. • Since the implementation of the Early Years Foundation Scheme (EYFS), nurseries have invested a lot of time into ensuring that children have the opportunity to learn and develop their skills through play activities. How do settings accommodate play? © Hodder & Stoughton Limited LO2 Understand children’s rights in relation to play B1
CACHE Level 3 Early Years Educator Pairs activity Time: 15 mins Can you design a nursery classroom that accommodates a range of opportunities for children to play? © Hodder & Stoughton Limited LO2 Understand children’s rights in relation to play B1
CACHE Level 3 Early Years Educator It is important that the areas of play and development are not restricted as children make the transition to primary school. • In the early classes of school children are still given the opportunity to experience learning through play. • As children move through the stages of school the play opportunities change and become more structured and routine for the children. • Space unfortunately does not allow for the designated area to be set up permanently, however the classroom space is often utilised through more table top activities that can be set up when required. How do settings accommodate play? © Hodder & Stoughton Limited LO2 Understand children’s rights in relation to play B1
CACHE Level 3 Early Years Educator Reflection activity Time: 15 mins Reflect on the play provision within your setting and consider: • Does it accommodate a range of ages and stages? • Is it varied and exciting? • Does it fully meet individual needs? • Do children have ‘free’ access to play opportunities? • Describe one thing you would change to improve play provision. © Hodder & Stoughton Limited LO2 Understand children’s rights in relation to play B1
CACHE Level 3 Early Years Educator Extension activity Time: Ongoing Collect photographs of different settings with their play activities set up, so as to be able to compare the different ages and how play can be accommodated. © Hodder & Stoughton Limited LO2 Understand children’s rights in relation to play B1
To achieve D4 you are required to identify children’s rights in relation to play in Relation to: The UN Convention on the Rights of the Child Current early years frameworks. To achieve B1 you are required to add an explanation of how early years settings meet children’s rights to play which may include: Working within current frameworks Provision for play made within the setting. Assignment Task D4, B1 © Hodder & Stoughton Limited
CACHE Level 3 Early Years Educator In this lesson we:  We have explored the UN Convention on the Rights of the Child.  We have discussed government strategies on play.  We have understood how settings meet the right for children to play. © Hodder & Stoughton Limited
CACHE Level 3 Early Years Educator 1. Share your leaflet on the UN Convention on the rights of the Child with someone else and discuss what you have found out. 2. Write two ways in which a nursery setting and a school accommodate children's rights to play. © Hodder & Stoughton Limited
CACHE Level 3 Early Years Educator Starter activity LO3 Understand theoretical approaches to play and learning Time: 10 mins Play opportunities in the setting • Describe the interaction between children and adults during play provision in your setting. • Compare this with a partner. • You will use this information later in this lesson. © Hodder & Stoughton Limited
CACHE Level 3 Early Years Educator LO3 Understand theoretical approaches to play and learning. • C1 Discuss how theoretical perspectives on play and learning inform practice. • C2 Discuss how philosophical approaches on play and learning inform practice. © Hodder & Stoughton Limited
CACHE Level 3 Early Years Educator • Play is seen as important as children learn through play. • There are many theoretical perspectives which support play; these theories have developed through the years and elements of all of them are seen in current day practice. • Everyone has a view on which theory or approach is best. • It is important to analyse the theories to fully understand their meaning. • Some theories are hundreds of years old whilst some are very current and still being developed. Theories of play © Hodder & Stoughton Limited LO3 Understand theoretical approaches to play and learning C1
CACHE Level 3 Early Years Educator Play theorists Froebel Steiner Montessori Isaacs Piaget Bruner Athey Malaguzzi Bruce Moyles LO3 Understand theoretical approaches to play and learning C1
CACHE Level 3 Early Years Educator Group activity Time: 20 mins You will be given one theorist to research in detail, in order to give a presentation to the class. You will need to include: • The name of the theorist • A brief description of the theory • How the theory relates to play • The positives and negatives of the theory • Examples of the theory in practice. © Hodder & Stoughton Limited LO3 Understand theoretical approaches to play and learning C1
CACHE Level 3 Early Years Educator Classroom discussion activity Time: 15 mins You have been given one theorist to examine in detail in a small group. Now, as a group, you are going to present your findings to the rest of the class. You should make sure your presentation covers the following points: • The name of the theorist • A brief description of the theory • How the theory relates to play • The positives and negatives of the theory • Examples of the theory in practice. © Hodder & Stoughton Limited LO3 Understand theoretical approaches to play and learning C1
CACHE Level 3 Early Years Educator • Some settings are dedicated to the findings of one theorist. • Montessori has schools dedicated to her methods and theories. • There are over 150 Montessori schools in the UK. • https://www.youtube.com/channel/UCCqV9q3aDO- vwE31fokZk2Q Theories of play © Hodder & Stoughton Limited LO3 Understand theoretical approaches to play and learning C2
CACHE Level 3 Early Years Educator Independent research activity Time: 15 mins Research a setting that is dedicated to the theories of Montessori. • Describe how the setting provides learning opportunities. • How does this link to the relevant theory? • Do you think the setting truly represents the theorist? • Why/why not? © Hodder & Stoughton Limited LO3 Understand theoretical approaches to play and learning C1
CACHE Level 3 Early Years Educator • Providing a rich play environment for children to learn and develop in is very important. • There are many approaches that follow specific standards, values and principles. • Reggio Emilia, High/Scope and Steiner are three different philosophical approaches to play and learning • https://www.youtube.com/watch?v=HQKD5evdcrg Philosophical approaches to play © Hodder & Stoughton Limited LO3 Understand theoretical approaches to play and learning C2
CACHE Level 3 Early Years Educator Reggio Emilia Inquisitive minds Parent, 1st educator Practitioner, 2nd educator Environment, 3rd educator Active participants Exploration Creativity Collaborative learning LO3 Understand theoretical approaches to play and learning C2
CACHE Level 3 Early Years Educator High/Scope Plan, do, review Adult-child interaction Daily routine Creativity Learning environment Transition times Shared control LO3 Understand theoretical approaches to play and learning C2
CACHE Level 3 Early Years Educator Group activity Time: 20 mins In your group you will examine either Reggio Emilia or the High/Scope approach in detail and then write up your findings. You will need to include: • A description of the approach • How the approach relates to play provision • The positives and negatives of the approach • Examples of the approach in practice. © Hodder & Stoughton Limited LO3 Understand theoretical approaches to play and learning C2
CACHE Level 3 Early Years Educator Steiner Holistic Spiritual Social Structured curriculum Unhurried Creative Nature LO3 Understand theoretical approaches to play and learning C2
CACHE Level 3 Early Years Educator Pairs activity Time: 15 mins Research a setting that follows the Steiner approach and therefore calls itself a Steiner School. • How does the curriculum differ from that of a state school? • What does a Steiner environment look like? • Do they mention the importance of play? • Would you have wanted to go to a Steiner School? • Why/why not? © Hodder & Stoughton Limited LO3 Understand theoretical approaches to play and learning C2
CACHE Level 3 Early Years Educator Reflection activity Time: 15 mins We have looked at a range of theoretical perspectives and philosophical approaches to play provision. Consider the following points: • Had you heard of any of the theories or approaches before? • Which theory or approach do you like the best and why? • How do elements of each theory or approach influence current day play provision? Looking back at the starter activity notes, identify whether your setting reflects any of the theories or approaches discussed. © Hodder & Stoughton Limited LO3 Understand theoretical approaches to play and learning C1, C2
CACHE Level 3 Early Years Educator Extension activity Time: 15 mins Create a chart to show links between theoretical perspectives, philosophical approaches and current day practice. For example: Theory or approach Links to current day practice Montessori Child-sized furniture High/Scope Daily routines © Hodder & Stoughton Limited LO3 Understand theoretical approaches to play and learning C1, C2
To achieve C1 you are required to complete a written account to accurately Discuss theoretical perspectives on play and learning which inform current early years practice to include: One traditional and one modern approach to how children play and learn.(you may find some help in Unit 1 ) (Introduce topic, at least half a page for each on their theory needed and links to current practice to conclude) To achieve C2 you are required to Discuss how philosophical approaches on play and learning inform practice within early years settings to include: The contributions of 2 early years pioneers. (you may find some help in Unit 1) (introduce topic, at least half a page for each on their approach needed and links to current practice to conclude) Assignment Task © Hodder & Stoughton Limited
CACHE Level 3 Early Years Educator In this lesson we have learnt that:  Theorists have spent a long time observing, reviewing and analysing how children play.  Their theories help us to understand how children learn.  They also help support the role of the adult in providing play opportunities.  Philosophical approaches are based on the thoughts and views of one person or a group of people.  The approaches are followed by others as they believe that they are better than the alternatives on offer.  There are many schools and settings that are dedicated to one approach.  Elements of these approaches can be found in many current day settings. © Hodder & Stoughton Limited
CACHE Level 3 Early Years Educator 1. How many play theorists can you name? 2. What is the meaning of High/Scope? 3. Where is Reggio Emilia? 4. Name one key element of the Steiner approach. © Hodder & Stoughton Limited
http://www.youtube.com/watch?v=iGNOF1V_3FQ What indoor and outdoor activities would you plan to promote? Hand eye co-ordination Teamwork Body Awareness Creative movement Discussion about physical play for children aged 0-3 and 3-5
LO4 Understand play at different stages of children’s development. • C3 Discuss how children’s play needs and preferences change in relation to their stage of development. • C5 Discuss benefits to children’s learning and development of involving others in children’s play. © Hodder & Stoughton Limited
• As you observe children in a setting you will notice how their needs and preferences change as they grow and develop. • It is then that you need to be aware of new interests and make sure that the play opportunities that are provided for the children suit their level of development and their learning. How children's play needs change in relation to their stage of development © Hodder & Stoughton Limited LO4 Understand play at different stages of children’s development C3
Stages of play C3 (Mildred Parten 1932) 0-2 years solitary play 2-4 years parallel play 4-7 years co-operative play 7 + years competitive play
Exploratory Play This is seen when observing babies as they are exploring their surroundings. What resources can you provide to encourage exploration?
Solitary play The child is playing alone, this is usually seen until approximately 15-18 months
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 ?
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?
Turn-taking /sharing From 3 years of age, play becomes more complex as simple rules start to be used
Co-operative Play The final stage of play when the children actively play together. They talk about their play and make decisions together.
CACHE Level 3 Early Years Educator Pairs activity Time: 10 mins Think about a baby (birth–18 months), toddler (18 months–3 years) and a young child (3–6 years). In pairs, decide which toys would be suitable for each age range from the list below. • Train and train track • Soft activity cube • Wooden blocks • Activity gym • Musical instruments • Paints • Wrist and feet rattles • Ride-on toys • Dressing up clothes. © Hodder & Stoughton Limited LO4 Understand play at different stages of children’s development C3
CACHE Level 3 Early Years Educator Starter activity Activity In small groups plan an activity with could promote each stage of play. Please use activity plan paperwork Feedback to the group
CACHE Level 3 Early Years Educator Starter activity What is suitable for each age?? Age ranges Suitable play activities 0-2 2-3 3-5 5YEARS +
CACHE Level 3 Early Years Educator Along with the play needs of the child changing the adult’s role also alters to accommodate this. The table below shows a basic outline of how the adult can support the child’s play as they develop. How children's play needs change in relation to their stage of development Babies Toddlers Young children The adult needs to provide an environment where the baby can explore safely and develop knowledge of new places, textures and materials. The adult needs to provide an environment that allows the child to take risks safely, explore a variety of new ideas, try different types of play and allow children to start to develop their social skills. The adult needs to provide an environment that is safe, has opportunities for new experiences such as pretend play with enough space to move around in a safe way and chose what they would like to do. © Hodder & Stoughton Limited LO4 Understand play at different stages of children’s development C3
• The child’s parents/carers play a key role in children’s learning and development. • Practitioners need to share experiences with parents/carers that are supporting children’s learning and development. • This could include sharing good practice and supporting children to tell parents/carers what they have been doing. • By involving parents/carers and others involved with the child a child’s learning and development will continue outside the setting. Involving parents/carers © Hodder & Stoughton Limited LO4 Understand play at different stages of children’s development C5
Time: 15 mins Discuss the benefits of practitioners encouraging parents/carers to take an active role in their child’s play. Consider: • Benefits to the child • Benefits to the setting • Benefits to the parents/carers • The impact on a child’s learning and development. What might happen if practitioners did not work with parents/carers? © Hodder & Stoughton Limited LO4 Understand play at different stages of children’s development C5
• Some parents/carers may not see or know the importance of play in a child’s learning and development. • If parents/carers see play as something children only do at the setting then the child’s learning and development could be affected. • Practitioners need to involve others in order to show them the value of play. Involving others in children’s play © Hodder & Stoughton Limited LO4 Understand play at different stages of children’s development C5
Time: 15 mins How well do practitioners in your setting work with others to support children’s learning and development through play? Consider: • Teamwork within the setting • Partnership with parents/carers. Why is it important for practitioners to work with others when supporting children’s learning and development? © Hodder & Stoughton Limited LO4 Understand play at different stages of children’s development C5
Time: 15 mins Discuss a range of activities to support a child’s learning and development that could be carried out in the home. Consider: • Resources • Areas of learning and development • The benefits to the child • The benefits to the parent/carer. © Hodder & Stoughton Limited LO4 Understand play at different stages of children’s development C5
Time: 15 mins You have been asked to arrange an event to encourage parents/carers to support their child’s play. What would you do? Consider: • Timing • Location • Activities • Who will attend • Proposed outcomes. © Hodder & Stoughton Limited LO4 Understand play at different stages of children’s development C5
To achieve C3 you are required to Provide a discussion of how children’s play needs and preferences change in relation to their stages of development including how: Children’s experiences and circumstances impact on play needs and preferences. To achieve C5 you are required to provide a reflective account to Discuss the benefits to children’s learning and development of involving others in children’s play which must include: • Reasons for valuing the contributions of others • Reasons to work in partnership • Encouraging the engagement and participation of others. (introduce topic, write half a page for each of sentences above, conclude with example from your placement) Assignment Task © Hodder & Stoughton Limited
CACHE Level 3 Early Years Educator In this lesson we:  Have learnt how children’s play needs and preferences change in relation to their stage of development.  Have discussed how to involve others in children’s learning and development through play.  Have discussed the benefits to children’s learning and development when involving others in children’s play. © Hodder & Stoughton Limited
CACHE Level 3 Early Years Educator 1. List two ways in which a child’s play needs change as they develop. 2. Is the following statement true or false? ‘The adult’s role in supporting children's play is to tell them what they should be doing and guide them through playing with set toys and activities.’ 3. List three ways of involving parents/carers in children’s play. © Hodder & Stoughton Limited
CACHE Level 3 Early Years Educator Starter activity LO5 Understand types of play for children Time: 5 mins • Talk to the person beside you and together write a short paragraph that summarises everything that you have learnt about play so far. • Share your paragraph with the rest of the group. © Hodder & Stoughton Limited
CACHE Level 3 Early Years Educator LO5 Understand types of play for children. • D3 Describe characteristics and benefits of: • physical play • creative play • imaginative play • sensory play • heuristic play. C4 Evaluate suitable resources for children’s play © Hodder & Stoughton Limited
What do these terms mean? Free flow play /Spontaneous play Structured play Therapeutic play Exploratory play Heuristic Play
Physical Play Physical Play includes •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 •Spatial awareness
Creative Play Creative play includes •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
Time: 15 mins Describe the physical and creative play provision in your setting. Consider: • Are these types of play readily available? • Are they varied and exciting? • Do any activities mix the two types of play? • What one thing would you change about the creative play provision in your setting? © Hodder & Stoughton Limited LO5 Understand types of play for children D3
Imaginative Play Imaginative play includes •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
Messy/sensory Playincludes •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
CACHE Level 3 Early Years Educator Starter activity 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 Collect a range of natural and ‘found’ everyday objects that stimulate all the senses.
CACHE Level 3 Early Years Educator Heuristic play is when children are given the opportunity to explore everyday objects and items in a safe, secure and supportive environment. Settings often have a ‘Treasure Basket’ that contains a number of items that are available for children to play with in an heuristic way. Benefits include: • Heuristic play allows children to make choices and get excited about discovering new ways of using items along with the properties of different objects. Heuristic play © Hodder & Stoughton Limited LO5 Understand types of play for children D3
Set up one area of play each take part in play activities complete the grid D3/C4 © Hodder & Stoughton Limited Type of play Resource Does it work properly? Health and Safety issues? Do they need updating? Do they need replacing? e.g. Sensory Play Sand tray with pasta shapes in Yes, the children can play with the pasta and feel the different shapes The pasta has started to break up and has sharp edges; the sand has become very dirty The pasta could be swapped for shells to match the book that we are reading this week Yes, as the pasta has become sharp and the sand dirty Physical play Creative play
CACHE Level 3 Early Years Educator Extension activity Time: 15 mins Design your own treasure box for heuristic play. Consider: • What items would you put in it for the children to explore? • How will the treasure box support the other types of play discussed in this lesson: • Physical play • Creative play • Imaginative play • Messy play. © Hodder & Stoughton Limited LO5 Understand types of play for children [AC 5.2]
To achieve D3 you are required to Describe accurately the characteristics and benefits of three (3) of these types of play: physical play creative play imaginative play sensory play heuristic play. To achieve C4 you are required to Evaluate suitable resources for the provision the three (3) types of play described in D3. (Please add positives and how resources could be improved giving conclusion to back up your thoughts) Assignment Task © Hodder & Stoughton Limited
CACHE Level 3 Early Years Educator In this lesson we:  Have explored the characteristics of child-initiated play and adult-led play.  Have described the benefits of physical, creative, imaginative, sensory and heuristic play. © Hodder & Stoughton Limited
CACHE Level 3 Early Years Educator 1. Complete the sentences: a. Child-initiated play is… b. Adult-led play is… 2. List the benefits of physical play. 3. Identify two different resources that could be used in creative play. 4. Define heuristic play in 20 words or less. © Hodder & Stoughton Limited
CACHE Level 3 Early Years Educator Starter activity LO6 Understand the characteristics of an enabling play environment D5 Time: 10 mins • List the equipment that stays out in the outdoor area night and day. • List the equipment that is set out in the outdoor play area on a daily basis. • Discuss with a partner. © Hodder & Stoughton Limited
CACHE Level 3 Early Years Educator LO6 Understand the characteristics of an enabling play environment. • D5 Explain the characteristics of an enabling: • indoor play environment • outdoor play environment. © Hodder & Stoughton Limited
CACHE Level 3 Early Years Educator • The learning environment should should encourage children to play and explore. • Early years practitioners provide activities and play opportunities that are stimulating and age and stage appropriate. • An enabling play environment allows children to make choices and decisions about their play. • An enabling environment takes all individual needs in to account and ensures all children have equal access. • It stimulates children to express themselves. An enabling play environment © Hodder & Stoughton Limited LO6 Understand the characteristics of an enabling play environment D5
CACHE Level 3 Early Years Educator Classroom discussion activity Time: 15 mins The indoor environment. • Discuss the free-choice play opportunities available in your setting. • Are there set, adult-led activities or tasks that children have to do on a daily basis? • Why is it important to have a mixture of both? © Hodder & Stoughton Limited LO6 Understand the characteristics of an enabling play environment D5
CACHE Level 3 Early Years Educator • Children need opportunities to explore the indoor and outdoor environment. • The weather should not stop outdoor play. • The outdoor environment requires as much thought and planning as the indoor environment. • Children should have free flow access between indoor and outdoor play. An enabling play environment © Hodder & Stoughton Limited LO6 Understand the characteristics of an enabling play environment D5
CACHE Level 3 Early Years Educator Classroom discussion activity Time: 15 mins The outdoor environment. • Discuss how and when outdoor play is offered in your setting • What is the role of the early years practitioner during outdoor play in your setting? • Is there a rota for adults to supervise the outdoor play environment in your setting? © Hodder & Stoughton Limited LO6 Understand the characteristics of an enabling play environment D5
An enabling environment is: Fun Stimulating Inviting Available to all Limitless Flexible Linked to children’s interests Supportive LO6 Understand the characteristics of an enabling play environment D5 How do you ensure this at placement?
CACHE Level 3 Early Years Educator Pairs activity Time: 15 mins Look at what an enabling play environment is • Describe what each point means. • Identify how your setting supports this. • Discuss areas for improvement in your setting. © Hodder & Stoughton Limited LO6 Understand the characteristics of an enabling play environment D5
CACHE Level 3 Early Years Educator Group activity Time: 15 mins For your given age range, describe an enabling play environment that provides stimulating activities and opportunities for all children. Consider: • The indoor and outdoor environment • The age of the children • The role of the adult • Meeting individual needs: • 0–1 year 11 months • 2–2 years 11 months • 3–5 years. © Hodder & Stoughton Limited LO6 Understand the characteristics of an enabling play environment D5
CACHE Level 3 Early Years Educator Reflection activity Time: 15 mins Reflect on the provision in your setting. • Describe one element of your setting that is a good example of an enabling environment. • Explain one element of an enabling environment that you would like to add or include in your setting. © Hodder & Stoughton Limited LO6 Understand the characteristics of an enabling play environment D5
CACHE Level 3 Early Years Educator Extension activity Time: 15 mins You are going to talk to parents/carers about the benefits of an enabling play environment and you have been asked to prepare a short report to show how parents can support this at home. Include: • Examples from the setting that can easily be used at home • The importance of outdoor spaces. © Hodder & Stoughton Limited LO6 Understand the characteristics of an enabling play environment D5
To achieve D5 you are required to complete a written account to Explain the characteristics of an enabling environment for children which must include the indoor and outdoor environment, to show: • How to provide stimulating, safe and secure enabling environments • The ways to promote children's confidence and independence • The benefits of outdoor play • How to provide a stimulating, challenging and risk taking enabling outdoor environment • Understanding of current research in relation to outdoor play. (introduce topic, a least half a page for each of the questions above and conclude, use notes made in class) Assignment Task © Hodder & Stoughton Limited
CACHE Level 3 Early Years Educator In this lesson we have learnt that:  An enabling play environment does not have to be expensive. Children can play with pots, pans and tins from a cupboard and have as much fun with them as playing with a very expensive toy.  Adults have a crucial role to play in supporting and providing an enabling play environment.  The interests and likes of the children should be incorporated into the play environment. Helping children to turn a corner of the nursery in to a cave after enjoying the story We’re Going on a Bear Hunt will provide many exciting play opportunities. © Hodder & Stoughton Limited
CACHE Level 3 Early Years Educator 1. Name four elements of an enabling play environment. 2. Describe one change you will make to your own practice after this session. © Hodder & Stoughton Limited
CACHE Level 3 Early Years Educator Starter activity LO7 Understand inclusive play practice B2 Time: 5 mins Complete the following sentences: Physical play is _______________________________________ Creative play is _______________________________________ Imaginative play is ____________________________________ Sensory play is _______________________________________ Heuristic play is ______________________________________ © Hodder & Stoughton Limited
CACHE Level 3 Early Years Educator LO7 Understand inclusive play practice. • Identify ho to provide an inclusive play environment • B2 Discuss inclusive play practice in relation to current frameworks. • B2 Discuss current frameworks in relation to play and learning. © Hodder & Stoughton Limited
• Inclusion is all about providing opportunities for all in our care. • This means that all children, regardless of their ability, background, culture and age, should be given the equal opportunity to participate in the planned sessions. • Inclusive play is when we provide a range of play activities for the children that are going to incorporate all of these requirements, yet still provide opportunities for play, learning, socialising, risk taking and challenge to be taking place. Inclusive play © Hodder & Stoughton Limited LO7 Understand inclusive play practice B2
• As the adults in the setting, it is our role to promote inclusion amongst the children but also within our working practice. • The EYFS outlines how inclusive practice is important in relation to improving the child's experience and their overall outcome within the setting. • As a result of the criteria within the EYFS, many settings now have either an inclusion policy or a play policy that outlines how all children will be included within the area of play. Inclusive play in relation to the EYFS © Hodder & Stoughton Limited LO7 Understand inclusive play practice B2
Time: 15 mins How can every child be included in all five types of play? (physical, creative, imaginative, sensory and heuristic.) © Hodder & Stoughton Limited LO7 Understand inclusive play practice B2
Our role is to make sure that the play opportunities that we provide do not become boring or regular. We need to make sure that we keep our practice current and exciting for the children so that they have the opportunity to explore new ideas. Inclusive play in practice © Hodder & Stoughton Limited LO7 Understand inclusive play practice B2
Time: 10 mins Have a look at the play policy from your setting. Key things to think about: • In pairs, discuss what the policy says. • Highlight the areas of the policy that you see taking place when you are there. • Can you identify what your setting does in order to adhere to this policy? © Hodder & Stoughton Limited LO7 Understand inclusive play practice B2
• It is important that the provision that we provide for our children is one that they enjoy. • The current EYFS framework has put a lot of emphasis on providing a more flexible, free early education where child- initiated learning is at the heart of what we do. How play supports the interests and abilities of children © Hodder & Stoughton Limited LO7 Understand inclusive play practice B2
Time: 10 mins How could you find out what the interests and abilities are of the children in your setting? Complete the worksheet provided. Key things to think about: • List the different ways that you could find this information out. • List the people who could support you in providing these activities for the children. © Hodder & Stoughton Limited LO7 Understand inclusive play practice B2
• It is well known and documented that children learn though play. • Montessori stated that: ‘A child’s play is a child’s work’. • The current EYFS is a play based framework that supports practitioners to provide the best possible learning environment for all children. LO9 Understand current frameworks in relation to play and learning B2 Current frameworks and play © Hodder & Stoughton Limited
Time: 15 mins Name the 7 areas of learning and development within the EYFS and discuss: • Opportunities for play in each area • How these opportunities support children’s learning • The role of the adult in supporting play and learning. © Hodder & Stoughton Limited LO9 Understand current frameworks in relation to play and learning B2
Time: 20 mins Carry out some further research on inclusive play practice and link this to play in relation to current frameworks. • Create a leaflet that summarises what you understand about inclusive play. • Your leaflet must include the information on what the EYFS states in relation to inclusive practice. • You could also include some examples of inclusive practice from your placement. © Hodder & Stoughton Limited LO9 Understand current frameworks in relation to play and learning B2
To achieve B2 you are required to write a detailed Discussion about how current frameworks support the provision of play and learning for all children including: Requirements of current frameworks in relation to inclusion in play Play as a means to stimulate learning Provision of an inclusive environment. Assignment task © Hodder & Stoughton Limited
CACHE Level 3 Early Years Educator In this lesson we have learnt that:  Inclusive play is when we ensure that everyone in the setting is included in the activity regardless of their ability, background, culture or age.  In order to support the interests and abilities of children, we need to get to know them through speaking to them, observing their actions and including the family in order to ensure that we provide them with activities that they will enjoy and learn from.  The EYFS sets a framework where children are supported to learn through play. © Hodder & Stoughton Limited
CACHE Level 3 Early Years Educator 1. Create a poster all about inclusive practice to summarise what you have learnt this lesson. • Include how the EYFS supports learning through play for all children. • This could either be done in the classroom or given as an Extension activity to complete at home before next the lesson. © Hodder & Stoughton Limited
CACHE Level 3 Early Years Educator Starter activity Starter Activity Lets make a line obstacle course for the group to follow
CACHE Level 3 Early Years Educator LO8 Understand how the early years practitioner supports children’s socialisation and behaviour within play environments. • B3 Analyse the role of the early years practitioner in supporting children’s socialisation within play environments. • A1 Evaluate strategies to support children to manage their own behaviour. © Hodder & Stoughton Limited
CACHE Level 3 Early Years Educator Group activity Time: 15 mins Read the scenario and discuss the questions following in your group. Suky has been at the setting for three weeks. Every morning she is bought in by her grandmother and she goes straight to the puzzle table. She picks up pieces of puzzle and turns them over and over in her hand before putting them down again, but she never attempts to complete a puzzle. If more than two other children sit at the table she gets up and wanders around the setting. Other children approached her in the beginning but now that happens less frequently. She will do an activity with an adult if led to it by the adult. • Why might Suky be behaving in this way? • How could the adult support her to play with or near others? • Why is it important to encourage Suky to socialise with others? © Hodder & Stoughton Limited LO8 Understand how the early years practitioner supports children’s socialisation and behaviour within play environments B3
CACHE Level 3 Early Years Educator • Early years practitioners should provide a wide variety of activities and opportunities to meet individual needs. • Children need to experience group activities. • Activities that encourage children to play collaboratively are essential. • Children should be given time to choose who and what they want to play with. • Group situations that encourage sharing and talking will support a child to develop in these areas. Creating opportunities for children to play and work with others © Hodder & Stoughton Limited LO8 Understand how the early years practitioner supports children’s socialisation and behaviour within play environments B3
CACHE Level 3 Early Years Educator Group activity Time: 15 mins Create a table of activities or experiences that support children in socialising. Some examples have been provided. © Hodder & Stoughton Limited LO8 Understand how the early years practitioner supports children’s socialisation and behaviour within play environments B3 Group learning Socialisation Bug hunt Home corner Floating and sinking Circle time
CACHE Level 3 Early Years Educator Classroom discussion activity Time: 15 mins How do activities that involve socialisation and group work benefit a child’s holistic development? Consider: • Working with others • Being around others • Thinking of others • Taking turns. © Hodder & Stoughton Limited LO8 Understand how the early years practitioner supports children’s socialisation and behaviour within play environments B3
CACHE Level 3 Early Years Educator • Adults play a crucial role in managing children’s behaviour. • When working with children we have to think about everything we do and say as children look up to adults as role models. • You will often see children in role play imitating what they have seen adults do or say in real life. • Children will come to an adult if they have problems with their friends or if no one will play with them. • Children will take ‘cues’ from adults and will pick up on body language. The role of the practitioner in supporting behaviour © Hodder & Stoughton Limited LO8 Understand how the early years practitioner supports children’s socialisation and behaviour within play environments A1
CACHE Level 3 Early Years Educator • Children have to learn to manage their own behaviour. • Adults need to decide when to intervene in children’s arguments. • Early years practitioners should support children to deal with disagreements and disputes in the setting. • Praise and encouragement after a dispute is essential. • Positive reinforcement can support a child to think about their behaviour. Managing own behaviour © Hodder & Stoughton Limited LO8 Understand how the early years practitioner supports children’s socialisation and behaviour within play environments A1
CACHE Level 3 Early Years Educator Reflection activity Time: 10 mins Think of a situation in your setting where two children were arguing over a toy. • What did you do as soon as you saw the incident? • Did you involve the children in resolving the incident? • What was the outcome of your intervention? • What would you do differently next time? • Discuss with a partner. © Hodder & Stoughton Limited LO8 Understand how the early years practitioner supports children’s socialisation and behaviour within play environments A1
Time: 15 mins Look at a behaviour policy. You could ask if you can see the one in your setting, or find one online. • Does the policy identify how children could be encouraged and supported to manage their own behaviour? • How could the policy be improved to support children to manage their own behaviour? © Hodder & Stoughton Limited LO8 Understand how the early years practitioner supports children’s socialisation and behaviour within play environments A1
CACHE Level 3 Early Years Educator Extension activity Time: 15 mins • Create an advice sheet on how parents/carers can support their child to deal with conflict. • Include information on why it is important for children to have opportunities to manage their own behaviour. © Hodder & Stoughton Limited LO8 Understand how the early years practitioner supports children’s socialisation and behaviour within play environments A1
To achieve B3 show an Analysis of the role of the practitioner in supporting children’s socialisation within play environments should include: • Ways to encourage socialisation and group learning • Understanding when to intervene to support socialisation • Sustained shared thinking. (introduce topic, half a page for each of the sentences above and make sure you relate to child, practitioner, settings policy and EYFS requirements) To achieve A1 write a reflective account as an Evaluation which considers, from more than one perspective, the strategies to support children to manage their own behaviour in relation to the age, stage and circumstance of the individual child. Write a reflective account about how parents/carers can support their child to deal with conflict. Include information on why it is important for children to have opportunities to manage their own behaviour – think age/stage relevance. Consider 4 strategies for an EYP to deal with wanted and unwanted behaviour and why they will work. Assignment Task © Hodder & Stoughton Limited
CACHE Level 3 Early Years Educator In this lesson we:  Have identified that practitioners play a crucial role in supporting socialisation within play.  Have discussed activities that will be available on a daily basis to encourage children to work and play together.  Have learnt that children will copy adult behaviour and so it is essential that practitioners are positive role models for all children.  Have learnt that settings will have behaviour policies and procedures to ensure a consistent and fair approach to managing behaviour. © Hodder & Stoughton Limited
CACHE Level 3 Early Years Educator 1. What would you do if you saw an argument starting between two children? 2. Is there an element of your own behaviour that you need to address when in the setting? © Hodder & Stoughton Limited

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