The document discusses the importance of unstructured play for children's development. It notes that recent research suggests children should have twice as much unstructured playtime as structured activities. It then provides examples of how a school called Mount Tamar aims to balance structured and unstructured play by developing outdoor spaces to promote freedom, fun, safety, independence and challenge for students since 2013.

2. THE IMPORTANCE OF UNSTRUCTURED
TIME?“RECENT RESEARCH SUGGESTS THAT CHILDREN SHOULD EXPERIENCE TWICE AS MUCH UNSTRUCTURED TIME AS
STRUCTURED PLAY EXPERIENCES.”
HOWARD CHUDACOFF, A PROFESSOR OF URBAN STUDIES AT BROWN UNIVERSITY (USA), IDENTIFIES PLACE,
THINGS, AND TIME AS THREE SOCIETAL CHANGES THAT IMPACT CHILDREN’S UNSTRUCTURED PLAY. THE PLACE
CHANGES INCLUDE SHIFTS FROM INFORMAL, NATURAL PLAY SPACES TO CONTRIVED PLAYGROUNDS, ADULT-
DIRECTED ACTIVITIES, AND PLAY WITHIN THE HOME. UNSTRUCTURED PLAY ENABLES THE CHILDREN TO DEVELOP
SOCIALLY, CREATE FRIENDSHIP GROUPS AND DEVELOP A RESPECT FOR RULES AND BOUNDARIES. WITHIN MOUNT
TAMAR SCHOOL, WE AIM TO STRIKE A BALANCE BETWEEN STRUCTURED AND UNSTRUCTURED PLAY. FROM ADULT
LED ACTIVITIES TO REMOTE SUPERVISION, MOUNT TAMAR STRIVES TO OFFER TAYLORED EXPERIENCES, TO MEET
ALL OF OUR CHILDRENS NEEDS. SINCE 2013 WE HAVE BEEN DEVELOPING OUR OUTSIDE SPACES IN ORDER TO
PROMOTE FREEDOM, FUN, SAFETY, INDEPENDENCE AND CHALLENGE.

3. BREAK TIMES, TRANSITIONS, ACTIVATE
• SCHEDULES
• PERSONAL PROGRAMMES
• FIDDLE TOYS
• GROUP/INDIVIDUAL ACTIVITIES
• SENSORY DIETS
• PRE PLANNED AND AGREED ACTIVITIES
• MAKING SURE THE KIT IS AVAILABLE AND USABLE

4. YOUR LESSONS AND DOWN TIME, TEECH
AND TEEP?
• PERSONAL TRAYS WITH BOOKS, FIDDLE TOYS AND OTHER ITEMS
• SCHEDULES
• QUIET AREAS
• JOBS AROUND THE CLASSROOM, CHILDREN TO HAVE RESPONSIBILITY
• REWARD SYSTEMS
• PEER POLICING
• AN ONGOING, OVERALL OBJECTIVE FOR THE HALF TERM? I.E. DISPLAYS OR CHORES

5. VEHICLE JOURNEYS
• SEATING PLANS
• GAMES, EYE SPY, NUMBER PLATES, YELLOW CAR WITHOUT THE HITTING, LORRY NAMES
• ADULT TO MAINTAIN CONVERSATION
• REWARD SYSTEMS
• SCHEDULES
• CLEAN VEHICLES REDUCE ANXIETY AND MAKE THE JOURNEY MORE COMFORTABLE
• BREAKS

6. BEHAVIOUR OUTSIDE OF A LESSON. WHO IS
RESPONSIBLE?
• IF YOU WITNESS A NEGATIVE INTERACTION, IT IS YOUR RESPONSIBILITY TO CORRECT THE STUDENT AND
ISSUE A SANCTION, WHERE APPLICABLE
• PASS ON THE FEEDBACK TO THE NEXT TEACHER AND/OR THE TUTOR

7. THE SCHOOL SITE AND IMPROVEMENTS
• SENSORY AREAS
• SEATING AREAS
• WHAT ARE YOUR IDEAS? TREES, PATHS, RAKING GRAVEL, FOUNTAINS, STATUES AND SCULPTURES,
CHALLENGE

8. WHAT ELSE?
SMILE AND BE HAPPY