1. Helen TaylorCPLD Unit 2, Session 121 How a range of perspectives influence current approaches to play and the adult’s involvement in children’s play. Unit 2 Play and Learning

2. Starter Activity Look back on your research notes from the last session and be ready to give feedback from your research. What are the views of the other approaches of Reggio Emilia, Highscope, Forest Schools and New Zealand Te Whāriki ? What is their views/approach to play and learning and how have they influenced provision in early years’ settings? Helen TaylorCPLD Unit 2, Session 122

3. Are you ready to learn? Wearing your ID badge Bags under your table Coats, hats, hoods and headphones removed Mobile phones turned off and in your bag Ready to take notes and complete tasks (pen and paper on desk) Waiting for and following instructions from your tutor Actively engaging in the session’s activities CPLD Unit 2, Session 123Helen Taylor

4. CPLD Unit 2, Session 124 Aim: To understand the adult’s involvement in children’s play. Learning Outcomes: All learners will be able to: Explain the benefits to babies’ and children’s development of adult involvement in play and learning activities. Explain how early years professionals can effectively support learning and development: ● in child-initiated play with individual children ● in adult-initiated and directed activities with groups of children Some learners will also be able to: Analyse the skills that are required by early years’ professionals to effectively support children’s learning and development in play and learning activities, with examples. Evaluate how skilled early years’ professionals in early years’ settings can contribute to effective child-initiated play and adult-led play and learning activities.

5. Feedback from Starter Activity What are the views of the philosophical approaches of Reggio Emilia, Highscope, Forest Schools and New Zealand Te Whāriki? What is their views/approach to play and learning? How have they influenced provision in early years’ settings? Helen TaylorCPLD Unit 2, Session 125

6. Feedback from starter activity Reggio Emilia City, Italy (Loris Malaguzzi) Built on the views of Piaget and Vygotsky. All children have potential. Teachers are ‘partners, nurturers and guides’. (p.52, Pound) The environment is important. Partnership with parents Creativity is important Influence on EYFS Children should direct there own learning. Parent partnerships Record keeping: written observation, photograpgs, children’s work Children are encouraged to reflect on what they have done. Helen TaylorCPLD Unit 2, Session 126

7. Feedback from starter activity Highscope - influenced by Piaget An educational approach developed in America in the 1960s. Now commonly used in preschool, kindergartens and childcare and some school settings in America and in some other countries. Teachers help children plan, carry out, and review their own educational activities. Established the value of high-quality preschool education Influence on EYFS Recognises and supports the unique differences in children Resources are positioned where children can access them and put them away, and settings are divided into different areas of learning Children are encouraged to develop independence and confidence, building on what they can do, and to take responsibility for their decisions Helen TaylorCPLD Unit 2, Session 127

8. Feedback from starter activity Forest Schools – originated in Sweden It teaches children about the natural world Playing outdoors and learning outdoor skills helps all areas of development Influence on EYFS EYFS emphasises the need for all children to spend time outdoors Children are given opportunities for outdoor play, many schools now having outdoor classrooms. This links to Foebel’s kindergartens and Margaret McMillan’s views for outdoors being good for children’s health. It also links to recent concerns about lack of outdoor play for children and obesity in children However, in the UK, concerns about health and safety still limit risk taking. Other countries such as New Zealand have a very different approach to this. Helen TaylorCPLD Unit 2, Session 128

9. Feedback from starter activity New Zealand Te Whāriki This is the early years curriculum framework in New Zealand Underlying principles of empowerment, holistic development, family & community and relationships Five areas of development: well-being, belonging, contribution, communication and exploration. Influence on EYFS Practitioners need to reflect on their practice Parent partnerships Learning journeys or learning stories are used to keep track of children’s assessments and observations. Helen TaylorCPLD Unit 2, Session 129

10. Group work: In small groups, discuss the following 1.What are the benefits to babies’ and children’s development of adult involvement in play and learning activities and opportunities? 2.Discuss examples of how adults in your placement do the following: –Build supportive relationships with babies and children. –Extend children’s physical, communication and social skills. –Help children with the acquisition of higher-level thinking skills. Helen TaylorCPLD Unit 2, Session 1210

11. Discussion/Research Task: Discuss, research and make notes on the skills that early years’ professionals need to use with babies and children. Think of your own examples from placement and write these down. Work through the questions on your hand-out. Helen TaylorCPLD Unit 2, Session 1211

12. Discussion/Research Task: 1.How do the early years’ professionals in your placement effectively support learning and development: In child initiated play and learning activities and opportunities, In adult-initiated play and learning activities and opportunities. What skills do early years professionals need to use with babies and children to do this? Helen TaylorCPLD Unit 2, Session 1212

13. Discussion/Research Task: 2. Give examples from placement of how can adults do each of the following: Build on children’s play interests Model new skills Interact sensitively Recognising learning potential of spontaneous or unplanned events Helen TaylorCPLD Unit 2, Session 1213

14. Discussion/Research Task: 3. Give examples from placement of the skills that early years’ professionals use to engage babies and children in adult-directed play and learning activities to: o Encourage participation o Play with children o To have a flexible approach o To be aware of children’s interests and needs o To support children’s group learning and socialisation Helen TaylorCPLD Unit 2, Session 1214

15. Discussion/Research Task: 4. Give examples from placement of how to encourage children to participate and ensure a balance between adult-led and child- initiated activities. 5. Give examples from placement of how to support children’s group learning and socialisation in play and learning activities. Helen TaylorCPLD Unit 2, Session 1215

16. Additional task: Why are all the above skills important? Give examples from placement of how they effectively support children’s learning and development in play and learning activities? What would be the effect on children’s learning and development in play and learning activities if they didn’t use these skills? Helen TaylorCPLD Unit 2, Session 1216

17. Extension task: What are the strengths or benefits of having skilled early years’ professionals in early years’ settings who can contribute to effective child-initiated play and adult-led play and learning activities? What difficulties could occur if years’ professionals in early years’ settings didn’t contribute to effective child-initiated play and adult-led play and learning activities or concentrated on one more than the other? Helen TaylorCPLD Unit 2, Session 1217

18. You can carry this work in the classroom or go to the drop in or library. Please sign the sheet to say where you will be working if working outside of the classroom. Helen TaylorCPLD Unit 2, Session 1218

19. Useful reference books: Tassoni, Penny et al. Children’s play, learning and development. Student book 1. Pearson (2014) Squire, Gill. (Editor). Children’s care, learning and development. 2nd Edition. Heinemann. (2007). Green, Sandy. BTEC National Book 1. Children’s Care Learning and Development. Nelson Thornes. (2007). Helen TaylorCPLD Unit 2, Session 1219

20. Helen TaylorCPLD Unit 2, Session 1220 Reflect on learning outcomes: Can all learners explain the benefits to babies’ and children’s development of adult involvement in play and learning activities. Can all learners explain how early years professionals can effectively support learning and development: –in child-initiated play with individual children –in adult-initiated and directed activities with groups of children Can some learners also analyse the skills that are required by early years’ professionals to effectively support children’s learning and development in play and learning activities, with examples. Can some learners also evaluate how skilled early years’ professionals in early years’ settings can contribute to effective child-initiated play and adult-led play and learning activities.