Presentation on theme: "Units of Play (Simple, Complex, Super Units)"— Presentation transcript:
1Units of Play (Simple, Complex, Super Units) Simple unitone primary purpose in playgenerally used by one child at a time for the intended purposeusually does not have subpartse.g. a drum, a spinning toy, a windup toy= one play space (when calculating the complexity of the play environment)Shipley, D. (1993). Empowering children: Play-based curriculum for lifelong learning. Scarborough, Ont. : Nelson Canada
2Units of Play (Simple, Complex, Super Units) Complex unitsa play unit with subpartsoffers flexibility for various types of playcan be created by combining two or more simple units, or by adding simple units to one that is complexE.g.a telephone (a simple unit) + note pads (a simple unit)a tape recorder (a simple unit) + a few sets of earphones (a simple unit)a doll house with furniture / a doctor’s kits / a puppet theatre with hand puppetsRequire sufficient space for children to use the same toy either in small group or on his own= four play spaces (when calculating the complexity of the play environment)
3Units of Play (Simple, Complex, Super Units) having one or more additional play materialse.g. a toy shelf stocked with grocery boxes and tins, and paper bagse.g. adding blankets and tables to the playhouse= eight play spaces (assuming the space in which the super unit is set up can house eight children)
4Example a 1-metre-square water table with jugs & plastic bottles string painting at a round table for four4 single-sided easelsa small listening centre with 2 headsetsa climber with slide, firefighter’s pole, and helmetsa table and 4 chairs with a tea setone set of unit blocks with wooden accessories4 hoopsa bean bag target toss with four bean bags
5Recommended number of play spaces (per child/per 20 minutes) 18- to 30-month-olds5-6 play spaces3- and 4-year-olds3-4 play spaces5- and 6-year-olds2-3 play spacesShipley, D. (1993). Empowering children: Play-based curriculum for lifelong learning. Nelson, Canada: Thomson Canada Limited.
6Contents of Play Space Variety How many kinds of things are there to do in the learning environment?Is there a disproportionate amount of any one kind of thing to do?Does the variety of the play units address the interests and developmental needs of all children individually?
7Complexity of a play environment Calculation of Complexityidentify the number ofSimple units (x1)=Complex units (x4)=Super units (x8)=calculate the total number of play spaces (added totals above)identify the number of children usually playing in the learning environmentcalculate the complexity of the play and learning environment (i.e. divide the total number of play spaces by the number of children playing in the learning environment) then answer the following questions:
8Is there a need to combine units? Is the proportion of things to do per child within the ranges deemed acceptable for the age group:1-2 years = 5-6 play space?3-4 years = 3-4 play space?5-6 years = 2-3 play space?Is there a need for:More simple units? More complex units? More super units?Is there a need to combine units?List the play units which can be added to each learning centre to raise total number of play spaces: daily living/active role play/quiet thinking/science discovery/technology/unit blocks/creativeTotal number of additional play units?Calculate revised complexity using formulas:Total number of play spaces divided by number of children normally playing in a learning environment equals the complexity or amount to do per child.