Presentation on theme: "10 Tips to Recognise and Organise Child-initiated Play"— Presentation transcript:
1 10 Tips to Recognise and Organise Child-initiated Play Anna EphgraveThe webinar slides can be downloaded and printed from:If you have any questions, please type them in your chat box during the presentation. Use the pull-out box at the top right-hand corner of your screen to access your chat box.
3 What I will cover Why child-initiated play is so valuable Ten tips to recognise, organise and support child-initiated playAll in 15 minutes!
4 Why is child-initiated play so important? Babies are born with a natural desire to explore and learn – ie. They are born with a desire to initiate their own play. Adults don’t have to force babies to learn – but adults can certainly stop the learning.
5 Brain research tells us more Simplistic but effective imageMinimal learningMaximum learningBrains of young children are “lit up” to their maximum when they initiate their own play, in an enabling environment, supported by skilful adults.
6 So child-initiated play is important because … It is child-initiated play that most often leads to deep level learning – when children operate at the limits of their capabilities, thus maximising progress.
7 10 tips to help recognise, organise and support the best child-initiated play
8 1. Recognise deep level learning Ferre Laevers describes levels of involvement. Level 5 involvement is characterised by creativity, concentration, energy and persistence with the child operating at the limit of their capability.Review your provision if you do not see this sort of involvement for most of the time from most of the children.
18 6. Allow the children to take risks When children take risks, they demonstrate deep levels of involvement. If they are confident to take risks with climbing, woodwork, cycling etc. , then they will be more willing to take risks with other new learning experiences.
19 7. Adults should go to where the children are playing
20 8. Adults should observe the play and sometimes get involved It is in that moment of curiosity, puzzlement, effort or interest, the ‘teachable moment’, that the skilful adult makes a difference.From National Strategies document “Learning, playing and interacting.”
21 9. Interactions are the teaching and should fit the unique individual child Children initiate the play, but might get stuck at one point. This is when they need an adult to model a skill, find a resource, provide vocabulary, encourage or make a suggestion. In this way, the adult supports without taking over.The interaction will be different for each child and each activity – the adults need to know the children very well.
22 10. Record the play and interactions afterwards Amber was trying to cut out her drawing, but she was holding the scissors awkwardly. I modelled the correct grip and she then cut the paper easily.While practitioners are writing, they are not interacting.Child-initiated play, without adult involvement, can deteriorate to chaos as children encounter problems or obstacles and there are no adults to support and help them.So …. “Leave the writing till later and join the play now!”
23 SummaryInvolvement indicates learning & this happens most often when children initiate their own playRecognise deep level learningOrganise the timetableOrganise the indoor/outdoor flowHave everything available outdoorsHave everything available indoorsAllow the children to take risksAdults should go to where the children are playingAdults should observe the play and sometimes get involvedInteractions are the teaching and should fit the unique individual childRecord the play and interactions afterwards