Helen TaylorCPLD Unit 2, Session 51 How play activities and resources support children’s learning and development Unit 2 Play and Learning

Starter Activity Why is it important that all resources and objects are safe for children to handle? How do we ensure this happens? What do the following signs mean? If you don’t know, you can use your text book, phone or laptop to research them. Extension task: Find out more about the toy symbols. Helen TaylorCPLD Unit 2, Session 52

Helen TaylorCPLD Unit 2, Session 53 Aim: To understand how a range of play activities and opportunities can support children’s learning and development

Helen TaylorCPLD Unit 2, Session 54 Learning Outcomes: All learners will be able to: Explain the importance of all resources and objects being safe for children to handle. Explain the importance of promoting diversity, equality and inclusion in play and learning. Give examples of play and learning opportunities for babies/children from birth - 2 years. Give examples of play and learning opportunities for children from 2 up to 8 years. Explain how play and learning opportunities provide babies and children with opportunities for interaction, exploration and the development of physical skills. Give examples to explain the resources that might be used to support different types of play and learning opportunities, both indoors and outdoors.

Helen TaylorCPLD Unit 2, Session 55 Learning Outcomes: Some learners will also be able to: To analyse how selected types of play, learning activities and resources meet the needs of a child and support the child’s holistic development. To evaluate the extent to which different types of play and resources support the holistic development of children at different ages.

Feedback from starter Activity Why is it important that all resources and objects are safe for children to handle? How do we ensure this happens? What do the following signs mean? Helen TaylorCPLD Unit 2, Session 56

Feedback from starter Activity The Lion mark shows that a toy meets British safety standards and adheres to strict advertising and counterfeiting ethics. Helen TaylorCPLD Unit 2, Session 57 The Kite mark confirms that the British Standards Institution has tested a product and found it meets a particular standard. The CE mark is the manufacturer's self declaration that its product meets basic EU legal requirements. This is not a safety symbol. Age label: Unsuitable for children under three years because it might, for instance, contain small parts. The fire safety sign means that it will not easily catch light from cigarettes or matches. It does not mean fireproof. Which Reviews. Baby safety equipment. child/child-safety-at-home/guides/baby-safety-equipment/child-safety-symbols/

Five minute activity In groups discuss why it is important to promote diversity, equality and inclusion in play and learning opportunities. Why do you need to reflect the cultural differences and family circumstances of the children in your setting? What toys, resources and play and learning opportunities could you include to do this? Helen TaylorCPLD Unit 2, Session 5 8

Class work: Discuss, research and give examples Play and learning opportunities for babies and children from birth up to 2 years Write a definition for each of the following types of play and identify and describe three examples under each heading. –Treasure-basket play –Heuristic play –Adult-initiated games including peek-a-boo and roll a ball. How do these play and learning opportunities provide babies and toddlers with opportunities for interaction, exploration and the development of physical skills? Helen TaylorCPLD Unit 2, Session 59

Class work: Discuss, research and give examples Play and learning opportunities for children from 2 up to 8 years Write a definition for each of the following types of play and identify and describe three examples under each heading. –role play –small-world play –painting –mark-making –jigsaw puzzles –play with water, sand and malleable materials How do these play and learning opportunities provide children with opportunities for interaction, exploration and the development of physical skills? Helen TaylorCPLD Unit 2, Session 510

Class work: Discuss, research and give examples Identify resources that might be used to support different types of play Helen TaylorCPLD Unit 2, Session 511 Indoor resourcesOutdoor resources Physical play Imaginative play Sensory play Creative play Construction play Treasure-basket play Heuristic play.

Helen TaylorCPLD Unit 2, Session 512 Link to placement: What examples of play can you use from placement can you use for these tasks?

Useful reference books: Tassoni, Penny et al. Children’s play, learning and development. Student book 1. Pearson (2014) Pages Squire, Gill. (Editor). Children’s care, learning and development. 2nd Edition. Heinemann. (2007). Pages 261 – 263 Pound, Linda. Practical Pre-School. How children learn. Step Forward Publishing, Pages 73 – 75. Meggitt, Carolyn. Child development. An illustrated guide. Heinemann. (2006). Various pages throughout the book. Green, Sandy. BTEC National Book 1. Children’s Care Learning and Development. Nelson Thornes. (2007). Pages 331 – 332. Helen TaylorCPLD Unit 2, Session 513

Extension task: Read up about play in different text books in the library to back up your practical experiences in placement. Helen TaylorCPLD Unit 2, Session 514

Extension task/Homework: Think of examples from placement to analyse how different types of play, learning activities and resources meet the needs of a child and support the child’s holistic development. Explain in detail how and why the play, activities or resources support all areas of development. Helen TaylorCPLD Unit 2, Session 515

Extension task/Homework: Think of examples from placement to evaluate the extent to which different types of play and resources support the holistic development of children at your current placement. What are the strengths of the different play, learning activities and resources? How will they help the different areas of development? What reasons might there be for play, learning activities and resources not supporting areas of development? Think about the differences within the age ranges in your placement. Helen TaylorCPLD Unit 2, Session 516

Helen TaylorCPLD Unit 2, Session 517 Reflect on learning outcomes: Can you explain the importance of all resources and objects being safe for children to handle? Can you explain the importance of promoting diversity, equality and inclusion in play and learning? Can you give examples of play and learning opportunities for babies/children from birth - 2 years? Can you give examples of play and learning opportunities for children from 2 up to 8 years? Can you explain how play and learning opportunities provide babies and children with opportunities for interaction, exploration and the development of physical skills? Can you give examples to explain the resources that might be used to support different types of play and learning opportunities, both indoors and outdoors?

Helen TaylorCPLD Unit 2, Session 518 Can you describe the benefits of child-initiated play to overall development to include developing independence, confidence and concentration, enabling involvement in own learning, encouraging imagination and creativity? Can you explain how children’s play might change according to their age/stage of development, including the way that over time children become interested and able to play with others as noted by Mildred Parten’s social stages of play?