1. Learning Through Play

2. Reflection What did ‘Play’ mean to you as a child?
Who encouraged your play?
How did play make you feel about yourself, the world around you – about life?

3. Play can be described as a human activity that is freely chosen, is driven from an inner desire and is personally directed.

4. Rights to Play Children have the right to play.
All children and young people have the right to play and need to play: free to choose what they do- lively or relaxed, noisy or quiet – with the chance to stretch and challenge themselves, take risks and enjoy freedom. The right to play is protected in Article 31 of the UN Convention of the Rights of the Child.

5. Dramatic Play
Construction Play

6. Manipulative Play
Active Play

7. Sensory Play

8. Arts & Crafts Play
Books

9. The Need for Play Play is essential for;
Healthy physical and emotional growth.
Intellectual and educational development.
Acquiring social and behavioural skills.
Play develops children physically; coordination, strength, agility, feeling good about themselves learning to deal with failure as well as success.
It’s how we find out about the world, learn behaviours and cultural expectations eg role play; children mimic what they have seen adults doing, mimic talk patterns and re-enact social behaviours.
Through play they learn to cope with social interactions, deal with conflict, learn to take turns and share ideas, learn to lead and follow.

10. How do children play?
Play may or may not involve equipment or a dedicated play space and may or may not have an end product.
Children may play on their own or with others, be boisterous and energetic or quiet and contemplative, light-hearted or very serious.
Children’s own culture is developed through their play.
In reception we have found that some groups of children need to get outside and run around seemingly unfocussed after any input session. Once they have had that opportunity they find it much easier to focus and choose quieter activities.
Children develop knowledge about their culture through small world and role play, mimicking what adults in their community do and say, using household utensils, building tools, technological equipment – many children use other objects as mobile phones!

11. The Role of Adults
Parents, carers and other adults can support children and young people's play by respecting the value and importance of all types of play, playing with their children and by creating opportunities and allowing time for children to play independently with their friends, inside and outside the home. (Play England 2007)
Common for parents to direct the play; let’s go and kick the football; shall we do a puzzle; get out your cars!
Children will engage and learn better when you let them take the lead.
Avoid asking too many questions.
Be a child again; when using small world speak your thoughts, show your child how to create a storyline in their play. Equally valuable in role play.
It’s not easy and takes practice but your children will benefit from your engagement.
Give them time to play alone or with peers.

12. Age-Appropriate Toys SIZE of toy and pieces
Larger than the child’s two fists
No SHARP edges or points
Broken toys should be fixed or thrown away
NON-TOXIC materials
Avoid all painted toys for babies & toddlers
DURABLE, WASHABLE and CLEAN
Toy’s that won’t break easily
Toys that can be cleaned easily

13. Newborn to l-year-old baby Choose brightly-colored, lightweight toys that appeal to your baby's sight, hearing and touch. 1- to 2-year-old toddler Toys for this age group should be safe and be able to withstand a toddler's curious nature. 2- to 5-year-old preschooler Toys for this age group can be creative or imitate the activity of parents and older children.

14. Preschool Toy
Infant Toy
Toddler Toy