1. The Importance of Play….

2. The rights of the child in relation to play as detailed in the ‘UN Convention on the Rights of the Child’ outlined under article 31 provides legislation which makes it a necessary requirement for children to have access to…

3. ‘rest, leisure and play’.

4. It ensures access to all no matter what their age, cultural diversity or background circumstances. The UNCRC details in 42 articles that the ‘needs’ of all children everywhere must be met. It brings together all human rights for children under one convention. It aims to protect and support children in all areas of their lives.

6. The ‘Childcare Act 1989’ finally recognised that children’s views and needs must be taken into account and was the first time in the UK the law recognised this.

7. It supports that ‘play activities’ are ‘child led’ and as a result children will continually choose to experience small achievable tasks which they set for themselves. They will challenge themselves when confident and they feel it is necessary in order to achieve their goals.

8. Play and learning both indoors and outdoors is essential
Play and learning both indoors and outdoors is essential. Within the outdoor classroom all activities provide equal opportunities, removing existing boundaries and traditional expectations. Outdoor learning and Forest schools approach supports all aspects of ‘Article 31’.

10. Play is the natural drive that all children are born with regardless of race, culture, gender or religion. There is a desire to play without purpose, reason or end purpose.

11. There are many definitions of play:
Play allows children to practise and develop skills.
Play supports and develops critical thinking and problem solving.
Play carries with it therapeutic properties.

12. Play is necessary for the development of children and it is now universally recognised that play supports holistic development. Holistic development is the theory that supports learning as a whole. It believes that learning cannot be compartmentalised into separate boxes such as emotional, language and physical but that when quality learning takes place the whole self is developed.

13. There are many ‘types of play’ and different children will display some of these more than others. Here are some examples….
Symbolic Play
Exploratory Play

14. Imaginative Play
Socio-dramatic Play

15. Imaginative Play
Mastery Play

16. “Each area of learning and development must be implemented through purposeful play through a mixture of adult led and child initiated activity”
“In planning and guiding children’s activities practitioners must reflect on the different ways children learn”
(EYFS 2017)

17. Getting the balance…
It is important to get a balance of adult led task that are carefully planned, based on observation and led to next steps which promote the child’s progress…
With child initiated tasks that follow their interests and spark curiosity in the world around them.

18. We learned about mini-beasts
It is part of the requirements to carefully plan children’s learning and developments around their interests in order to maximise the learning potential.
We learned about mini-beasts
as the children
loved to dig for and
find them in the garden
Rory chose to make
some from play dough…

19. Adult supports play through questioning….
Can you find a way to… I wonder if… What might happen…

20. Use Adult modelling and play with the children to support and introduce new vocabulary, sayings, ideas and problem solving skills. Use this to promote shared and sustained thinking.
I wonder what may happen to the ice if we take it outside? What do we need to put a roof on this den? How can we cross the stream without getting our feet wet?

21. Support child initiated tasks…
Freely chosen play tasks follow the children’s interests, play with them at their chosen tasks and engage in what they are doing.
Do not interfere and interrupt the play… join in with sensitivity and be guided by their lead.

22. Spark their interests and develop a life long love of learning….

23. It is essential to use inclusive approach when planning play activities for children.
That means planning around the needs of the children and adapting the environment to suit them as an individual to following their learning styles and play interests….
AND NOT… Expecting them to fit into whatever themes, topics or ideas WE want them to become involved with.

24. Consider the learning that has taken place here…

25. Now consider the learning happening here…

26. What is the point of the task?
Consider the process and not the product.
What does a group of children learn making identical products as the adult tells them using pre-cut shapes?

27. This is what happens…
No thinking skills or problem solving is acquired…
No resilience built…
No challenge offered…
Few skills learned to use again…
Feeling less proud of achievements…
Not working as a team and supporting each other..
Little sense of self worth…

28. ‘The EYFS seeks to provide equality of opportunity and eliminate discriminatory practise ensuring every child is supported and included’ EYFS 2017
Further information is found in the SEND code of practise As well as the Practise and Equality Act 2010.

29. As children grow from babies to adults they needs of their play changes, alters and adapts as their cognitive skills develop and the need for challenge and risk becomes more apparent…

30. Small babies are contented to explore and play with their own hands and toes as well as lying on a play mat with mobiles and music to stimulate their senses…

31. Teenagers seek more thrills and risks as well as using their initiative to solve problems…

32. Have fun and enjoy play!
Thank you to all the children and families who
have given us permission to share photos
in this power point presentation.

33. Acknowledgements…
PACEY learning resource materials – ‘home based childcare’
– Development Matters, Early Years Outcomes & Statutory Framework for the EYFS
UN Convention on the Rights of the Child Act
Childcare Act 1989