Unit 3.1 Understand the value of play in early years

Time: 10 minsHow many different types of play or play activities can you think of for each of the letters in the words CHILDREN’S PLAY?

LO1. Understand the role of play and LO3. Understand play at different stages of children’s development 1.1, 3.1

C H I L D R E N S P L A Yainting

Starter Activity

Learning outcomes

• Explain the innate drive for children to play• Analyse how play is necessary for the development of children• Identify the rights of children in relation to play as detailed in the UN

Convention on the Rights of the Child• Explain how settings meet the right for children to play

• Play is very difficult to define as it is something that is carried out very regularly within the workplace.

• Play is an important part of a child's day as it provides them with a number of new experiences.

• Play can often be mistaken for being recreational and relaxing, however despite it being a very social activity the children are often very stimulated whilst they are playing.

• Play not only supports a child's development but it also supports their learning process.

What is play?

LO1. Understand the role of play 1.1

Monday Tuesday Wednesday Thursday Friday

LO1. Understand the role of play 1.1

Time: 10 mins

Thinking about a week in your setting, how many opportunities during the day are available for children to play?

• There are a number of benefits of play for children, some of which are easy to identify, some which are quite subtle.

• Play allows children time to learn and develop their skills further including their physical, intellectual, language, emotional and social skills. http://www.teachers-media.com/videos/learning-and-development#video_title_bar

• Note the benefits of play in which you see on the clip

The benefits and drive of play

LO1. Understand the role of play 1.1

• Play helps to develop a child's imagination. Quite often we see children playing and simulating things that they have seen taking place during a day. For example, a child who plays with the cars may recreate a conversation that they have had in the car on the way to the setting.

• Providing children with time to play helps to develop their understanding of the world around them. For example, children who like to dress up and play doctors and nurses are using props that allow them to listen to heart beats, take temperatures and measure height.

• Play is open to everyone and is a fantastic way of ensuring that everyone is included. The less academic child may struggle with reading or writing but can create fantastic models with the play dough.

The benefits and drive of play?

LO1. Understand the role of play [AC 1.1]

Time: 10 mins

Look at the picture below.• What skills is the activity helping to develop?

Look at the laminated cards List the learning that is taking place

through each type of play Make links to SPICE

LO1. Understand the role of play [AC 1.2]

Time: 10 mins

Look at the picture below.• What benefits would come from the child playing in this

scenario?

LO1. Understand the role of play [AC 1.2]

• In 1989 leaders from around the world came together to decide on the human rights that every child under the age of 18 years should have.

• Once they had all agreed they signed the UN Convention on the Rights of the Child (UNCRC).

• Since this was signed, UNICEF have carried out a lot of work to promote these rights and work for children.

https://www.bihr.org.uk/crc-hub?gclid=CJTs9_fotcsCFUORGwodAq0Ksg

UN Convention on the Rights of the Child

LO2. Understand children's rights in relation to play [AC 2.1]

Time: 30 mins• Carry out further research into the United Nations Convention

on the Rights of the Child (UNCRC) and the work that UNICEF does.

• Produce a leaflet from your findings.• Make a note of your sources.

LO2. Understand children's rights in relation to play [AC 2.1]

www.ohchr.org/EN/ProfessionalInterest/Pages/CRC.aspx

• Every child has a right to play and to be stimulated during the days.

• Play supports children's educational needs and it opens up a number of opportunities to implement skills in relation to making relationships, developing feelings and growing in confidence.

Children’s rights to play

LO2. Understand children's rights in relation to play [AC 2.1]

• Depending on the age of the children, settings will accommodate play in different ways.

• Whilst children are in a nursery setting they will become used to having clear set areas where different types of play takes place.

• Since the implementation of the Early Years Foundation Scheme (EYFS), nurseries have invested a lot of time into ensuring that children have the opportunity to learn and develop their skills through play activities.

How do settings accommodate play?

LO2. Understand children's rights in relation to play 2.2

Time: 15 minsThink of your last placement list all of the ways in which they met the requirements of the UNCRC share this list with your partner

LO2. Understand children's rights in relation to play [AC 2.2]

Can you link these to the 5 aspects of development?

Aspects Types of play

Social

Physical

Intellectual

Emotional

Communication

It is important that the areas of play and development are not restricted as children make the transition to primary school.• In the early classes of school children are still given the

opportunity to experience learning through play.• As children move through the stages of school the play

opportunities change and become more structured and routine for the children.

• Space unfortunately does not allow for the designated area to be set up permanently, however the classroom space is often utilised through more table top activities that can be set up when required.

How do settings accommodate play?

LO2. Understand children's rights in relation to play [AC 2.2]

Time: Ongoing

Collect photographs of different settings with their play activities set up so as to be able to compare the different ages and how play can be accommodated.

LO2. Understand children's rights in relation to play [AC 2.2]

Age ranges Suitable play activities

0-3

3-5

Summary We have looked at the role, benefits and drive of play. We have explored the UN Convention on the Rights of the Child. We have understood how settings meet the right for children to play.

Summary: plenary activities1. Using 50 words or less, identify the role of play for children.2. Can you list the benefits of play that we have discussed?3. Share your leaflet on the UN Convention on the rights of the Child with

someone else and discuss what you have found out4. Write two ways in which a nursery setting and a school accommodate

children's rights to play.

Unit 3.1 Understand the value of play in early years

Time: 5 mins• Thinking back to last lesson, talk to the person beside you and

together write a short paragraph that summarises everything that you have learnt about play so far.

• Share your paragraph with the rest of the group.

Starter Activity

Learning outcomes• Explain the characteristics of• child-initiated play• adult-led play• Identify how children’s play needs and preferences change in relation to

their stage of development

• Child-initiated play is an essential part of play that young children need to experience in order to explore the world around them and experiment with new experiences.

• Child-initiated play is instigated by the child, this means that they chose what they want to do and what they want to play with.

• It is important that we allow children this opportunity so that they can try out new things and a variety of different resources, developing their understanding in the process.

Child-initiated play

LO3. Understand play at different stages of children’s development 3.1

• The Early Years Foundation Stage (EYFS) encourages child-initiated play to be taking place as it helps the child’s confidence.

• It allows children to try new things in an environment that is safe and secure yet also challenging.

• Opportunities for child-initiated play should be both indoors and outdoors so that the child can move freely between the two areas.

Child-initiated play and the EYFS

LO3. Understand play at different stages of children’s development 3.1

• Although as the adult in the setting we do not want to interfere with children making their choices and playing with what they chose, we need to be there to interact with the child in the way that they would like us to.

• This interaction with the child has to be led by the child and you must listen carefully to their guidance. For example, a child playing in the home corner may appreciate you joining in but you must wait to be told what role in the play that you are taking. If the child does not offer you a role then you must listen carefully so that you can offer an appropriate role.

• For example a child playing with the dolls in the home corner may appreciate you offering to be the cook or another family member in the play scenario.

Child-initiated play and the adult

LO3. Understand play at different stages of children’s development 3.1

Time: 10 mins

Think about the role of the adult in child-initiated play. What would you have to do to support this type of play taking place? Key things to think about:• What would you need to do before the day begins?• What would you need to do during the day?• What would you need to do at the end of the day?Use examples from your own placements to support you to complete this question.

LO3. Understand play at different stages of children’s development 3.1

As the adult in the setting it is our role to:• Ensure that the areas in the setting are clearly defined• Clearly label the resources and store them at child's height so that they can

be accessed with ease• Keep the resources clean and up to date and replace them when necessary• Have discussions with the children to see what they would like to have

available• Consider health and safety, such as signs if areas are limited to how many

children can use them at once. • Monitor and observe the play taking place so that areas can be changed

regularly when they are no longer being used.

Child-initiated play and the adult

LO3. Understand play at different stages of children’s development 3.1

Time: 10 mins

Think back to your last day in placement.• Did you support child-initiated play so that it could take place?• Did you do the things that have been discussed? If so, what

did you do?• Is there anything you did not do that you think you would do

next time?

LO3. Understand play at different stages of children’s development 3.1

• Adult-led play is also an essential part of play and holds a very important place within the child's day.

• The difference with adult-led play is that there is an adult present who is offering support and direction to the children.

• Although this type of play is often carried out so as to achieve a specific outcome it can still accommodate children’s independent thinking.

• For example, the children may be creating cards for an occasion. The adult would lead by explaining that they will be making a card and showing them how to do this, but the children can choose the colours and how they decorate the card.

Adult-led play

LO3. Understand play at different stages of children’s development [AC 3.1]

• Adult-led play should be planned and the resources should be ready for the children to use.

• Careful consideration should have gone into health and safety and the risks involved in the activity, and appropriate provision put into place so as to ensure that the activity is safe.

Adult-led play

LO3. Understand play at different stages of children’s development [AC 3.1]

https://www.youtube.com/watch?v=yC2IrZTd4t0&list=PLdeekopL3RezE7l104PptsGSNUK6kU9uA

Time: 30 mins

Complete the table on the worksheet provided, comparing the different characteristics of child-initiated and adult-led play.

LO3. Understand play at different stages of children’s development [AC 3.1]

• As you observe children in a setting you will notice how their needs and preferences change as they grow and develop.

• It is then that you need to be aware of new interests and make sure that the play opportunities that are provided for the children suit their level of development and their learning.

How children's play needs change in relation to their stage of development

LO3. Understand play at different stages of children’s development 3.2

Time: 5 mins

Think about a baby (birth–18 months), toddler (18 months–3 years) and a young child (3–6 years).In pairs, decide which toys would be suitable for each age range from the list below.

• Train and train track• Soft activity cube• Wooden blocks• Activity gym• Musical instruments

LO3. Understand play at different stages of children’s development [AC 3.1]

• Paints• Wrist and feet rattles• Ride-on toys• Dressing up clothes.

(2)

Along with the play needs of the child changing the adult’s role also alters to accommodate this. The table below shows a basic outline of how the adult can support the child’s play as they develop.

How children's play needs change in relation to their stage of development

Babies Toddlers Young childrenThe adult needs to provide an environment where the baby can explore safely and develop knowledge of new places, textures and materials.

The adult needs to provide an environment that allows the child to take risks safely, explore a variety of new ideas, try different types of play and allow children to start to develop their social skills.

The adult needs to provide an environment that is safe, has opportunities for new experiences such as pretend play with enough space to move around in a safe way and chose what they would like to do.

LO3. Understand play at different stages of children’s development 3.2

Summary We have explored the characteristics of child-initiated play and adult-led

play. how children’s play needs and preferences change in relation to their

stage of development

Summary: plenary activities1. Complete the sentences:

a. Child-initiated play is…b. Adult-led play is…

2. List two ways in which a child’s play needs change as they develop.3. Is the following statement true or false?

‘The adult’s role in supporting children's play is to tell them what they should be doing and guide them through playing with set toys and activities.’

Unit 3.1 Understand the value of play in early years

Time: 5 mins

Look at the images below and identify which shows physical play, creative play, imaginative play and sensory play.

LO4. Understand different types of play for all children 4.1

Learning outcomesLO4. Understand different types of play for all children• 4.1 Describe benefits of:

• physical play• creative play• imaginative play• sensory play.

• Explain the principles of heuristic play.• 4.3 Evaluate the resources for

• physical play• creative play• imaginative play• sensory play.• Heuristic play

There are many benefits to children playing:• Play allows children time to explore the world around them

and allows them to engage in new and different activities.• Play helps children to develop in other areas such as their

physical and fine motor skills.• Play allows children to take risks that they may not take

normally.As we explore four different types of play, take some notes so that we can put together a play booklet by the end of the lesson.

The benefits of play

LO4. Understand different types of play for all children 4.1

You will take part in a number of play activities for each activity list the benefits of play for:-

• physical play• creative play• imaginative play• sensory play.

Task

In pairs

Creative Play (Finished products)

Creative play includes•Painting•Singing•Dancing•Writing•Mark making•Chalking•Card making•Cutting•Collage making

Creative play supports children to develop•Fine motor skills•Hand eye co ordination•Essential for writing•Helps them to express thought and feelings•Creating own work•Sharing ideas and opinions•Learn about colour, shape and texture

Lets see this in action!

http://www.youtube.com/watch?v=vSP5buWOh7s

Watch the clip

What are the Children learning?

Imaginative PlayImaginative play includes•Puppet shows•Drama•Dancing•Playing with dolls/action figures•Role play•Singing•Music and movement

Imaginative play develops and supports children to•Use their imagination•Imitate adult roles•To practice grown up skills•To pretend to be others/animals•Think about other people views/roles•Provides understanding of job roles

Physical PlayPhysical Play includes•Outdoor activities•Obstacle courses•Bike riding•Hoops•Skipping•Hopping•Swimming•Running•Slides•Tunnels•Threading•interlinking

Physical play develops and supports •muscles and gross motor skills•Improves appetite•Important for health and well being•Important for mental stimulation•Encourages good sleep patterns•Fine motor skills•Hand eye co ordination•Spatial awareness

Messy/sensory Playincludes•Paint•Playdough•Cornflour•Jelly•Beans•Custard•Water•Sand•Shaving foam

Messy play is good because children can• explore and experiment with different texture•It can be very soothing•Learn to share equipment with others•Use fine motor skills•Use hand eye co ordination

Time: 30 minsPut together an information booklet on ‘The benefits of play’ using the information that we have covered this lesson, along with some further research of your own.Your booklet must contain:• A page each for physical, creative, imaginative and sensory play• A short description of what the type of play is• The benefits of each type of play• Examples of each type of play that you do in placement• A list of resources and things to consider with each type of play• At least two quotes to support your work with a bibliography.

LO4. Understand different types of play for all children [AC 4.1]

• Heuristic play is when children are given the opportunity to explore everyday objects and items in a safe, secure and supportive environment.

• Heuristic play allows children to make choices and get excited about discovering new ways of using items along with the properties of different objects.

• Settings often have a ‘Treasure Basket’ that contains a number of items that are available for children to play with in an heuristic way.

Heuristic play

LO4. Understand different types of play for all children [AC 4.2]

• The equipment that is used during an heuristic play session is very important as this allows children to explore new objects.

• There should be a variety of everyday items available for the children that are made out of a range of different materials.

• For example, pots and pans of different sizes and shapes, cooking utensils such as wooden spoons or silicone whisks, items from the laundry or the bedroom such as hair brushes or combs.

https://www.youtube.com/watch?v=a0QpDgUdP_Q

The type of equipment used in heuristic play

LO4. Understand different types of play for all children [AC 4.2]

• This may be a slightly different role to ones that you have taken before.

• In an heuristic play session you will need to provide the equipment and the safe space but then step away and allow the children to play in whatever way that they feel they would like to.

• You need to be far enough away to allow them to explore but close enough to observe so that you can intervene and redirect children if required.

The role of the adult in heuristic play

LO4. Understand different types of play for all children [AC 4.2]

Time: 10 mins

This, to us, is simply a set of kitchen utensils.

• What could a child use these for during a heuristic play session?• What would they learn from playing with them?

LO4. Understand different types of play for all children [AC 4.2]

Time: 10 minsThe kitchen pans and bowls could be used for:• Drumming• Wearing as a hat• Using as a guitar• Sitting or standing in.

From playing with the utensils children could learn about:• Shiny materials• The feel of metal, wood and plastic• The sounds that can be made• The weight of metal, plastic and wood.

LO4. Understand different types of play for all children [AC 4.2]

Time: 15 mins

In pairs, look at the image below. • What could these be used for in an heuristic play session?• Can you identify what the children could learn from playing

with these objects?• Are there any health and safety issues that may need to be

considered?

LO4. Understand different types of play for all children [AC 4.2]

Time: 10 mins• Design your own treasure box for heuristic play.• What items would you put in it for the children to explore?

LO4. Understand different types of play for all children [AC 4.2]

Extension activity

Use your hand-out provided to Evaluate resources used for

Task 4.3

Summary During the lesson today we have described the benefits of physical,

creative, imaginative and sensory play. This has included reflecting on what we provide children with in placement.

We have explained the principles of heuristic play and you have had the opportunity to think about this further so that you could plan your own heuristic play session in your setting.

Summary: plenary activities1. List the benefits of physical play.2. Identify two different resources that could be used in creative play.3. Define heuristic play in 20 words or less.

Unit 3.1 Understand the value of play in early years

Time: 5 mins

Complete the following sentences:Physical play is _______________________________________Creative play is _______________________________________Imaginative play is ____________________________________Sensory play is _______________________________________Heuristic play is ______________________________________

Starter Activity

Learning outcomes• Summarise inclusive play practice in relation to current

frameworks• Analyse how play supports the interests and abilities of

children

• Inclusion is all about providing opportunities for all in our care.• This means that all children, regardless of their ability,

background, culture and age, should be given the equal opportunity to participate in the planned sessions.

• Inclusive play is when we provide a range of play activities for the children that are going to incorporate all of these requirements, yet still provide opportunities for play, learning, socialising, risk taking and challenge to be taking place.

Inclusive play

LO5. Understand inclusive play practice 5.1

• As the adults in the setting, it is our role to promote inclusion amongst the children but also within our working practice.

• The EYFS outlines how inclusive practice is important in relation to improving the child's experience and their overall outcome within the setting.

• As a result of the criteria within the EYFS, many settings now have either an inclusion policy or a play policy that outlines how all children will be included within the area of play.

Inclusive play in relation to the EYFS

LO5. Understand inclusive play practice 5.1

Time: 15 mins

Have a look at the image below.

• Thinking back to the types of play that we looked at last week, how could this child be included in all five types of play? (physical, creative, imaginative, sensory and heuristic.)

LO5. Understand inclusive play practice 5.1

Our role is to make sure that the play opportunities that we provide do not become boring or regular. We need to make sure that we keep our practice current and exciting for the children so that they have the opportunity to explore new ideas.

Inclusive play in practice

LO5. Understand inclusive play practice 5.1

Time: 10 mins

Have a look at the play policy from your setting. Key things to think about:• In pairs, discuss what the policy says.• Highlight the areas of the policy that you see taking place

when you are there.• Can you identify what your setting does in order to adhere to

this policy?

LO5. Understand inclusive play practice [AC 5.1]

(1)

Time: 30 mins

Carry out some further research on inclusive play practice.• Create a leaflet that summarises what you understand about

inclusive play.• Your leaflet must include the information on what the EYFS

states in relation to inclusive practice.• You could also include some examples of inclusive practice

from your placement.

LO5. Understand inclusive play practice 5.1

It is important that the provision that we provide for our children is one that they enjoy. The current EYFS framework has put a lot of emphasis on providing a more flexible, free early education where child-initiated learning is at the heart of what we do.

How play supports the interests and abilities of children

LO5. Understand inclusive play practice 5.2

Time: 10 mins

How could you find out what the interests and abilities are of the children in your setting? Complete the worksheet provided.Key things to think about:• List the different ways that you could find this information

out.• List the people who could support you in providing these

activities for the children.

LO5. Understand inclusive play practice [AC 5.2]

(2)

When getting to know the interests of children there are a number of things we can do, including:• Speak to the children (depending on their age)• Observe children and log what they like to do or what they

regularly chose to play with• Speak to the families of the children to find out some

background information on things that the child likes to do at home.

How play supports the interests of children

LO5. Understand inclusive play practice [AC 5.2]

When we look at supporting the abilities of the child we may need to some additional input. This may be from:• Observing the child to see what they can or can not do.• Speaking to the family of the child, especially if the child has a

particular need that needs to be considered in the planning of the activities.

• Seek further guidance from other practitioners within the setting who may have had experience with certain abilities in the past.

• Seek further guidance from external agencies or professionals who could guide you on supporting the abilities of the children in your care.

How play supports the abilities of children

LO5. Understand inclusive play practice [AC 5.2]

Time: 10 mins

Reflect on your own practice. Thinking about the last activity that you carried out, answer the questions below:• How did you ensure that all the children were included?• Did you have to do anything different to ensure everyone

could take part?• Did you need any support for this and if you did, who did you

get it from?

LO5. Understand inclusive play practice [AC 5.2]

Summary Inclusive play is when we ensure that everyone in the setting is included

in the activity regardless of their ability, background, culture or age. In order to support the interests and abilities of children we need to get

to know them through speaking to them, observing their actions and including the family in order to ensure that we provide them with activities that they will enjoy and learn from.

Summary: plenary activities1. Create a poster all about inclusive practice to summarise what you have

learnt this lesson.This could either be done in the classroom or given as an extension activity to complete at home before next lesson.

Assignment Due Date’s 1. Please upload your Assignment to Oracle by 6/6/162. Check all ‘Be able to’ criteria for year one units3. Book your one to one to ensure you have completed everything you

need to gain the Certificate 4. Please ensure your Longitudinal Study is complete by 19/5/165. Hand in Dates for units SO3, 3.14, 3.15, 19/5/16.