Utilisateur
Engage in activity for enjoyment and recreation rather than a serious of practical purpose
Enjoyable and Spontaneous
Follow own ideas and interests
Working with children which supports and promotes children's play
Facilitates play without leading or directing it
The focus is not on the outcome but on the play itself
Develops PILES
Gain knowledge and skills
Able to direct and control their own play experiences
Elemental learning process by which humankind has developed
Performed for no external goal or reward, and is fundamental to healthy development
Inc self esteem and self respect
Improves physical and mental health
Gives opportunity for mixing with other children and learning social cues
Promotes imagination independence and creativity
Improves language skills and creativity
Parents feel secure knowing that their children are happy, safe and enjoying themselves
Families benefit from healthier, happier children
Offers opportunities for social interaction for the wider community and support development of a greater sense of community spirit
Outside spaces such as playgrounds have important roles in everyday lives of children and young people
- balance and coordination issues means difficulty accessing play equipment
- limited walking ability means moving around play areas etc is difficult
- clarity of speech means difficulty explaining own play
- may not understand rules of games etc
Difficulty understanding and responding to sensory stimuli
May be over/under sensitive
May not like certain messy or interactive plau
Works on the principle that children will express their deepest feelings and underlying problems through play and may keep the hidden under other circumstances
Therapist does not direct the play but encourages the child to express their feelings in a safe environement
Used when child has been through a truamatic event
Negative feelings can be transfered to the toys or acted out
Focused play that actively seeks to strengthen a child's developmental growth
Play activities are intentionally designed to achieve specific learning goals
EXAMPLE:
If a child is throwing letters across the room
Ask if the child to throw letters into a bucket but first sound the letter out loud
Toddler pong:
Age 1-3
Develops gross motor skills through throwing
Develops memory of numbers and letters
Statuatory education guidance for children aged 3-7
Describes 7 areas of learning that all childcare settings should aim for:
- personal and social development, wellbeing and cultural diversity
- mathematical development
- welsh language development
- knowing and understanding the world
- physical development
- creative development
- language, literacy and communication skills
Opportunities for children to learn through exploration and discovering things for themselves
Structured experiences that have specific planned outcomes to extend the children's learning and development but ensure they are able to choose and extend the activity
Unoccupied play: birth to 3 months
Solitary play: birth to 2 years
Spectator/onlooker play: 2 years
Parallel play: 2+ years
Associate play: 3 to 4 years
Cooperative play: 4+ years
Make a lot of movements with arms, legs, hands, feet etc
Discovering how their body moves
When a child plays alone
Exploring environment
Begins to watch other children playing but does not play with them
Develops confidence and learn the way children play together
When a child plays alongside or near other but does not play with them
May participate in similar activities or different
Like to be around other children of similar age
Child starts to interact with others during play
There is not a large amount of interaction
Child plays together with others
Has interest in both the activity and other children invovled in playing
Make rules, take turns, share etc.
Creative
Physical
Imaginative/pretend/role play
Environmental
Structured environment
Make rules and are free to use imaginations to invent games, act out stories etc.
Unstructured and self directed
Should be given opportunities to engage in creative play everyday
E.G. role play
Includes all types of physical activities
e.g. throwing a ball, climbing, skipping etc.
Using imagination and creativity whilst learning to take turns, cooperate, share etc.
e.g. dress up, family role play
Settings are incorporating environmental play into learning and meeting children's needs for play
Uses natural elements to develop knowledge and understanding
e.g. sand/water play, mud kitchen
Can be organised sports and games, craft activities where children create a model with a specific end goal
Practitioners can create a structured play environment indoors or outdoors
Unstructured
Self directed
Child directed (free play)
Child directed with adult support (scaffolding: guided play)
Adut facilitated
Adult directed (games)
Adult controlled (direct instructions)
Any period of child led play, motivated by their own interests and curiosity
Guided by own set of rules
Willingly engage deciding start and end point
The concept of allowing children to play without an imposed framework, on their own without adult interference
A style of play in which the adult is plaing one on one with the child, and the child is put in the leadership position
Children are given goals slightly beyond their current learning by the adult and supported to reach their next stage of development
Adult provides children with the support, materials or resources
As well as time and space to play
Adults direct games to improve listening and team work
Adult carefully plans activities to develop a specific skill or learing outcome
Resources chosen by the adult and the child must work through a series of steps to meet the desired outcome
