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"Play is a child’s work"
"Play is a child’s work"
Friedrich Froebel, German Pedagogue, 1887
Play is an intrinsic part of human nature and development. For babies and children, the essential role of play is well documented. Through play a child develops their cognitive, social, emotional and physical capacities.
In Scotland we benefit from a curriculum model that spans the Early Learning and Childcare and the early years of Primary School. The Early Level of Curriculum for Excellence is intended to support the implementation of a responsive, continuous, play-based curriculum for children aged 3 – 6. It describes experiences and outcomes for children’s learning in ways which have supported a more active, play-based approach to learning and teaching in early primary school and encouraged better continuity and progression for all children across all settings.
Discussion Questions for Self-Evaluation and Development
Discussion Questions for Self-Evaluation and Development
Read Realising the Ambition - Being Me sections 3 and 6 then reflect on the following questions.
Q. What principles of play do I take into my own practice?
Q, Do the practitioners in my setting have a shared understanding of pedagogy of play ?
The Importance of Play
The Importance of Play
Play is a vital tool for children to use to support their emotional, cognitive and physical development.
Through play, children can use the skills they have already mastered to extend their knowledge and understanding of the world.
Children feel comfortable and confident when they are playing and consequently feel able to experiment, take risks, question and explore.
Through their exploration, children are making connections and building up ideas, concepts and skills.
Through play children can gain a sense of achievement, thereby developing self-esteem.
Twelve Features of Play - Tina Bruce
Twelve Features of Play - Tina Bruce
Professor Tina Bruce Tina Bruce is a highly respected academic and theorist in the area of play based learning and early childhood development, education and play. Her theories are influenced by the work of Friedrich Froebel and his concept of freely chosen play. Bruce has a strong belief in learning through the use of play through the development of experience using representation and games with rules.
Bruce theorises that children do not learn through play, but instead practise what they have learned in their play. In an interview promoting the power or play Bruce states that
“play transforms children because it helps them to function beyond the here and now. They can become involved in more abstract thinking about the past, using the past, and into imagining the future, or alternative ways of doing things. It helps them to problem solve, and to experiment. It helps them to work out what they think and feel.”
Realising the Ambition (2020: 102) cites that,
" Much of what we now take for granted in early learning and childcare has its origins in Froebel’s ideas."
East Lothian Council Guidance for High Quality Play document is intended to be used by all Early Learning and Childcare staff working in East Lothian It has been written to support practitioners working in Early Learning and Childcare settings to be confident in delivering quality play experiences for all children . It is underpinned by East Lothian’s Play Policy 2017 – 2020 and is intended to be used in conjunction with The Play Types Toolkit , link below (Play Scotland, 2017), which has comprehensive information on the different types of play.
Play-Scotland-Play-Types-Tooolkit.pdfFinal Play Quality Group Document.pdfPlay or work? What do children think?
Play or work? What do children think?
Researchers discussed with children aged 3-7, their thoughts on what is play? and what is not play or is work?
Howard, J., Bellin, W., Rees, V. 2002 Eliciting children's perceptions of play and exploiting playfulness to maximise learning in the early years classroom
The children's responses provide valuable food for thought . What do you think?
Play is
Play is
self chosen
usually with another child
often outside
often takes place on the floor or in a space
without a teacher or adult
often includes ‘toy-like’ resources e.g. sand and water
includes positive emotions, enjoyment
Play is not/work is
Play is not/work is
chosen by the practitioner
usually done alone
usually inside
often takes place on a table
usually involving a teacher or adult’s presence
led by academic materials
typically not seen as including positive emotions, enjoyment
Play in your provision might be
Play in your provision might be
child-led
open-ended
exploration and investigation
both indoors and outdoors
following children’s interests
supporting and challenging children’s next steps in development
an opportunity to experiment and practice skills
resourced with provocations and invitations to support and nurture next steps
Discussion Questions for Self-Evaluation and Development
Discussion Questions for Self-Evaluation and Development
Consider your answer to the last challenge question at the beginning of this page.
Q. Do you need to review your current aims, visions and values taking into consideration your shared pedagogy of play?
Use the toolkit below to begin your self-evaluation and development.
Early Level Play Pedagogy Toolkit
Early Level Play Pedagogy Toolkit
This toolkit created by Education Scotland aims to support practitioners working with children in the Early Level to appropriately use play pedagogy to support learning and development.
It is designed to be used in conjunction with Curriculum for Excellence and the refreshed national practice guidance for early years in Scotland ‘Realising the Ambition: Being Me’ published February 2020
In the toolkit you will find information and evidence to support the use of play pedagogy as a key element of your practice.
There are reflective questions throughout the toolkit. These encourage you to think deeply about your values, vision and practice. You can use these questions as prompts for professional dialogue with colleagues. Families will also be interested to know more about your approaches and the impact these have on their children’s learning and development. Your dialogue and thinking will support self-evaluation and improvement in your play pedagogy.
The toolkit also links to other professional learning resources you may find useful. At the end of the toolkit you will find suggestions for further reading.
Playful-Pedagogy-Toolkit (1).pdfDigital Play - Plowman 2020.pdfFT-Sewing-with-Young-Children-–-interactive-pamphlet.pdfPage updated
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