Sharing Good Practice
Empower young Learners with self-chosen play
By Gianna Ulyatt
Provide activities that consolidate children ’ s skills , knowledge and understanding of the new ideas being taught . By making these links between teacher input and subsequent selfchosen activity , children consolidate and develop new learning in ways that best suit them . It is essential , to plan a good range of free choice activities . Make sure the activities require children to think while engaged . Ensure that all aspects / areas of learning are included to inspire all children to become engaged in the activities .
Many young children may lack play opportunities in their local environment . Schools therefore , need to teach children how to play .
This aspect is often difficult to plan . However , if you get it right , children ' s learning overall is accelerated . Wellplanned play actively engages the child . When they are completely engrossed , they show high levels of brain and physical activity . Through play , they practise and rehearse new ideas , increase in confidence and take risks . Children learn to interact socially , develop resilience , feel contented and experience moments of excitement . They problem solve and improve their memory skills .
Play has been described as " scientific research conducted by children ". Therefore , teaching should include worthwhile and challenging play opportunities on different levels and through all areas and aspects of the curriculum . Allocating times in the day for play-based learning requires a great deal of effort for the teaching team , but the benefits for children are tremendous .
Below are a few points to consider when planning for chosen play .
Get organised : Initially it is essential to organize all the resources into containers . Photograph the contents and stick these onto the container . This helps children to know exactly where to return the equipment they use , once their activity is completed . This fosters independence , responsibility , observation , creativity , self-esteem and the capacity to learn independently .
Designate an area : Create separate learning areas or zones . Make sure that vigorous physical play does not encroach on quieter play activities . Allocate appropriate and specific numbers of children allowed in each area / zone at one time . This allows all to benefit and have good access to the resources . It also prevents overcrowding .
Get involved : Talk with children while they are playing . Ask open questions . Note the children who have attended the various activities . Teachers can then discuss and assess what individual children have achieved and discovered . This helps with planning the next steps to extend learning . Children will quickly realize that adults value purposeful play .
Plan for play : Base planning for play around a specific theme or topic .
Simplify : Introduce a simple topic about transport , for example , including information about buses , cars , metro , planes , boats , trains , bicycles , etc . Children may choose to ride tricycles slowly and quickly or send toy vehicles down a ramp to compare speed . From pictures , children may draw or paint vehicles with detail . With boxes and cardboard , they can make models of vehicles . They may count the school buses , make a block graph of how children travel to school , and compare the number of wheels on different vehicles . They may make a simple sailing boat and try to make it move in water without touching it . They may browse various books about vehicles .
Checklist
• Discuss free-choice ideas with the teaching team .
• Allocate a person responsible for setting up and resourcing the activity making sure resources are appropriate and plentiful .
• Ensure adults engage children in relevant conversation and open questions during their activities .
• Train children to tidy equipment away before they leave the area .
References :
Hughes ( 1996 , 1998 ) paraphrasing Eibl- Eibesfeldt ( 1970 ) “ The Biology of Behaviour ”
Bruner J S , Jolly A , Sylva K . 1976 “ Play : Its Role in Development and Evolution ”
10 | Sep - Oct 2016 | | Class Time