Anna Ephgrave The webinar slides can be downloaded and printed from httpbitlyAEwebinar If you have any questions please type them in your chat box during the presentation ID: 604971
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10 Tips to Recognise and Organise Child-initiated PlayAnna Ephgrave --------------------------------------------------The webinar slides can be downloaded and printed from:http://bit.ly/AE-webinar
If you have any questions, please type them in your chat box during the presentation.
Use the pull-out box at the top right-hand corner of your screen to access your chat box.Slide2
Child-initiated playAnna EphgraveSlide3
What I will coverWhy child-initiated play is so valuableTen tips to recognise, organise and support child-initiated play
All in 15 minutes!Slide4
Why is child-initiated play so important? Babies are born with a natural desire to explore and learn – ie. They are born with a desire to initiate their own play. Adults don’t have to force babies to learn – but adults can certainly stop the learning.Slide5
Brain research tells us more
Simplistic but effective image
Minimal learning
Maximum learning
Brains of young children are “lit up” to their maximum when they initiate their own play, in an enabling environment, supported by skilful adults.Slide6
So child-initiated play is important because …It is child-initiated play that most often leads to deep level learning – when children operate at the limits of their capabilities, thus maximising progress.Slide7
10 tips to help recognise, organise and support the best child-initiated playSlide8
1. Recognise deep level learningFerre Laevers describes levels of involvement.Level 5 involvement is characterised by creativity, concentration, energy and persistence with the child operating at the limit of their capability.
Review your provision if you do not see this sort of involvement for most of the time from most of the children.Slide9
Scan these brainsSlide10
2. Organise the timetableKeep interruptions to a minimum No need to stop for PE, assembly, playtime, snack time, focus tasks Slide11
3. Organise the indoor/outdoor flowIf possible, have the doors open to outdoors from the moment the children arrive. Plastic strips in the doorways will help to keep out the cold.Slide12
4. Have everything available outdoors
Plastic wont rot in the rain – so don’t hide it away!
Don’t set out resources – let the children select for themselves.Slide13
Open-ended resources allow children to demonstrate their own ideas. Blocks are one of the best resources for child-initiated play.Slide14
Use levels of involvement to assess resources and areas – review and change your provision if necessary.
Note the tarpaulin to cover the shelving at night – no need to pack away or to set up.Slide15Slide16
5. Have everything available indoors
Adults should not make the choices. Leave the tables clear – the children select where to go and what to do.Slide17
Sometimes
“less is more”.Slide18
6. Allow the children to take risksWhen children take risks, they demonstrate deep levels of involvement.If they are confident to take risks with climbing, woodwork, cycling etc. , then they will be more willing to take risks with other new learning experiences.Slide19
7. Adults should go to where the children are playingSlide20
8. Adults should observe the play and sometimes get involved It is in that moment of curiosity, puzzlement, effort or interest, the ‘teachable moment’, that the skilful adult makes a difference.
From National Strategies document “Learning, playing and interacting.”Slide21
9. Interactions are the teaching and should fit the unique individual child
Children initiate the play, but might get stuck at one point. This is when they need an adult to model a skill, find a resource, provide vocabulary, encourage or make a suggestion. In this way, the adult supports without taking over.
The interaction will be different for each child and each activity – the adults need to know the children very well.Slide22
10. Record the play and interactions afterwards
Amber was trying to cut out her drawing, but she was holding the scissors awkwardly. I modelled the correct grip and she then cut the paper easily.
While practitioners are writing, they are not interacting.
Child-initiated play, without adult involvement, can deteriorate to chaos as children encounter problems or obstacles and there are no adults to support and help them.
So ….
“Leave the writing till later and join the play now!”
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SummaryInvolvement indicates learning & this happens most often when children initiate their own playRecognise deep level learningOrganise the timetable
Organise the indoor/outdoor flowHave everything
available outdoors
Have
everything
available indoors
Allow the children to take risks
Adults should go to where the children are playing
Adults should observe the play and sometimes get involved
Interactions are the teaching and should fit the unique individual child
Record the play and interactions afterwardsSlide24
Child-initiated, and adult supportedSlide25
Questions & Answers --------------------------------------------------