Play and loose parts are not just for Kindy
Whether in the home or in the classroom, child directed play (with no adult pre-determined outcome) and the access to a wide range of open ended resources or “loose parts” to support this play, continues to be developmentally essential beyond the kindergarten years.
As our children move beyond the play based setting of a (good) early years learning space and into the primary sector, a lot shifts in regards to how and what children experience within their learning spaces.
With an emphasis on becoming literate and numerate there is often a shifted perception in what play is and it’s place of value. It can quickly slip into the bracket of ‘novelty’ for one afternoon a week or simply be interpreted as teacher directed activities that may be fun, as opposed to a valid opportunity for children to deepen understandings and explore ideas presented in the curriculum as they play through them, simultaneously exploring the social world that they are a part of and harnessing the communication necessary for navigating this social world.
When we think of a classroom and the curriculum that guides our teaching and learning, it is most definitely necessary for teacher directed instruction. However, play to support the holistic development of our young children as well as to connect to our guiding curriculum is a crucial component of the learning day as well. Play is not only powerful, it is still developmentally appropriate in the foundation years of the primary sector and not only supports the curriculum-it is referenced in the curriculum.
As an example of how wonderfully play compliments the concepts within the foundation years curriculum, let us consider a well resourced construction space (think blocks, tubes, train tracks, cups, tubs, cotton spools, corks and a range of other loose parts etc). This space provides a child with the opportunity to express themselves creatively and you may observe ramps or bridges being explored. If a child also had access to cars and marbles to add to their ramp they are able to investigate connections to materials that roll (movement-science) as well as develop an understanding of how the height of the ramp influences the roll of the material. If a child constructed bridges they may also explore how different materials work best to create a sturdy and strong bridge (our physical world-science). If a child had explored “pattern making” (algebra; patterns and sequencing-mathematics) through a teacher directed experience earlier in the day, you may witness the child decorating their creation using loose parts to show a repeating pattern and therefore consolidating an idea.
Construction, small world play, home corner, access to writing and art materials for children to opt into, games and doll houses are not only for Kindy. These are still very age appropriate for the foundation year of school as is daily opportunity to access these in play.
Play in the home and classroom allows our children to not only access concepts in an age appropriate manner, it also allows our children to unwind, be present, navigate their social world, feel intrinsically motivated to engage and to take complete ownership over creative expression within the busy day of instruction.
What does “play” mean to you and what kind of play is available to your children, whether in your home or in your classroom?
As our children move beyond the play based setting of a (good) early years learning space and into the primary sector, a lot shifts in regards to how and what children experience within their learning spaces.
With an emphasis on becoming literate and numerate there is often a shifted perception in what play is and it’s place of value. It can quickly slip into the bracket of ‘novelty’ for one afternoon a week or simply be interpreted as teacher directed activities that may be fun, as opposed to a valid opportunity for children to deepen understandings and explore ideas presented in the curriculum as they play through them, simultaneously exploring the social world that they are a part of and harnessing the communication necessary for navigating this social world.
When we think of a classroom and the curriculum that guides our teaching and learning, it is most definitely necessary for teacher directed instruction. However, play to support the holistic development of our young children as well as to connect to our guiding curriculum is a crucial component of the learning day as well. Play is not only powerful, it is still developmentally appropriate in the foundation years of the primary sector and not only supports the curriculum-it is referenced in the curriculum.
As an example of how wonderfully play compliments the concepts within the foundation years curriculum, let us consider a well resourced construction space (think blocks, tubes, train tracks, cups, tubs, cotton spools, corks and a range of other loose parts etc). This space provides a child with the opportunity to express themselves creatively and you may observe ramps or bridges being explored. If a child also had access to cars and marbles to add to their ramp they are able to investigate connections to materials that roll (movement-science) as well as develop an understanding of how the height of the ramp influences the roll of the material. If a child constructed bridges they may also explore how different materials work best to create a sturdy and strong bridge (our physical world-science). If a child had explored “pattern making” (algebra; patterns and sequencing-mathematics) through a teacher directed experience earlier in the day, you may witness the child decorating their creation using loose parts to show a repeating pattern and therefore consolidating an idea.
Construction, small world play, home corner, access to writing and art materials for children to opt into, games and doll houses are not only for Kindy. These are still very age appropriate for the foundation year of school as is daily opportunity to access these in play.
Play in the home and classroom allows our children to not only access concepts in an age appropriate manner, it also allows our children to unwind, be present, navigate their social world, feel intrinsically motivated to engage and to take complete ownership over creative expression within the busy day of instruction.
What does “play” mean to you and what kind of play is available to your children, whether in your home or in your classroom?
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