PLAY and the Revised EYFS Web

7/27/2019 PLAY and the Revised EYFS Web

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Community PlaythingswithAnne OConnor

and the revisedPlayEYFS


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ContentsIntroduction 2

Role Playincluding music 4

Book corner 8

Art/Creative including design and technology 12

Wet Playincluding science and discovery 16

Block Playincluding small world play 20

Large Motor Play 24

Compliance a quick guide 28

Choosing equipment 30

Room layout 32

Childrens play is infinitely complex; attempts tocompartmentalise it can never do it justice. However, anenabling environment ensures that childrens play quitenaturally fulfils the EYFS learning and developmentrequirements. Therefore this booklet looks at theactivity areas seen in most early years settings.Each section describes:

A specific play activityWhere the activity takes place and howthe environment can support it

Sample observation of this activity

How children may be observed realising theseven areas of learning and development


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IntroductionThe very existence of youth is due in part to the necessityfor play; the animal does not play because he is young,he has a period of youth because he must play.Karl Groos,German biologist 18611946

One o the best things aboutthe revised EYFS (2012) is its

identification o three primeareas o development (physical;personal, social and emotional;communication and language),highlighting how crucial theseare in the early years, as theyunderpin all learning anddevelopment. Te specificareas (literacy; mathematics;understanding the world;expressive arts and design) aredependent on developmentin those prime areas andare not so time-specific(Moylett and Stewart, 2012).

Observation is still at the heart othe EYFS. Observing childrens

play is the only accurate wayor practitioners to assessdevelopment across all areaso learning and to gauge theright levels o interaction andsupport that will enhance andextend the learning experience.

Te revised EYFS also remindsus that play is essential orchildrens development. Whenaced with ever-increasing

demands or school readinessat an increasingly young age,perhaps we need to let Groosremind us that children MUSplay in order to develop.

It is the very nature o play thatis building and shaping their

brains throughout the earlyyears. Early years theoristshave always told us andneuroscience now confirms that sensory stimulationbuilds the nerve networksthat create the architectureo the brain. With the help oattuned adults, children playingare instinctively respondingto the sensory stimulation oeverything around them.

by Anne OConnor


5/363EYFS Introduction

Thats why the enablingenvironment is so importantfor development andlearning. A truly enablingenvironment provides thestimulation and the positiverelationships that supportchildren to feel safe enoughto explore. But it has to bethe kind of environment

that allows children towallow (Tina Bruce) andtake as much time asthey need:

o be absorbed by what theychoose to do and to come

back to it time afer time.o be stimulated by the eel

and smell o materials, thesounds they make and the messthat can be made with them.

o make connections withwhats happened beore.

o ollow a game throughto a personal conclusiono their own choosing.

o sit and watch othersuntil they eel ready tohave a go themselves.

o take risks and makemistakes and get up andhave another go.

o move reely indoors and outand to have the space to rolland jump and spin and dancewhenever the mood takes them.

o experiment with thelanguage o numbers andbegin to make sense o whatthey can do with them.

o see comparisons allaround them and to begin to

understand why they matter.o have the space to build

castles and zoos and villagesand cities, and to populate themwith dinosaurs and sheep andcars and people and makethese do exactly as they want.

o be able to leave thesecreations there till the nextday and carry on the gameand then knock them alldown and start again.

o curl up quietly in a cornerand be transported into theother worlds o a beautiulpicture book or to createtheir own other worlds in arole play corner today itsa shop, and tomorrow its acave at the bottom o the sea.

o write signs and notices

or keeping adults out or orinviting them to come and

join in

Children at Play BrainBuilding in Progress.


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7/365EYFS Role Play

Role playincluding musicRole play is how children make sense of theirworld, acting out experiences, ideas or stories.Imagination, which is at the heart of childrensrole play, is more important than knowledgeaccording to Einstein: for knowledge is limited,whereas imagination embraces the entire world.

Role play takes placethroughout the setting,indoors and out. It can beencouraged in a specificarea where props to furtherrole play are provided. Arches, window panels

and abrics invite childreninto the role play area.

Cosy nooks allow a childto withdraw or imaginaryor solitary play.

Natural and recycledmaterials extend childrensplay in open-ended ways.

Where

Harry and Denise, both four, were playing Daddyand Mummy outdoors. They made stick children,and then Denise said, Lets make a banquet forour children! Harry replied, Banquet! Whats abanquet? Denise explained, and they laid leaveson a stump as plates. Then they dished out seedsand flowers to represent various foods. They were

busy for about 45 minutes, talking all the time.

Many areas of learning were served in this oneactivity. The teacher witnessed shared sustainedthinking. She saw how Denise and Harry learn fromone another and use their imaginations in originalcreative ways. Their play showed initiative andadvanced social skills of planning, co-operationand communication.

Sample observation


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Learning and developmentobservations:Communicationand Language

Listening and attentionChildren show awareness otheir listeners needs, as theymake plans, discuss ideas, andact out roles.

SpeakingChildren develop confidence

and skill in expressingthemselves as they talk together.

While playing, children discusstheir roles using past, present,

and uture orms o speech.Tey connect ideas or eventswith what they are acting out.

Children who are normallyquiet may talk on the phoneas part o their role play.

Children imitate tone o voice,body language, and expressionin role play.

Physical developmentMoving and Handling Role play provides opportunity

or children to be active.

While setting up their playarea, children demonstratelarge-motor control.

Everyday chores includedin role play supportproprioceptive developmentin natural ways sweeping,

ironing, lifing, or pushing. In role play, children

demonstrate fine-motorcontrol as they handle tools scissors and pencil or shoplabels, spoons and whiskswhile cooking, or example.

Personal, social andemotional developmentSelf-confidence andself-awareness Children discuss their ideas

o what to play, how toorganise it, and their roles.

Tey work as a group, adjustingtheir behaviour accordingly.

Social skills and confidence aredeveloped through role play.

Managing feelingsand behaviour Children act out both

positive and negative

eelings and experiences. Tey enact their own

and others behaviour indifferent circumstances.

Making relationships Children learn to take the lead,

and to ollow the lead o others.

Tey take account oone anothers ideas whileorganising their play.

Role play osters empathy,enabling children to see things

rom anothers view point.

LiteracyReading Children may attempt to link

sounds and letters on readingmaterials in the role playarea (packets, books, leaflets)or may imitate reading.

Writing Older children imitating adults

may write words making ashopping list, taking a phonemessage, or pretending to be ateacher. Tese words may justbe imaginary writing.

Children make invitations,warning signs, or directionsas part o their play. Tesemay be largely comprised odecoration and patterns.


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Role play

MathematicsNumbers Children may be seen counting,

adding and subtracting. Forexample, when selling items

rom a shop, children workout exchanges o goods ormoney. Tis may includedoubling or halving.

Role play includes lots o 1-to-1correspondence: or examplechildren may set the table withone spoon and one bowl oreach person.

Children explore comparisonssuch as: youve got more than

me. Tey begin to estimate andperorm simple calculations:Well need two more or Tereare hundreds and hundreds.

Shape, space and measures Role play includes size

comparison: that bed istoo small or you,I need a bigger bowl.

Role play includes spatial talk:under the table, next to thechair, behind the door.

Children discuss size or weighto objects, while playing shopor example.

Money is a common theme or example at the hair-dresser or optician: Howmuch, I want more,I havent got enough.

Understandingthe worldPeople and communities Children act out past and

present experiences a

new baby in the amilyor mummys job.

Role-play reflects childrensunderstanding o similaritiesand differences betweenthemselves and others, amongamilies, communities,and traditions.

Children imitate body language,acial expression, gesture,tone o voice, and accent,

demonstrating knowledge odifferences between people.

The world As children set up role-

play scenarios, theydemonstrate knowledge o

various environments.

Children may be seen creatingdifferent kinds o homes, orexample a yurt or igloo.

Technology Children show their

understanding o howtechnology is used in variousenvironments: hoover,television, or cooker in thehome; bar code scanner at thecheckout counter; keyboardand phone in the office; orspanner in the garage.

Children experiment withtimers and switches, makingsounds and beeps.

Children create symbolictechnology, or example

building a hollow-block cooker.

Expressive artand designExploring and using mediaand materials Children ofen incorporate

song, music, and dance intotheir play, experimentingwith changing words,rhythm, and movement.

Children may decoratetheir role play space withall sorts o materials. Teymay add curtains, flowers,or natural objects.

Being imaginative Imagination is intrinsic to

role play, as children representtheir ideas, thoughts, andeelings through their play.

Even a very young child mightput a piece o cloth on theirhead to be someone else.

Children may use symbolictools: twisting a stickscrewdriver or usinga block hammer.


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Book cornerBooks have a tremendous influence on many areas oflearning. They can introduce themes of friendship, diversity,and overcoming challenge, thus helping to develop character.They can expand childrens knowledge of the world, otherpeople, cultures and traditions, or they can introduceimaginary themes. It is said that the best way to strengthenchildrens intelligence is to read them fairy tales.

The book corner should bein the quietest part of theroom and include at leastone small nook for childrenwho want solitary space. Te book area should

be protected on three sidesby walls, shelves or panels.

Carpet or rug and sof seatingor cushions add a cosy eel.

An arch entry and abricoverhead will makethe area inviting.

A window panel andpuppets can link thebook area to role play.

Where

Two-year-old Arthurs key person held him onher lap while she read Shirley HughesAlfieGets in First. Arthurs eyes were big and seriousthroughout the crisis, and he held his bodyrigid. When the critical moment was resolved,Arthurs whole body relaxed and he laughedaloud. Then he wanted to hear the story again.

Sharing this book strengthened the positiverelationship between Arthur and his keyperson, who realised that he is capable ofmentally and emotionally putting himself inanothers situation. She also learned that Arthur,normally a boisterous child, can be focussedand quiet when his interest is engaged.

EYFS Book corner

Sample observation


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Listening and attentionBabies respond to hearingnursery rhymes or singing.

When stories are told orread aloud, children learn tolisten attentively, anticipateevents, and respond to whatthey hear with comments,questions, or actions.

Tey learn non-verbalcommunication through body

language and acial expression.

Understanding Children ask how or why in

response to stories, providinglearning opportunities.

Children learn to makeconnections with theirown experiences.

Speaking Stories lead to conversations,

empowering children toexpress their own ideas.

Repetition o stories andpoems establishes the basics olanguage in childrens minds andreinorces learning. Childrenmay recite amiliar phrases.

Children learn enjoyment olanguage, including humourand word play. Tey love touse big words and will ofen

adopt vocabulary rom books.

Physical developmentHealth and self-care Children will discuss ways to

keep healthy and sae i thetopic is introduced in a story.

Children enjoying books maybe experiencing quiet restwhich is essential or healthyphysical development.

Personal, social andemotional developmentManaging feelingsand behaviour Trough stories, children

build empathy. Tey mayshiver with suspense or delightaccording to the story-bookcharacters experience. Teyacknowledge how others eel.

Some stories deal withemotions explicitly; others(such as airy tales) deal witheelings implicitly, allowingchildren to saely exploreear, anger, grie, or anxiety.

Making relationships Sharing books builds a

positive relationship betweenkey person and child.

Enjoying a good book with agroup o children strengthensgroup solidarity.

LiteracyReading In books, children see plainly

that writing tells a story. Teybecome intrigued and eager to

unlock the code themselves. Children may begin to link

sounds and letters i theylook at the writing while abook is being read aloud.

Children can learn valuableliteracy skills context,sequencing, searching ormeaning rom picture books(with or without text).

Writing Books inspire children totell their own stories; anadult scribing these storiesdemonstrates the link betweenspoken and written language.

Children may be inspired tocreate books, including their ownillustrations and simple words (orcaptions added by the teacher).

Early mark making is ofen

story-telling by children. Children will begin writing when

they are developmentally ready.


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Understandingthe worldPeople and communities Books and stories stimulate

discussion on similarities and

differences between children,their amilies, communities,and traditions.

Books in different scriptsprovide opportunity to recognisesimilarities and differences.

The world Books teach children about

other lands, communities,and cultures. Discussion

ollows naturally. A good variety o books will

eed individual interests,enabling children to learnabout animals and plantsor instance, and extendingtheir understanding o theworld and the universe.

Expressive artand designBeing imaginative Books may inspire children

to act out stories through role

play, puppets, or dance. Childrens expressive art and

design may be stimulated bypicture book illustrations.

Stories are ofen reflected inchildrens art and block play.

EYFS Book corner

Book corner


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Art/creativeincluding design and technologyArt sharpens childrens powers of observation, heightenstheir sense of appreciation, and awakens them to thepossibilities of their own hands, hearts, and minds.JC Arnold

The art area should benear the sink and havea washable floor. Display art supplies so children

can see all their choices andaccess materials themselves. Tisrequires specialised shelving soitems are orderly yet visible.

ables and chairs enablechildren to ocus on theirwork. As children maypreer to stand, tables shouldhave adjustable legs.

Art easels must be big enoughor large pieces o paper, oror two children to share.

Pin-board panels support display

o childrens achievements.

Where

Four-year-old Sonia surveyed the Help-yourselftrolley. She cut a short length of blue yarn and

brought it to the table. She took the paper punchand made holes round a sheet of paper, then beganto thread her yarn through the holes but foundit wasnt long enough. Sonia cut a piece of yellowyarn which she carefully tied to the first bit. In theend, Sonia had used five pieces of yarn, each adifferent colour, to thread in and out. Only whenshe reached the last hole and was puzzled how tofinish, did she turn to her teacher for help. Next,

Sonia found a glossy brochure, leafed through it,chose some pictures and carefully cut out and gluedthem to her yarn-bordered paper. She held theresult at arms length, studying it with satisfaction.

Sonias teacher learned how imaginative, competent,and independent a child can be if resources andtools are accessible in the creative art area. Soniashowed skill in making and following her own

plans and pride in the result of her efforts.

EYFS Art/creative

Sample observation


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UnderstandingChildren learn to ollowinstructions about how to setup or clean up creative projects.

Tey communicate thoughtsand eelings through art.

SpeakingChildren discuss their

projects and learn vocabularyto articulate experience.

Tey ofen think aloud whilecreating, providing opportunityor adults to observe theirthought processes.

Babies might make happysounds early language whileengaged with finger paint.

Physical developmentMoving and Handling Young children get involved

with their whole body especially while painting.

Children demonstrate largemotor control throughsweeping movements,as in painting.

Fine-motor control is shownin small movements andmanipulation o tools.

Children explore andmanipulate a range o tools:

large and small brushes,sponges, print stamps,hammer, saw, drill, scissors,crayons, glue bottle, etc.

Eye-hand co-ordinationdevelops throughpainting and drawing.

Sensory development occursthrough working in paint,clay, and other media.

Personal, social andemotional developmentSelf-confidence andself-awareness Babies are pleased when

they realise they can createmarks, and they repeat theaction over and over.

At the art station or workbench, constructive activitybuilds sel-esteem.

Children become confidentto make their own choiceso activity or materials.

During creative activities,

children can say when theydo or do not need help.

Children can take risks, learnby trial and error, and persevere.

Managing feelingsand behaviour Interacting at art table

or easel, children learn toshare resources and respecteach others work.

An anxious child maygain security throughcreative activity.

LiteracyWriting Children may add letters

or words to their artwork,or may request teachersto write a caption.

Mark making may signiy

a childs signature orownership o work.

MathematicsShape, space and measures Children create geometric

patterns and talk about shape.

Mixing paints providesdiscussion on measure,quantity, and proportion:a little, lots, more, less, twoscoops to one cup o water, etc.

Children ofen compare size oobjects they have created. Forexample, they draw their amilyand discuss sizes o amilymembers, or they compare sizeso their wood constructions.

Trough art, childrenexplore characteristics oeveryday objects and shapesand use mathematicallanguage to describe them.

Spatial awareness is evidencedin drawings the inside othe house or example.

Understanding

the worldTechnology Trough using tools such as

hammer, saw, and drill, childrenstart to comprehend cause andeffect, mechanical orces, andphysical properties o matter.

Expressive artand design

Exploring and using mediaand materials Children explore a variety o

materials, tools, and techniques,experimenting with colour,design, texture, orm, andunction. For example, theyare excited to discover whathappens when they mixblue and yellow paint.

Being imaginative

Children creating 3-D modelsout o clay, wood or recycledobjects are developing abstractorms o representation.

Children represent their owndivergent ideas, thoughts andeelings through imaginativecreative innovation.


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Art/creative

EYFS Art/creative


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Wet playincluding science and discoveryTo have discovered a quarter of the answer to his ownquestion is of more value to the child than to hearthe whole answer, half-understood, from another.Friedrich Froebel

This area should have acleanable floor and belocated near the sink. Separate sand and water tables

allow or experimenting withboth wet and dry materials.

Spare sand tables that can befilled with different materials(wood chips, tea leaves, goop,or soil and moss) expandexperimentation and discovery.

A science unction bar attachedabove the table within childrensreach, allows or pulleys andother implements on strings,or instance a bucket balance.

Additional equipment tubes,

unnels, pouring devices,and Flow pans can inspirescientific discovery.

Where

Three-and-a-half-year-old Rani, playing alone at thesand and water table, commented, Miss, water likespurple better than green. Her teacher said, Really?Why do you think so? Rani replied, Because italways goes into the purple bucket! When the

teacher quietly returned ten minutes later, Ranisaid, Miss, actually water just likes to go down!

Ranis teacher was glad shed allowed Ranito explore the characteristics of water and toarrive at her own theories, which will continueto evolve through trial and error. Her supportiveinterest along with space, time and equipment enables Rani to follow her curiosity, lead her

own experiments, and express her findings.

EYFS Wet play

Sample observation


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SpeakingVocabulary develops aschildren experiment withwords to articulate experience.Children must experience waterwith all their senses beorethey can describe its wetness,coolness, reflections, drops,ripples, and splashing sounds.

Childrens small world playat the sand and water tableis accompanied by muchcommunication, both verbaland non-verbal.

Physical developmentMoving and Handling Children broaden their sensory

experience as they manipulatesand, water, dough, and

other malleable materials. Babies engage with all their

senses, so they love to splashin water or squish in goop.

Sweeping sand and moppingup water support motorcontrol and co-ordination.

Children learn fine-motorskills while handlingequipment and tools such asunnels, pots, and spoons.

Personal, social andemotional developmentSelf-confidence andself-awareness Sensory experience gives

emotional contentmentto young children.

Children show perseveranceby finding hidden objects inthe sand, or moving quantitieso sand to different areas.

Managing feelings

and behaviour Children can work out eelings

o rustration or happiness through manipulatingmalleable materials.

Filled with damp sand, soil,woodchips, or moss, the sandand water table provides anenvironment or small worldplay, in which children act outideas or stories with little figures,

vehicles, etc. Te miniatureaspect o this play allowschildren to eel in control.

Making relationships Children build riendship

while playing with sand andwater. Tey may even lie underthe water table to observetheir riends through water!


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LiteracyWriting Big movements in water and

sand develop skills or writing.

Children may trace patterns or

letter shapes in goop and sand.

MathematicsShape, space and measures Children learn about space,volume, weight, and measurewhile dipping and pouring.

With a pulley and scienceunction bar, a bucket owater can be balanced withanother o sand, teaching

principles o physics.

Understandingthe worldThe world Childrens exploration allows

them to make sense o the

physical world: they see whathappens when they put drysand through the unnel;they discover that they haveto pull downon the pulleysrope to make a bucket go up.

Children explore differencesbetween substances. Waves canbe produced in water by hittingthe side o the pan; some itemswill float and others will sink.

Digging tunnels through sandis early engineering.

Children will learn about naturewhile creating displays. Also, aFlow pan can be purchased withCommunity Playthings sandand water table. Tis can befilled with rogspawn, tadpoles,or snails in pond water andobserved over time; or it canbe used to establish a wormarm or watch caterpillars liecycle. I a second Flow panis flipped on top, a miniaturegreenhouse is created in whichchildren can learn aboutplants and view the rootsthrough the sides o the pan.

Wet play

EYFS Wet play


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Block playincluding small world playThe open-ended nature of blocks means there is noprescribed method or expected outcome. Children feelfree to have a go, and each experiment encourages thenext. Imagination flourishes, ideas multiply, confidencegrows, and creative play becomes self-perpetuating.

The construction areashould be enclosed on threesides with walls or shelvesto prevent through-traffic(and so protect childrensactivity). This area needs

maximum floor space sothat many children canplay simultaneously. Include plenty o blocks.

Have a range o blocks:Mini-hollow blocks,Unit blocks, andMini-unit blocks.

Add little people, animals,and vehicles to inspiresmall world play.

Provide clipboards, paper,pencils, markers, measuringtape, etc. so literacy is a naturalpart o childrens block play.

Where

On the first of May, Alfies village celebratedwith a traditional Maypole. The next day five-year-old Alfie and his friend Philip spent nearly

an hour reconstructing the Maypole experiencein the construction area. They built the maypole,adding lengths of cloth for ribbons, andencircling it with benches with little woodenpeople seated on them. Alfie pointed to onebench: Thats my family. Its only three peoplebecause my dad was gone yesterday.

Alfies teacher observed his fluency in the languageof block play. She learned that he is capable ofremarkable perseverance, concentration and carewhen he is self-motivated. And she learned thathe has a basic understanding of maths: realisingthat his family consists of four people and that onemissing makes three. She also witnessed amazingcreativity, imagination, planning,co-operation and joy in life.

EYFS Block play

Sample observation


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UnderstandingChildrens block play ofenreflects stories they haveheard, demonstratingtheir comprehension.

Children can be seen tocommunicate through blockplay, particularly where thereis no shared language.

SpeakingChildren initially playing

side by side on separateconstructions ofen interactin conversation and beginto play together, developingconfidence while speakingand listening to each other.

Children ofen think aloudduring block play and smallworld play. Teir wordsopen a window into theirthoughts providing perect

observation opportunities.Children requently weave

elaborate narratives whileengaged in block play andsmall world play, developingskill in expressing themselves.

Physical developmentMoving and Handling Block play provides

opportunities or children tobe active and interactive.

Children demonstrate large-motor co-ordination whenbuilding with big blocks andnavigating careully throughsmall spaces they create.

Fine-motor coordinationis strengthened by useo small blocks.

Te youngest children like the

tactile experience o eeling,holding, and carrying blocks.

Personal, social andemotional developmentSelf-confidence andself-awareness Childrens confidence in block

play heightens sel-esteemand independent thought.

A child may want to createwith blocks on their own,demonstrating sel-confidence.

Children learn to take risksand persevere, buildingconfidence to try new activities.

Managing feelingsand behaviour

In small world play, childrenare the big people; they canre-enact ears and anxietiesas well as happy events,because they eel in control.

Children adjust their behaviourin order to work with others tomake joint block constructions.

Making relationships Block play and small world play

oster social skills as childrendiscuss ideas, share resources,and co-operate to develop plans.

LiteracyReading Children read (or pretend

to read) their own or otherchildrens labels or structures.

Te teacher can use blocksor story telling: three sizeso blocks can represent thethree bears, and children canup-end blocks or trees orbuild the bears house withthree chairs, three beds, etc.

Block play may be early story-telling, as children weavenarratives while constructing.

Writing Children sometimes createletters with blocks.

Children may ask the teacherto write a label or caption ortheir construction, reinorcingthe connection between spokenand written language, or mayeven create their own.

Children develop fine motorskills, shape recognition, and

hand-eye coordination which prepare them or thephysical aspect o writing.

Te confidence established aschildren concretely representideas with blocks builds aoundation or more abstractorms o representation,such as written language.


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MathematicsNumbers Children may count as they

place blocks into lines andtowers or put them away.

Tey learn 1-to-1correspondence: a cylinder oneach square, a car in each bay.

Children may add orsubtract while developingblock structures.

Shape, space and measures Children absorb mathematical

concepts while playingwith blocks: a Community

Playthings unit blocks length istwice its width, which is twiceits thickness. Te our types oblocks are modular: Mini-unitsare hal the length o Units,which are hal the length oMini-hollows, which are halthe length o Hollow blocks.

Children internalise conceptso ractions and proportion:although they do not know

these terms, they notice thatone block is hal (or quarteror eighth) the size o another.

Sorting blocks, children learnshape recognition: square,oblong, cylinder, triangle, etc.

Children learn spatialrelationships when they

visualise space taken byeach block and need to plantheir constructions to fitinto the available space.

Bridging (placing one blockacross the tops o two others)signifies a stage in block playwhen spatial awareness andmeasurement become implicit.

Trough creating patterns,children learn about shapesand space.

Understanding

the worldPeople and communities In the construction area children

ofen re-enact amily andcommunity events. Tey createan environment with blocks anduse small figures as the actors,demonstrating their observationo people, places, and theenvironment they live in.

The world Childrens small world

play ofen represents theirunderstanding o theworld. Tey may createstructures they have seenin real lie or in books.

Ofen childrens avouriteblocks are those with uniquegrain markings. Tis isevidence o scientific attention,and provides an opportunityto discuss wood and trees.

Expressive artand designBeing imaginative Many children are ascinated

with repeating patterns,and create intricatedesigns with blocks.

Because blocks are ree odetail, they can representwhatever the childsimagination suggests: a car ordoll, tree or phone. Tey canbe used to construct houses,roads or even a dragon.

EYFS Block play

Block play


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Large motor playTo move, to run, to find things out by newmovement, to feel ones life in every limb that is the life of early childhood!Margaret McMillan

Large motor play for babiescan take place in theirsafe-crawl area as well asoutdoors. Older childrenwill ideally have an outdoorarea and covered play area.

Allow maximum space sochildren can engage fullyin physical challenges. Younger children should

be provided with lowobjects to climb on.

Items with stairs and rampsare ideal or babies to explore.

Older children will enjoystructures they can climbup onto, over, and inside.

Large Hollow blocks allowchildren to use their muscles.

Wheeled toys provideopportunities or childrento exert themselves.

Where

The Head teacher of an inner city primary schoolwas aware that a number of the reception classboys were thought to have behavioural problemsas they were so loud and disruptive. Childrenand teachers were unhappy and frustrated. After

participating in a block-play training the Headpurchased a large set of hollow blocks. Within aweek the boys behaviour had changed dramatically;they were involved with the hollow blocks duringevery break, becoming focussed and constructive.

The Head subsequently realised that what herpupils needed was a creative outlet for theirenergy. They needed the challenge of figuring

out and solving problems on a gross-motor level,and they needed materials to engage with.

EYFS Large motor play

Sample observation


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UnderstandingChildren ask how as theytry new physical skills, anddiscover why throughtheir experiences.

Tey learn to ollowinstructions, particularlywhen playing games.

Speakingwo children initially playing

side by side ofen interact in

conversation and begin to playtogether, learning to speakand listen to each other.

Children ofen think aloudduring large construction.Teir words open a windowinto their thoughts.

Physical developmentMoving and Handling Large motor activities provide

opportunities or children tobe active and to interact.

Tey develop co-ordination. Children develop theirvestibular sense (balance)through sliding, tipping,spinning, swinging, rocking,tilting, alling, jumping,bouncing, and running.

Children instinctively engagein actions where their musclesencounter resistance to developtheir proprioceptive sense (thesense o ones body rom within):pushing, pulling, stretching,hanging, lifing, carrying. Teylove to dig and sweep, to climbtrees and push wheelbarrows.

Health and self-care Children enjoying physical

exertion may comment oneeling their heart beat astor being tired, showingawareness o the effectso physical exercise.

Personal, social andemotional developmentSelf-confidence andself-awareness Whole-body action gives

children a eeling o well-being and sel-esteem.

Trough active play,

children gain confidenceand independence that willserve them through lie.

Children learn to plan andthink or themselves.

Tey take risks and persevere,building confidence totry new activities.


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Managing feelingsand behaviour In large motor play,

children eel in control.

As children play and build

together, they learn to talkthings over, solve problems,share resources, and respecteach others ideas.

Tey learn about appropriatebehaviour as they engagein large-motor play.

Making relationships Children ofen orm

riendships while chasingand playing active games.

Large construction osterssocial skills as children discussideas, share resources, andco-operate to develop plans.

Children develop a positivesense o themselves andothers: a child might build aprivate den one day, and thenext day co-operate to erecta slide with steps, a big ship,motorway, or aeroplane.

LiteracyWriting Children develop motor skills

and hand-eye coordinationwhich prepare them or the

physical aspect o writing. Children may make labels or

ask or help to create captionsor their constructions.

MathematicsShape, space and measures Hollow blocks allow children

to experience shape and spatialorientation on a large scale.

When children run or race

their tricycles, they learnabout distance and speed.

Children learn 1-to-1correspondence during activitieslike parking trikes in bays (onein each slot) or waiting or aturn with a pram or vehicle(when there is not one each).

Children learn maths and physicswhile manipulating Hollowblocks: weight, size, length, width,shape, balance, proportion.

Trough large motor play,children achieve spatialawareness and perceive theirrelation to their surroundings.

Children learn basic physicsin large construction. Hollowblocks teach technical conceptsas well: design, symmetry,spanning, and engineering.

Children learn aboutgravity as they build and asthey run, jump, or all.

Understandingthe worldThe world Children may reconstruct their

communities and act out real-lie experiences or antasies,developing an understanding

o their physical world.

Expressive artand designBeing imaginative Given the space, children

dance and spin, developingtheir own creative ways toexpress their eelings.

With Hollow blocks, childrensimagination guides their play.

Tey will represent their ownideas through design o theircreations: a house, bus, orpuppet theatre.

Large motor play

EYFS Large motor play


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Compliance a quiWhen children are deeply engaged in play activities, the prime and specific areasof learning and development are fulfilled throughout the setting.

Areas of learning and development including EYFS description

PrimeAreas

Communication and languagedevelopment involves giving children opportunities to experience a richlanguage environment; to develop their confidence and skills in expressingthemselves; and to speak and listen in a range o situations.

Physical Developmentinvolves providing opportunities or young children to be active and interactive; and to developtheir co-ordination, control, and movement. Children must also be helped to understandthe importance o physical activity, and to make healthy choices in relation to ood.

Personal, social and emotional development:involves helping children to develop a positive sense o themselves, and others;to orm positive relationships and develop respect or others; to develop social

skills and learn how to manage their eelings; to understand appropriatebehaviour in groups; and to have confidence in their own abilities.

SpecificArea

s

Literacydevelopment involves encouraging children to link sounds and letters and tobegin to read and write. Children must be given access to a wide range o readingmaterials (books, poems, and other written materials) to ignite their interest.

Mathematics:involves providing children with opportunities to develop and improve their skills

in counting, understanding and using numbers, calculating simple addition andsubtraction problems; and to describe shapes, spaces, and measures.

Understanding the worldinvolves guiding children to make sense o their physical world and their community throughopportunities to explore, observe and find out about people, places, technology and the environment.

Expressive arts and design

involves enabling children to explore and play with a wide range o media and materials, as well asproviding opportunities and encouragement or sharing their thoughts, ideas and eelings througha variety o activities in art, music, movement, dance, role-play, and design and technology.


31/36EYFS Role Play

k guide

29EYFS

Role Play Book corner Art/Creative Wet Play Block Play Large Motor

Play

Listening and attention

Understanding

Speaking

Moving and handling

Health and self-care

Self-confidence and self-awareness

Managing feelings and behaviour

Making relationships

Reading

Writing

Numbers

Shape, space and measures

People and communities

The world

Technology

Exploring and using media and materials

Being imaginative


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Choosing equipmentRole play Book corner Art/Creative Wet

02yearolds We-do-it bench Low Woodcrest table Glider Mini floor easel Craft shelf 3 Small Sand and Water

Me-do-it chairs Peg Tree Browser box Aprons Aprons

Wren nest Low sink and stove Peg tree

23y

earolds

Childs sofa Rocking chair Bench glider Mini art island MultiTables Large Sand and Water

Compact drama centre Cradle Library rack Supply unit Woodcrest Chairs Aprons

Baskets Woodcrest table set Browser box Drying rack Peg tree

Toddler collection Role Play under 3s Hedgehog cottage Aprons

35

yearolds

Drama centre Playsize set of 4 Cosy nook Jr Art Island Woodrest chairs Large Sand and Water

Creati ve collection Woodcrest Table set Childs sofa HYS trolley MultiTables Display and Discovery

Childs sofa Book cart Library panel Arpons Peg tree Peg Tree

Canopy unit Versatile Play corner Library rack Drying rack Creative unit


33/36EYFS Role Play 31EYFS

lay Block play Large motor play

Peg tree Mini unit blocks ToddleBoxes Baby shelf

Village vehicles Nursery gym Push cart

Villagers Kiddie car Push me-Pull me

mall Sand and Water Unit blocks Mini unit blocks Mini Hollow blocks Push cart

Peg Tree Small trucks Village vehicles Kiddie car Push me-Pull me

Aircraft Villagers Small trikes ToddleBoxes

F ixed Shelves for blocks Mini Hol low blocks Nursery gym Large trucks

versal Sand and Water Unit blocks Mini unit blocks Hollow blocks Rocking boat

Aprons Fixed Shel ves for blocks Village vehicles Wheelbarrow Large trucks

Aircraft Villagers Kiddie car Large trikes

Small trucks Construction 35s Mini Hollow blocks PlayFrame


34/36EYFS32

or Early Years

Room layoutHeres how our freelayout service can help:

1.Analyse basic room flow.

2.Divide the space into wet and dry regions.

3.Create activity areas.

4.Provide 3-D view with detailed floor plan and quote.

1 2 3 4

www.community playthings.co.uk/roomlayoutCall us to discuss your project0800 387 457


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Community Playthings producessolid wood furniture and equipmentdeveloped to support creativity andplay. We design and manufacture atworkshops in East Sussex and Kent.www.communityplaythings.co.uk

Based on research involving 300 settings that used ourroom layout service in the last five years and subsequently

purchased over 5,000 of equipment from us.

Settings that used our room layout serviceachieved Outstanding Osted ratings atmore than double the national average.

Who are we?

33EYFS


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Robertsbridge, East Sussex,England TN32 5DR

www.communityplaythings.co.ukTel: 0800 387 457

AcknowledgmentsTanks to the following for

photos and observations:Archway Early Years CentreKate Greenaway Nursery SchoolNorland Nurseryachbrook Nursery Schoolidemill Academy

PLAY and the Revised EYFS Web

Documents

Transcript of PLAY and the Revised EYFS Web