Play is an underlying theme of the Early Years Foundation Stage (EYFS) but it is often a challenge for practitioners to provide a play based curriculum. This book investigates the values and beliefs that underpin play and demonstrates through case studies how play opportunities can be observed, planned and assessed in a meaningful context for the child.
Organized into four sections that mirror the EYFS, this book takes you through the curriculum framework demonstrating how play underpins each of these principles and is the common thread that links them together.
celebrating children's play choices; ways to work with parents; inspiring environments for inspirational play; the role of play in supporting key relationships; creative play for flexible learning
Incorporating the voices of Early Years practitioners, this book takes the unique approach of analysing the academic theory, showing how this can be put into practice and then suggesting activities to facilitate reflective practice and professional development.
Useful to all those studying on any Early Years course, the book is particularly relevant to those leading practice in early years settings and those working towards Early Years Professional Status (EYPS).
Section 4: Learning and Development
‘Learning and development recognises that children develop and learn in different ways and at different rates, and that all areas of learning and development are equally important and inter connected.’ (DCSF, 2008f: 9)
Case Study: Going to the Moon
The children in this case study are aged between two and three and a half years old. It is based on a non-participant narrative observation of play in a preschool.
Jenny is a NVQ level 3 qualified practitioner who works in a preschool setting. She enjoys supporting the children in their play, but is very aware that she needs to be invited into their games rather than her initiating play. Jenny enjoyed drama at school and is conscious that she can dominate play ...