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).
Chapter 3: Including and Enabling All Children as Individuals
Including and Enabling All Children as Individuals
This chapter outlines current theory relating to children's development within a socio-cultural context and considers how children enter play environments with specific experiences and requirements. It advocates a way of supporting all children's needs and experiences so they become embedded in everyday practice. It demonstrates how practitioners can develop their own practice to extend play opportunities where children's unique qualities, their personal intent, and involvement in play are at the centre of practice.
Play in a Cultural Context
Research (cited by Smith et al., 2003) has identified that all children can play but that there are socially constructed barriers and drivers which can either enable, extend or restrict access to social play opportunities ...