A common misconception about a play based programme, especially one with a strong nature and outdoor focus is that children are left to just play.  It is true, that the children spend the majority of their time in our programme at self chosen play experiences.

Through careful observation, reflection and planning, our programme is developed ( and often evolves on a daily basis ) from the interests of the children.  As a staff we constantly observe all the children in their play and are always available to assist children to extend their play experiences as required.  Although it may look like just play, a lot of thought and preparation is involved in providing an environment in which children are encouraged and inspired to ‘just play’ in meaningful and constructive ways.

As many people watch children climbing, running, jumping, exploring and laughing, they may not be aware of the amazing learning experience that are occurring through them being engaged in their play.  If we take a look at the skills required before a child is able to begin to write, they can all be achieved through the experiences children may choose from in our outdoor programme .

To be confident and effective in their future literacy endeavours, children need to have a solid basis on which to support their expanding skill base. We are all aware how important it is for children learn to roll, then crawl, then pull up to stand before they begin to walk.  They need to develop certain muscles and neural pathways so that once they reach the appropriate point in their development,  their minds and bodies will work together and they can walk. Their skills will increase with practice and eventually they will eventually they will walk when ever they need to, with no second thought to the complex processes involved in doing so.

Learning to read and write is a very similar process.  Children need to develop sufficient fine motor control to grip and manipulate a pencil, hand-eye co-ordination to make the marks which mimic the complex written language that surrounds us,  and eventually develop these into the marks we recognise as meaningful written language. They then begin to develop a whole new skill set to decode their meaning and begin to read.  They need physical strength to be able to sit and stay still enough to practice all these skills. They need to be exposed to the written and spoken word as much as possible, and this needs to have meaning and be relevant for them to encourage them to explore it further, and they need to develop the intrinsic motivation to want to recreate it themselves. All these skills (and so much more) can be encouraged and extended through what is often observed and described as children ‘just playing’.  Our role is to provide a safe and nurturing environment which encourages and supports children to explore and practice all these early literacy skills.

We hope that by sharing the following couple of images and descriptions of some of the amazing skills that are being learnt and developed, that we can encourage everyone to look deeper than seeing children’s experiences as ‘just play’.  Come on a magical journey of discovery with us and see what lays beneath the surface of all that wonderful play….you will be amazed that while they are out there immersed in nature, exploring their world, taking risks, having fun, and building on every experience they encounter …. ‘just playing’…..that they are still learning and practicing all the skills they will need to become confident, resilient and enthusiastic readers, writers and learners in the years to come.

ROPE CLIMBING

We provide many different opportunities for children to explore climbing, balancing, tying and creating various play experiences with ropes.  It provides the chance for both group and solitary play, constant risk assessing and a medium which is easily changed and added to.

“We often throw around the term ‘risky play’ as though it was a category of play like social play or gross-motor play. But it is not. Taking risks is simply one of the things children do when they are playing and, because a significant amount of playing is about pushing boundaries and extending ourselves, it turns out that most play is risky in one way or another”  Marc Armitage 2011

Some of the learning experiences we see the children exploring when involved in various rope climbing activities include :

* Sensory – touch, balance, body awareness, spatial awareness, feedback through all the joints in their body, using eyes in conjunction with feet and hands etc.

* Maths – concepts up, down, high,low, long, short, big , little, fast, slow, small, tall, positoning-first, second, last etc, shapes and counting exposure, weight, basic measurement

* Literacy – conversations and comments shared with others, fine and gross motor skills, using concept language “the biggest bridge in the world”, using the language of building etc.

* Science  – motion, using natural materials,trial and error, creating and testing theories, experimenting and exploring, cause and effect etc

* Motor Skills – coordination, balance, risk taking, spatial and body awareness, fine and gross motor skills, persistence and practice, mastery, self-challenge, risk assessment etc

* Creativity – different and new ways of doing, using prior knowledge and applying it- “what do we know about bridges? creating ideas, working together and collaborating

MUD KITCHEN MASTERCHEFS

Our Mud kitchen is a continual work in process.  It is a very high use area of our outdoor play environment, and the learning opportunities it presents to children are as amazing as they are endless.

“Mud kitchens do not need to be fancy and certainly do not need to cost much. There is nothing to beat the simplicity and character of creating your own unique kitchen from scrounged, begged and discovered items. And remember, the best mud kitchens are made in collaboration with the children who will be using them.” [© from Making a Mud Kitchen by Jan White] 

Some of the learning experiences we see the children exploring in the mud kitchen include :

* Sensory – exploring materials using all of the senses – wet and dry, hard and soft, washing dishes,  warm and cold, experiencing the smells and textures of the various materials available,

* Maths – exploring capacity, full and empty, problem solving, numeracy skills – counting, measuring, fractions, weight, comparisons ie – the weight of dry dirt v the weight of mud; the consistency of mud made with a little water v lots of water.

* Literacy – using descriptive language, using language to theorise, writing signs, menus, recipe’s, discussions with others about the how, what, when and where of the play, learning about and using different forms of language ie. giving instructions, being able to listen and follow directions, asking questions, having conversations.

* Science – mixing, creating recipes, blending, combining materials, changing properties ie from wet to dry, dry to wet

* Motor Skills – fine motor skills through mixing, stirring, squishing, cutting with scissors and knifes, scooping, tearing, grating, juicing, mashing, digging, sieving, using the motor and pestles,

* Creativity – role playing, imaginative play, inventing

Written by Nic  (and Katie….thanks for your input 🙂 )

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Early Years Learning Framework

Outcome 1- Children have a strong sense of identity

Principle 1– Children feel safe, secure and supported

Principle 2– Children develop their emerging autonomy, inter dependence, resilience and sense of agency

Principle 3– Children develop knowledgeable and confident self-identities

Principle 4 – Children learn to interact in relation to others with care, empathy and respect.

Outcome 2 – Children are connected with and contribute to their world

Principle 1- Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation.

Principle 2- Children respond to diversity with respect

Principle 3 – Children become aware of fairness

Principle 4 – Children become socially responsible and show respect for the environment

Outcome 3 : Children have a strong sense of wellbeing

Principle 1– Children become strong in their social and emotional wellbeing

Principle 2– Children take increasing responsibility for their own health and physical wellbeing

Outcome 4 – Children are confident and involved learners

Principle 1– Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination, and reflexivity.

Principle 2– Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesizing, researching, and investigation.

Principle 3– Children transfer and adapt what they have learned from one contest to another

Principle 4– Children resource their own learning through connecting with people, place, technologies, and natural and processed materials.

Outcome 5 – Children are effective communicators

Principle 1– Children interact verbally and non-verbally with others for a range of purposes

Principle 2– Children engage with a range of texts and gain meaning from these texts

Principle 3– Children express ideas and make meaning using a range of media

Principle 4– Children begin to understand how symbols and pattern systems work

Principle 5- Children use information, and communication technologies to access information, investigate ideas and represent their thinking.

Outcome 2– Children are connected with and contribute to their world

Principle 1 – Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation.

Principle 4 – Children become socially responsible and show respect for the environment.