Unit5

Unit 5 Play and learning
© Hodder & Stoughton Limited

CACHE Level 3 Early Years Educator
Starter activity
LO1 Understand the role of play D2
Time: 10 mins
How many different types of play or play activities can you think
of for each of the letters in the words ‘CHILDREN’S PLAY’?
C H I L D R E N S P L A Y
a
i
n
t
i
n
g

LO1 Understand the role of play.
• D1 Describe the role of play in supporting all children’s
learning and development.
• D2 Explain the innate drive for children to play.
• D2 Explain:
• child-centered play
• Adult led play
• A1* Analyse the impact of play deprivation on children’s

• Play is very difficult to define as it is something that is carried
out very regularly within the workplace.
• Play is an important part of a child's day as it provides them
with a number of new experiences.
• Play can often be mistaken for being recreational and relaxing,
however despite it being a very social activity the children are
often very stimulated whilst they are playing.
• Play not only supports a child's development but it also
supports their learning process.
What is play?

• There are a number of benefits of play for children, some of
which are easy to identify, some which are quite subtle.
• Play allows children time to learn and develop their skills
further including their physical, intellectual, language,
emotional and social skills.
The benefits and drive of play
• http://www.teachers-
media.com/videos/learning-
and-
development#video_title_bar

• Play helps to develop a child's imagination. Quite often we see
children playing and simulating things that they have seen taking
place during a day. For example, a child who plays with the cars may
recreate a conversation that they have had in the car on the way to
the setting.
• Providing children with time to play helps to develop their
understanding of the world around them. For example, children
who like to dress up and play doctors and nurses are using props
that allow them to listen to heart beats, take temperatures and
measure height.
• Play is open to everyone and is a fantastic way of ensuring that
everyone is included. The less academic child may struggle with
reading or writing but can create fantastic models with the play
dough.
The benefits and drive of play

Classroom discussion activity
Time: 10 mins
Look at the picture below.
• What skills is the activity helping to develop?
Look at the laminated cards
List the learning that is taking
place through each type of play
Make links to SPICE
LO1. Understand the role of play D1

Pairs activity
Time: 10 mins
Look at the picture.
• What benefits would come
from the children playing in
this scenario?

When getting to know the interests of children there are a
number of things we can do, including:
• Speak to the children (depending on their age)
• Observe children and log what they like to do or what they
regularly chose to play with
• Speak to the families of the children to find out some
background information on things that the child likes to do at
home.
How play supports the interests of children
LO7 Understand inclusive play practice D1

When we look at supporting the abilities of the child we may
need to some additional input. This may be from:
• Observing the child to see what they can or can not do.
• Speaking to the family of the child, especially if the child has a
particular need that needs to be considered in the planning of
the activities.
• Seek further guidance from other practitioners within the
setting who may have had experience with certain abilities in
the past.
• Seek further guidance from external agencies or professionals
who could guide you on supporting the abilities of the
children in your care.
How play supports the abilities of children
LO7 Understand inclusive play practice D1

To Achieve D1 you are required to Describe the role of play
in supporting all children’s
Learning and development including:
• Children’s natural curiosity to discover and explore
• How play stimulates and motivates learning and
development
• The importance of including children’s interests in play
provision.
D1 Assignment Task

D2 Define the term play !
Play should be pleasurable, enjoyable. Even if child
shows no signs the play is still valued
Play has no extrinsic goals
Play is spontaneous and voluntary, it is not obligatory
but chosen by the child
Play involves active engagement

Pairs activity
Time: 10 mins
Thinking about a week in your setting, how many opportunities
during the day are available for children to play?

• Child-initiated play is an essential part of play that young
children need to experience in order to explore the world
around them and experiment with new experiences.
• Child-initiated play is instigated by the child, this means that
they chose what they want to do and what they want to play
with.
• It is important that we allow children this opportunity so that
they can try out new things and a variety of different
resources, developing their understanding in the process.
Child-initiated play
LO5 Understand types of play for children D2

• The Early Years Foundation Stage (EYFS) encourages child-
initiated play to be taking place as it helps the child’s
confidence.
• It allows children to try new things in an environment that is
safe and secure yet also challenging.
• Opportunities for child-initiated play should be both indoors
and outdoors so that the child can move freely between the
two areas.
Child-initiated play and the EYFS

• Although as the adult in the setting we do not want to interfere
with children making their choices and playing with what they
chose, we need to be there to interact with the child in the way that
they would like us to.
• This interaction with the child has to be led by the child and you
must listen carefully to their guidance. For example, a child playing
in the home corner may appreciate you joining in but you must wait
to be told what role in the play that you are taking. If the child does
not offer you a role then you must listen carefully so that you can
offer an appropriate role.
• For example a child playing with the dolls in the home corner may
appreciate you offering to be the cook or another family member in
the play scenario.
Child-initiated play and the adult

• Adult-led play is also an essential part of play and holds a very
important place within the child's day.
• The difference with adult-led play is that there is an adult present
who is offering support and direction to the children.
• Although this type of play is often carried out so as to achieve a
specific outcome it can still accommodate children’s independent
thinking.
• For example, the children may be creating cards for an occasion.
The adult would lead by explaining that they will be making a card
and showing them how to do this, but the children can choose the
colours and how they decorate the card.
Adult-led play

• Adult-led play should be planned and the resources should be
ready for the children to use.
• Careful consideration should have gone into health and safety
and the risks involved in the activity, and appropriate
provision put into place so as to ensure that the activity is
safe.
Adult-led play

Time: 30 mins
Complete the table on the worksheet provided,
comparing the different characteristics of child-initiated
and adult-led play.
Explain child cantered play
Adult –led play
The innate drive for children to play D2

Extension activity
Time: 15 mins
Create a poster to show the benefits of play.
Consider:
• A range of ages and stages
• The overall benefits of play
• Play without resources.
LO1 Understand the role of play D1, D2

To Achieve D2 you are required to Give an explanation
of:
Child-centred play
Adult-led play
The innate drive for children to play.
Assignment Task D2

• Play deprivation means to deprive a child of the opportunity
or time to play.
• If a child is does not have the opportunity or time to play it
can have an impact on a child’s learning and development.
The impact of play deprivation on children’s learning and
development
LO1 Understand the role of play A1*

Play deprivation may cause:
• A lack of social skills
• Withdrawal
• Depression
• Aggression
• Obesity
• Fear or lack of trust of others.
The impact of play deprivation on children’s learning and
development

Group activity
Time: 15 mins
Discuss how play deprivation could cause:
• A lack of social skills
• Withdrawal
• Depression
• Aggression
• Obesity

Time: 15 mins
Discuss how the points identified in the Group activity could impact on a child’s
For example:
• Play deprivation can lead to a lack of social skills which could, in turn, make it
difficult for a child to interact with practitioners and other children
• Withdrawal
• Depression
• Aggression
• Obesity
• Please see A life without on Oracle to support your studies

To achieve A1* Provide an in-depth Analysis of the
impact of play deprivation on children’s learning and
development to show:
How learning can be affected by a lack of stimulation
The potential consequences of play deprivation on
(introduce topic, a page for each of the above
sentences – make sure you refer to child, family, setting
and link a theory too)
Assignment Task A1*

In this lesson we:
 Have looked at the role, benefits and drive of play.
 Have identified the meaning of play deprivation.
 Have discussed the impact of paly deprivation on learning and
development.

1. Using 50 words or less, identify the role of play for children.
2. Can you list the benefits of play that we have discussed?
3. Describe two ways play deprivation can impact on a child’s
learning and development

Starter activity
Active Play
Lets learn about active play, make sure your making
notes.
http://www.nhs.uk/video/Pages/Activeplay.aspx

LO2 Understand children’s rights in relation to play.
• D4 Identify children’s rights in relation to play.
• Identify children's right to play in line with UN Convention
rights of the child
• Current Early years frameworks
• B1 Explain how early years settings support children’s right to
play.

• In 1989 leaders from around the world came together to
decide on the human rights that every child under the age of
18 years should have.
• Once they had all agreed they signed the UN Convention on
the Rights of the Child (UNCRC).
• Since this was signed, UNICEF have carried out a lot of work to
promote these rights and work for children.
UN Convention on the Rights of the Child
LO2 Understand children’s rights in relation to play D4

Independent research activity
Time: 30 mins
• Carry out further research into the United Nations Convention
on the Rights of the Child (UNCRC) and the work that UNICEF
does.
• Produce a leaflet from your findings.
• Make a note of your sources.

• Every child has a right to play and to be stimulated during the
days.
• Play supports children's educational needs and it opens up a
number of opportunities to implement skills in relation to
making relationships, developing feelings and growing in
confidence.
Children’s rights to play

• The government policy for play ‘The Play Strategy’ includes
how governments are committed to delivering better play
opportunities.
• Millions of pounds have been invested to create and maintain
high-quality play spaces.
• Existing play spaces have been updated and there was a
promise to create new adventure playgrounds or play parks.
Children’s rights to play

Group activity
Time: 15 mins
Many local parks and outdoor spaces have been created or
improved on the basis of the government’s Play Strategy.
In your group consider:
• How does this support a child’s right to play?
• Have you seen evidence of improved outdoor spaces in your
local area?
• Is this enough to promote the right to play?
• What else could be done to support children’s right to play?

• Depending on the age of the children, settings will
accommodate play in different ways.
• Whilst children are in a nursery setting they will become used
to having clear set areas where different types of play takes
place.
• Since the implementation of the Early Years Foundation
Scheme (EYFS), nurseries have invested a lot of time into
ensuring that children have the opportunity to learn and
develop their skills through play activities.
How do settings accommodate play?
LO2 Understand children’s rights in relation to play B1

Pairs activity
Time: 15 mins
Can you design a nursery classroom that accommodates a range
of opportunities for children to play?

It is important that the areas of play and development are not
restricted as children make the transition to primary school.
• In the early classes of school children are still given the opportunity
to experience learning through play.
• As children move through the stages of school the play
opportunities change and become more structured and routine for
the children.
• Space unfortunately does not allow for the designated area to be
set up permanently, however the classroom space is often utilised
through more table top activities that can be set up when required.
How do settings accommodate play?

Reflection activity
Time: 15 mins
Reflect on the play provision within your setting and consider:
• Does it accommodate a range of ages and stages?
• Is it varied and exciting?
• Does it fully meet individual needs?
• Do children have ‘free’ access to play opportunities?
• Describe one thing you would change to improve play
provision.

Extension activity
Time: Ongoing
Collect photographs of different settings with their play activities
set up, so as to be able to compare the different ages and how
play can be accommodated.

To achieve D4 you are required to identify children’s rights in relation to play in
Relation to:
The UN Convention on the Rights of the
Child
Current early years frameworks.
To achieve B1 you are required to add an explanation of how early years settings meet
children’s rights to play which may include:
Working within current frameworks
Provision for play made within the setting.
Assignment Task D4, B1

In this lesson we:
 We have explored the UN Convention on the Rights of the
Child.
 We have discussed government strategies on play.
 We have understood how settings meet the right for children
to play.

1. Share your leaflet on the UN Convention on the rights of the
Child with someone else and discuss what you have found
out.
2. Write two ways in which a nursery setting and a school
accommodate children's rights to play.

Starter activity
LO3 Understand theoretical approaches to play and
learning
Time: 10 mins
Play opportunities in the setting
• Describe the interaction between children and adults during
play provision in your setting.
• Compare this with a partner.
• You will use this information later in this lesson.

LO3 Understand theoretical approaches to play and learning.
• C1 Discuss how theoretical perspectives on play and learning
inform practice.
• C2 Discuss how philosophical approaches on play and learning
inform practice.

• Play is seen as important as children learn through play.
• There are many theoretical perspectives which support play;
these theories have developed through the years and
elements of all of them are seen in current day practice.
• Everyone has a view on which theory or approach is best.
• It is important to analyse the theories to fully understand
their meaning.
• Some theories are hundreds of years old whilst some are very
current and still being developed.
Theories of play
learning C1

Play
theorists
Froebel
Steiner
Montessori
Isaacs
Piaget
Bruner
Athey
Malaguzzi
Bruce
Moyles
learning C1

Group activity
Time: 20 mins
You will be given one theorist to research in detail, in order to
give a presentation to the class.
You will need to include:
• The name of the theorist
• A brief description of the theory
• How the theory relates to play
• The positives and negatives of the theory
• Examples of the theory in practice.
learning C1

Time: 15 mins
You have been given one theorist to examine in detail in a small group.
Now, as a group, you are going to present your findings to the rest of
the class.
You should make sure your presentation covers the following points:
• The name of the theorist
• A brief description of the theory
• How the theory relates to play
• The positives and negatives of the theory
• Examples of the theory in practice.
learning C1

• Some settings are dedicated to the findings of one theorist.
• Montessori has schools dedicated to her methods and
theories.
• There are over 150 Montessori schools in the UK.
• https://www.youtube.com/channel/UCCqV9q3aDO-
vwE31fokZk2Q
Theories of play
learning C2

Independent research activity
Time: 15 mins
Research a setting that is dedicated to the theories of
Montessori.
• Describe how the setting provides learning opportunities.
• How does this link to the relevant theory?
• Do you think the setting truly represents the theorist?
• Why/why not?
learning C1

• Providing a rich play environment for children to learn and
develop in is very important.
• There are many approaches that follow specific standards,
values and principles.
• Reggio Emilia, High/Scope and Steiner are three different
philosophical approaches to play and learning
• https://www.youtube.com/watch?v=HQKD5evdcrg
Philosophical approaches to play
learning C2

Reggio
Emilia
Inquisitive
minds
Parent, 1st
educator
Practitioner,
2nd
educator
Environment,
3rd educator
Active
participants
Exploration
Creativity
Collaborative
learning
learning C2

High/Scope
Plan, do,
review
Adult-child
interaction
Daily
routine
Creativity
Learning
environment
Transition
times
Shared
control
learning C2

Group activity
Time: 20 mins
In your group you will examine either Reggio Emilia or the
High/Scope approach in detail and then write up your findings.
You will need to include:
• A description of the approach
• How the approach relates to play provision
• The positives and negatives of the approach
• Examples of the approach in practice.
learning C2

Steiner
Holistic
Spiritual
Social
Structured
curriculum
Unhurried
Creative
Nature
learning C2

Pairs activity
Time: 15 mins
Research a setting that follows the Steiner approach and
therefore calls itself a Steiner School.
• How does the curriculum differ from that of a state school?
• What does a Steiner environment look like?
• Do they mention the importance of play?
• Would you have wanted to go to a Steiner School?
• Why/why not?
learning C2

Reflection activity
Time: 15 mins
We have looked at a range of theoretical perspectives and
philosophical approaches to play provision.
Consider the following points:
• Had you heard of any of the theories or approaches before?
• Which theory or approach do you like the best and why?
• How do elements of each theory or approach influence current day
play provision?
Looking back at the starter activity notes, identify whether your setting
reflects any of the theories or approaches discussed.
learning C1, C2

Extension activity
Time: 15 mins
Create a chart to show links between theoretical perspectives,
philosophical approaches and current day practice. For example:
Theory or approach Links to current day practice
Montessori Child-sized furniture
High/Scope Daily routines
learning C1, C2

To achieve C1 you are required to complete a written account to accurately
Discuss theoretical perspectives on play and learning which inform current
early years practice to include:
One traditional and one modern approach to how children play and
learn.(you may find some help in Unit 1 )
(Introduce topic, at least half a page for each on their theory needed and links
to current practice to conclude)
To achieve C2 you are required to Discuss how philosophical approaches on
play and learning inform practice within early years settings to include:
The contributions of 2 early years pioneers. (you may find some help in Unit
1)
(introduce topic, at least half a page for each on their approach needed and
links to current practice to conclude)
Assignment Task

In this lesson we have learnt that:
 Theorists have spent a long time observing, reviewing and
analysing how children play.
 Their theories help us to understand how children learn.
 They also help support the role of the adult in providing play
opportunities.
 Philosophical approaches are based on the thoughts and views of
one person or a group of people.
 The approaches are followed by others as they believe that they
are better than the alternatives on offer.
 There are many schools and settings that are dedicated to one
approach.
 Elements of these approaches can be found in many current day
settings.

1. How many play theorists can you name?
2. What is the meaning of High/Scope?
3. Where is Reggio Emilia?
4. Name one key element of the Steiner approach.

http://www.youtube.com/watch?v=iGNOF1V_3FQ
What indoor and outdoor activities would you
plan to promote?
Hand eye co-ordination
Teamwork
Body Awareness
Creative movement
Discussion about physical play for children aged 0-3
and 3-5

LO4 Understand play at different stages of children’s
development.
• C3 Discuss how children’s play needs and preferences change
in relation to their stage of development.
• C5 Discuss benefits to children’s learning and development of
involving others in children’s play.

• As you observe children in a setting you will notice how their
needs and preferences change as they grow and develop.
• It is then that you need to be aware of new interests and
make sure that the play opportunities that are provided for
the children suit their level of development and their learning.
How children's play needs change in relation to their stage of
development
development C3

Stages of play C3
(Mildred Parten 1932)
0-2 years solitary play
2-4 years parallel play
4-7 years co-operative play
7 + years competitive play

Exploratory Play
This is seen when observing babies as they are
exploring their surroundings.
What resources can you provide to encourage
exploration?

Solitary play
The child is playing alone, this is usually seen until
approximately 15-18 months

Parallel Play
When a toddler will often play alongside another toddler
and show some awareness of the other child but wont
share in the activity.
Have you seen this ?

Associative Play
This develops from the age of 2 ½ years. The children
will play together. This is characterised by watching
others and copying.
What would your role be?

Turn-taking /sharing
From 3 years of age, play becomes more complex as
simple rules start to be used

Co-operative Play
The final stage of play when the children actively play
together. They talk about their play and make decisions
together.

Pairs activity
Time: 10 mins
Think about a baby (birth–18 months), toddler (18 months–3
years) and a young child (3–6 years).
In pairs, decide which toys would be suitable for each age range
from the list below.
• Train and train track
• Soft activity cube
• Wooden blocks
• Activity gym
• Musical instruments
• Paints
• Wrist and feet rattles
• Ride-on toys
• Dressing up clothes.
development C3

Starter activity
Activity
In small groups plan an activity with could promote
each stage of play.
Please use activity plan paperwork
Feedback to the group

Starter activity
What is suitable for each age??
Age ranges Suitable play activities
0-2
2-3
3-5
5YEARS +

Along with the play needs of the child changing the adult’s role also alters to
accommodate this. The table below shows a basic outline of how the adult
can support the child’s play as they develop.
How children's play needs change in relation to their stage of development
Babies Toddlers Young children
The adult needs to provide an
environment where the baby
can explore safely and develop
knowledge of new places,
textures and materials.
environment that allows the
child to take risks safely,
explore a variety of new ideas,
try different types of play and
allow children to start to
develop their social skills.
environment that is safe, has
opportunities for new
experiences such as pretend
play with enough space to
move around in a safe way and
chose what they would like to
do.
development C3

• The child’s parents/carers play a key role in children’s learning
and development.
• Practitioners need to share experiences with parents/carers
that are supporting children’s learning and development.
• This could include sharing good practice and supporting
children to tell parents/carers what they have been doing.
• By involving parents/carers and others involved with the child
a child’s learning and development will continue outside the
setting.
Involving parents/carers
development C5

Time: 15 mins
Discuss the benefits of practitioners encouraging parents/carers
to take an active role in their child’s play. Consider:
• Benefits to the child
• Benefits to the setting
• Benefits to the parents/carers
• The impact on a child’s learning and development.
What might happen if practitioners did not work with
parents/carers?
development C5

• Some parents/carers may not see or know the importance of
play in a child’s learning and development.
• If parents/carers see play as something children only do at the
setting then the child’s learning and development could be
affected.
• Practitioners need to involve others in order to show them
the value of play.
Involving others in children’s play
development C5

Time: 15 mins
How well do practitioners in your setting work with others to
support children’s learning and development through play?
Consider:
• Teamwork within the setting
• Partnership with parents/carers.
Why is it important for practitioners to work with others when
supporting children’s learning and development?
development C5

Time: 15 mins
Discuss a range of activities to support a child’s learning and
development that could be carried out in the home.
Consider:
• Resources
• Areas of learning and development
• The benefits to the child
• The benefits to the parent/carer.
development C5

Time: 15 mins
You have been asked to arrange an event to encourage
parents/carers to support their child’s play. What would you do?
Consider:
• Timing
• Location
• Activities
• Who will attend
• Proposed outcomes.
development C5

To achieve C3 you are required to Provide a discussion of how children’s play
needs and preferences change in relation to their stages of development
including how:
Children’s experiences and circumstances impact on play needs and
preferences.
To achieve C5 you are required to provide a reflective account to Discuss the
benefits to children’s learning and development of involving others in
children’s play which must include:
• Reasons for valuing the contributions of others
• Reasons to work in partnership
• Encouraging the engagement and participation of others.
(introduce topic, write half a page for each of sentences above, conclude with
example from your placement)
Assignment Task

In this lesson we:
 Have learnt how children’s play needs and preferences change
in relation to their stage of development.
 Have discussed how to involve others in children’s learning
and development through play.
 Have discussed the benefits to children’s learning and
development when involving others in children’s play.

1. List two ways in which a child’s play needs change as they
develop.
2. Is the following statement true or false?
‘The adult’s role in supporting children's play is to tell them
what they should be doing and guide them through playing
with set toys and activities.’
3. List three ways of involving parents/carers in children’s play.

Starter activity
LO5 Understand types of play for children
Time: 5 mins
• Talk to the person beside you and together write a short
paragraph that summarises everything that you have learnt
about play so far.
• Share your paragraph with the rest of the group.

LO5 Understand types of play for children.
• D3 Describe characteristics and benefits of:
• physical play
• creative play
• imaginative play
• sensory play
• heuristic play.
C4 Evaluate suitable resources for children’s play

What do these terms mean?
Free flow play /Spontaneous play
Structured play
Therapeutic play
Exploratory play
Heuristic Play

Physical Play
Physical Play includes
•Outdoor activities
•Obstacle courses
•Bike riding
•Hoops
•Skipping
•Hopping
•Swimming
•Running
•Slides
•Tunnels
•Threading
•interlinking
Physical play develops and
supports
•muscles and gross motor
skills
•Improves appetite
•Important for health and
well being
•Important for mental
stimulation
•Encourages good sleep
patterns
•Fine motor skills
•Hand eye co ordination
•Spatial awareness

Creative Play
Creative play
includes
•Painting
•Singing
•Dancing
•Writing
•Mark making
•Chalking
•Card making
•Cutting
•Collage making
Creative play
supports children
to develop
•Fine motor skills
•Hand eye co
ordination
•Essential for
writing
•Helps them to
express thought
and feelings
•Creating own
work
•Sharing ideas and
opinions
•Learn about
colour, shape and
texture

Time: 15 mins
Describe the physical and creative play provision in your setting.
Consider:
• Are these types of play readily available?
• Are they varied and exciting?
• Do any activities mix the two types of play?
• What one thing would you change about the creative play
provision in your setting?

Imaginative Play
Imaginative play
includes
•Puppet shows
•Drama
•Dancing
•Playing with
dolls/action
figures
•Role play
•Singing
•Music and
movement
Imaginative play develops
and supports children to
•Use their imagination
•Imitate adult roles
•To practice grown up
skills
•To pretend to be
others/animals
•Think about other people
views/roles
•Provides understanding
of job roles

Messy/sensory Playincludes
•Paint
•Playdough
•Cornflour
•Jelly
•Beans
•Custard
•Water
•Sand
•Shaving foam
Messy play is good
because children
can
• explore and
experiment with
different texture
•It can be very
soothing
•Learn to share
equipment with
others
•Use fine motor
skills
•Use hand eye co
ordination

Starter activity
Heuristic Play
Heuristic play is a way of offering a group of children a
range of objects to explore freely, with little adult
intervention. This type of activity is particularly useful
in encouraging young children to engage in an activity
for more than a few minutes
Collect a range of natural and ‘found’ everyday objects
that stimulate all the senses.

Heuristic play is when children are given the opportunity to explore
everyday objects and items in a safe, secure and supportive
environment.
Settings often have a ‘Treasure Basket’ that contains a number of
items that are available for children to play with in an heuristic way.
Benefits include:
• Heuristic play allows children to make choices and get excited about
discovering new ways of using items along with the properties of
different objects.
Heuristic play

Set up one area of play each take part in play
activities complete the grid D3/C4
Type of play Resource Does it work
properly?
Health and
Safety issues?
Do they need
updating?
Do they need
replacing?
e.g. Sensory Play Sand tray with pasta
shapes in
Yes, the children can
play with the pasta and
feel the different shapes
The pasta has started to
break up and has sharp
edges; the sand has
become very dirty
The pasta could be
swapped for shells to
match the book that we
are reading this week
Yes, as the pasta has
become sharp and the
sand dirty
Physical play
Creative play

Extension activity
Time: 15 mins
Design your own treasure box for heuristic play. Consider:
• What items would you put in it for the children to explore?
• How will the treasure box support the other types of play
discussed in this lesson:
• Physical play
• Creative play
• Imaginative play
• Messy play.
LO5 Understand types of play for children [AC 5.2]

To achieve D3 you are required to Describe accurately the characteristics
and benefits of three (3) of these types of play:
physical play
creative play
imaginative play
sensory play
heuristic play.
To achieve C4 you are required to Evaluate suitable resources for the
provision the three (3) types of play described in D3.
(Please add positives and how resources could be improved giving
conclusion to back up your thoughts)
Assignment Task

In this lesson we:
 Have explored the characteristics of child-initiated play and
adult-led play.
 Have described the benefits of physical, creative, imaginative,
sensory and heuristic play.

1. Complete the sentences:
a. Child-initiated play is…
b. Adult-led play is…
2. List the benefits of physical play.
3. Identify two different resources that could be used in
creative play.
4. Define heuristic play in 20 words or less.

Starter activity
LO6 Understand the characteristics of an enabling play
environment D5
Time: 10 mins
• List the equipment that stays out in the outdoor area night
and day.
• List the equipment that is set out in the outdoor play area on
a daily basis.
• Discuss with a partner.

environment.
• D5 Explain the characteristics of an enabling:
• indoor play environment
• outdoor play environment.

• The learning environment should should encourage children
to play and explore.
• Early years practitioners provide activities and play
opportunities that are stimulating and age and stage
appropriate.
• An enabling play environment allows children to make choices
and decisions about their play.
• An enabling environment takes all individual needs in to
account and ensures all children have equal access.
• It stimulates children to express themselves.
An enabling play environment
environment D5

Time: 15 mins
The indoor environment.
• Discuss the free-choice play opportunities available in your
setting.
• Are there set, adult-led activities or tasks that children have to
do on a daily basis?
• Why is it important to have a mixture of both?
environment D5

• Children need opportunities to explore the indoor and
outdoor environment.
• The weather should not stop outdoor play.
• The outdoor environment requires as much thought and
planning as the indoor environment.
• Children should have free flow access between indoor and
outdoor play.
An enabling play environment
environment D5

Time: 15 mins
The outdoor environment.
• Discuss how and when outdoor play is offered in your setting
• What is the role of the early years practitioner during outdoor
play in your setting?
• Is there a rota for adults to supervise the outdoor play
environment in your setting?
environment D5

An enabling
environment
is:
Fun
Stimulating
Inviting
Available
to all
Limitless
Flexible
Linked to
children’s
interests
Supportive
environment D5
How do you
ensure this at
placement?

Pairs activity
Time: 15 mins
Look at what an enabling play environment is
• Describe what each point means.
• Identify how your setting supports this.
• Discuss areas for improvement in your setting.
environment D5

Group activity
Time: 15 mins
For your given age range, describe an enabling play environment that
provides stimulating activities and opportunities for all children.
Consider:
• The indoor and outdoor environment
• The age of the children
• The role of the adult
• Meeting individual needs:
• 0–1 year 11 months
• 2–2 years 11 months
• 3–5 years.
environment D5

Reflection activity
Time: 15 mins
Reflect on the provision in your setting.
• Describe one element of your setting that is a good example
of an enabling environment.
• Explain one element of an enabling environment that you
would like to add or include in your setting.
environment D5

Extension activity
Time: 15 mins
You are going to talk to parents/carers about the benefits of an
enabling play environment and you have been asked to prepare
a short report to show how parents can support this at home.
Include:
• Examples from the setting that can easily be used at home
• The importance of outdoor spaces.
environment D5

To achieve D5 you are required to complete a written account to
Explain the characteristics of an enabling environment for children
which must include the indoor and outdoor environment, to show:
• How to provide stimulating, safe and secure enabling
environments
• The ways to promote children's confidence and independence
• The benefits of outdoor play
• How to provide a stimulating, challenging and risk taking
enabling outdoor environment
• Understanding of current research in relation to outdoor play.
(introduce topic, a least half a page for each of the questions above
and conclude, use notes made in class)
Assignment Task

 An enabling play environment does not have to be expensive.
Children can play with pots, pans and tins from a cupboard and
have as much fun with them as playing with a very expensive toy.
 Adults have a crucial role to play in supporting and providing an
enabling play environment.
 The interests and likes of the children should be incorporated into
the play environment. Helping children to turn a corner of the
nursery in to a cave after enjoying the story We’re Going on a Bear
Hunt will provide many exciting play opportunities.

1. Name four elements of an enabling play environment.
2. Describe one change you will make to your own practice
after this session.

Starter activity
LO7 Understand inclusive play practice B2
Time: 5 mins
Complete the following sentences:
Physical play is _______________________________________
Creative play is _______________________________________
Imaginative play is ____________________________________
Sensory play is _______________________________________
Heuristic play is ______________________________________

LO7 Understand inclusive play practice.
• Identify ho to provide an inclusive play environment
• B2 Discuss inclusive play practice in relation to current
frameworks.
• B2 Discuss current frameworks in relation to play and
learning.

• Inclusion is all about providing opportunities for all in our
care.
• This means that all children, regardless of their ability,
background, culture and age, should be given the equal
opportunity to participate in the planned sessions.
• Inclusive play is when we provide a range of play activities for
the children that are going to incorporate all of these
requirements, yet still provide opportunities for play, learning,
socialising, risk taking and challenge to be taking place.
Inclusive play

• As the adults in the setting, it is our role to promote inclusion
amongst the children but also within our working practice.
• The EYFS outlines how inclusive practice is important in
relation to improving the child's experience and their overall
outcome within the setting.
• As a result of the criteria within the EYFS, many settings now
have either an inclusion policy or a play policy that outlines
how all children will be included within the area of play.
Inclusive play in relation to the EYFS

Time: 15 mins
How can every child be included in
all five types of play? (physical,
creative, imaginative, sensory and
heuristic.)

Our role is to make sure that the play opportunities that we
provide do not become boring or regular. We need to make sure
that we keep our practice current and exciting for the children so
that they have the opportunity to explore new ideas.
Inclusive play in practice

Time: 10 mins
Have a look at the play policy from your setting.
Key things to think about:
• In pairs, discuss what the policy says.
• Highlight the areas of the policy that you see taking place
when you are there.
• Can you identify what your setting does in order to adhere to
this policy?

• It is important that the provision that we provide for our
children is one that they enjoy.
• The current EYFS framework has put a lot of emphasis on
providing a more flexible, free early education where child-
initiated learning is at the heart of what we do.
How play supports the interests and abilities of children

Time: 10 mins
How could you find out what the interests and abilities are of the
children in your setting? Complete the worksheet provided.
Key things to think about:
• List the different ways that you could find this information
out.
• List the people who could support you in providing these
activities for the children.

• It is well known and documented that children learn though
play.
• Montessori stated that: ‘A child’s play is a child’s work’.
• The current EYFS is a play based framework that supports
practitioners to provide the best possible learning
environment for all children.
LO9 Understand current frameworks in relation to play and
learning B2
Current frameworks and play

Time: 15 mins
Name the 7 areas of learning and development within the EYFS
and discuss:
• Opportunities for play in each area
• How these opportunities support children’s learning
• The role of the adult in supporting play and learning.
learning B2

Time: 20 mins
Carry out some further research on inclusive play practice and
link this to play in relation to current frameworks.
• Create a leaflet that summarises what you understand about
inclusive play.
• Your leaflet must include the information on what the EYFS
states in relation to inclusive practice.
• You could also include some examples of inclusive practice
from your placement.
learning B2

To achieve B2 you are required to write a detailed
Discussion about how current frameworks support the
provision of play and learning for all children including:
Requirements of current frameworks in relation to
inclusion in play
Play as a means to stimulate learning
Provision of an inclusive environment.
Assignment task

 Inclusive play is when we ensure that everyone in the setting is
included in the activity regardless of their ability, background,
culture or age.
 In order to support the interests and abilities of children, we need
to get to know them through speaking to them, observing their
actions and including the family in order to ensure that we provide
them with activities that they will enjoy and learn from.
 The EYFS sets a framework where children are supported to learn
through play.

1. Create a poster all about inclusive practice to summarise
what you have learnt this lesson.
• Include how the EYFS supports learning through play for
all children.
• This could either be done in the classroom or given as
an Extension activity to complete at home before next
the lesson.

Starter activity
Starter Activity
Lets make
a line
obstacle
course for
the group
to follow

LO8 Understand how the early years practitioner supports
children’s socialisation and behaviour within play environments.
• B3 Analyse the role of the early years practitioner in
supporting children’s socialisation within play environments.
• A1 Evaluate strategies to support children to manage their
own behaviour.

Group activity
Time: 15 mins
Read the scenario and discuss the questions following in your group.
Suky has been at the setting for three weeks. Every morning she is bought in by
her grandmother and she goes straight to the puzzle table. She picks up pieces of
puzzle and turns them over and over in her hand before putting them down again,
but she never attempts to complete a puzzle. If more than two other children sit at
the table she gets up and wanders around the setting.
Other children approached her in the beginning but now that happens less
frequently. She will do an activity with an adult if led to it by the adult.
• Why might Suky be behaving in this way?
• How could the adult support her to play with or near others?
• Why is it important to encourage Suky to socialise with others?
children’s socialisation and behaviour within play
environments B3

• Early years practitioners should provide a wide variety of
activities and opportunities to meet individual needs.
• Children need to experience group activities.
• Activities that encourage children to play collaboratively are
essential.
• Children should be given time to choose who and what they
want to play with.
• Group situations that encourage sharing and talking will
support a child to develop in these areas.
Creating opportunities for children to play and work with
others
environments B3

Group activity
Time: 15 mins
Create a table of activities or experiences that support children
in socialising. Some examples have been provided.
environments B3
Group learning Socialisation
Bug hunt Home corner
Floating and sinking Circle time

Time: 15 mins
How do activities that involve socialisation and group work
benefit a child’s holistic development?
Consider:
• Working with others
• Being around others
• Thinking of others
• Taking turns.
environments B3

• Adults play a crucial role in managing children’s behaviour.
• When working with children we have to think about everything
we do and say as children look up to adults as role models.
• You will often see children in role play imitating what they have
seen adults do or say in real life.
• Children will come to an adult if they have problems with their
friends or if no one will play with them.
• Children will take ‘cues’ from adults and will pick up on body
language.
The role of the practitioner in supporting behaviour
environments A1

• Children have to learn to manage their own behaviour.
• Adults need to decide when to intervene in children’s
arguments.
• Early years practitioners should support children to deal with
disagreements and disputes in the setting.
• Praise and encouragement after a dispute is essential.
• Positive reinforcement can support a child to think about their
behaviour.
Managing own behaviour
environments A1

Reflection activity
Time: 10 mins
Think of a situation in your setting where two children were
arguing over a toy.
• What did you do as soon as you saw the incident?
• Did you involve the children in resolving the incident?
• What was the outcome of your intervention?
• What would you do differently next time?
• Discuss with a partner.
environments A1

Time: 15 mins
Look at a behaviour policy. You could ask if you can see the one
in your setting, or find one online.
• Does the policy identify how children could be encouraged
and supported to manage their own behaviour?
• How could the policy be improved to support children to
manage their own behaviour?
environments A1

Extension activity
Time: 15 mins
• Create an advice sheet on how parents/carers can support
their child to deal with conflict.
• Include information on why it is important for children to have
opportunities to manage their own behaviour.
environments A1

To achieve B3 show an Analysis of the role of the practitioner in supporting
children’s socialisation within play environments should include:
• Ways to encourage socialisation and group learning
• Understanding when to intervene to support socialisation
• Sustained shared thinking.
(introduce topic, half a page for each of the sentences above and make sure you
relate to child, practitioner, settings policy and EYFS requirements)
To achieve A1 write a reflective account as an Evaluation which considers, from
more than one perspective, the strategies to support children to manage their
own behaviour in relation to the age, stage and circumstance of the individual
child.
Write a reflective account about how parents/carers can support their child to
deal with conflict.
Include information on why it is important for children to have opportunities to
manage their own behaviour – think age/stage relevance.
Consider 4 strategies for an EYP to deal with wanted and unwanted behaviour
and why they will work.
Assignment Task

In this lesson we:
 Have identified that practitioners play a crucial role in
supporting socialisation within play.
 Have discussed activities that will be available on a daily basis
to encourage children to work and play together.
 Have learnt that children will copy adult behaviour and so it is
essential that practitioners are positive role models for all
children.
 Have learnt that settings will have behaviour policies and
procedures to ensure a consistent and fair approach to
managing behaviour.

1. What would you do if you saw an argument starting between
two children?
2. Is there an element of your own behaviour that you need to
address when in the setting?

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