I have been observing as children are experimenting with decision making on how to behave. They are practicing their social skills. Children learn from experience: from what happens around them, from what they see, hear, smell, taste and touch.
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This morning we had tremendous fun in class.(background information- we have been observing live eggs hatch into chicks in our room. And keeping 3 female hens to keep as pets)
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Exploring and investigating
S said, 'why is the light shining like that?'
J was fascinated. 'how come the chicks are there (pointing at the overhead projector slab) and their picture is here? (pointing at the shadow image)
R,'This is the funnest thing, We are like light magicians'
W,' I want to add the cockerel (wooden!) and make more shadows'.
J- ' I will wear a funny hat... and make funny shadows'
The children went into the garden after snack and play continued-
Having explored light and shadows earlier in the morning, the play extended after the 7 'explorers' came in from the garden.
Play continued when I asked them how we can use the torches and make shadows? As a prompt, I added some material (fabric). We decided to be explorers and we each took on a role. I was the snake explorer and had to invent a 'snake voice' (requested by W!)The children hid under the fabric curtain (material draped over their heads). They shone their torches and looked at patterns and shadows.
Meanwhile, I hid the 'object' which was 'Nemo the fish'. When ready, the explorers began their journey, searching for Nemo whilst Mr Snake watched and gave them clues (in a snake voice of course!)
We took turns finding Nemo and hiding him. The fun was using the torches to highlight the hiding places, behind boxes, under blocks and inside cardboard tunnels. The journey took different turns and winds as we explored the environment, listening out for sounds (pretend!) of wild animals and mystical creatures (imaginary) on the way.
Once the journey was over (end of game!) we lay down on the cushions, closed our eyes and listened to the little chicks in the chick hotel, chirping away. We took turns at guessing what they were saying.
What a fun filled morning, using many of our senses, and exploring how to experiment with light using our torches. At the end of it all, A said, 'Esther, can we play again tomorrow?'
And J agreed' this is fun, can we play it again .....NOW!!'
To which I answered, 'tomorrow! as it's time for lunch now'. Their faces lit up with excitement as they know tomorrow we will have another fun adventure with each other and friends.
Most children learn best when they are doing something for a real purpose and because they want to, so playing imaginary games is an easy way to support their learning.
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Different types of play
Unstructured, free play is the best type of play for young children.
This is play that just happens, depending on what takes a child’s interest at the time. Free play isn’t planned and lets a child use their imagination and move at their own pace.
Examples of unstructured play might be:
- creative play alone or with others, including artistic or musical games
- imaginative games – for example, making cubby houses with boxes or blankets, dressing up, playing make-believe.
- exploring new or favourite play spaces such as cupboards, backyards, parks, playgrounds and so on.
Educators can be part of a child’s unstructured play – or not. Sometimes all you’ll need to do is point them in the right direction – towards the jumble of dress-ups and resources on the floor, or to the table with crayons and paper. Sometimes you might need to be a bit more active.
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Play also helps children:
- build confidence
- feel loved, happy and safe
- develop social skills, language and communication
- learn about caring for others and the environment
- develop physical skills
- connect and refine pathways in her brain.
Play with children helps you experience the joy of play from their
perspective. Today I let the children take the lead. I became part of
their game rather than trying to dictate the play. In pretend play, they
call the shots, make the rules, and determine the pace of play. I ask
questions and follow along. By scaffolding their learning, I am learning
too.
