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Importance of play - Home - Rich Learning …

Learning through play : special feature Nursery Education, December 2005. Importance of play Children need to play - it is part of their world that helps to develop their imagination, communication and understanding. Diane Rich sets the case for promoting play . A seven year old girl watching they cannot play , they sense that would have let us play with the angel fish at the London something is wrong. bricks!' and She Aquarium. She sits, hardly never lets us play .' When I asked moving in her wheelchair, but Children need to play what they had done instead, they her eyes track the beautiful fish Today many children are denied chorused miserably, o' and u'. as they dart around their water play experiences both at home and word work,' with one boy world. A younger child and in their education world, not adding, For a long time!' In play approaches. They are both because of sickness, but often however, children are rarely entranced by the tank.

Learning through play: special feature Nursery Education, December 2005 Nursery Education, December 2005 www.richlearningopportunities.co.uk Importance of play Children need to play - it is part of their world that helps to develop their

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Transcription of Importance of play - Home - Rich Learning …

1 Learning through play : special feature Nursery Education, December 2005. Importance of play Children need to play - it is part of their world that helps to develop their imagination, communication and understanding. Diane Rich sets the case for promoting play . A seven year old girl watching they cannot play , they sense that would have let us play with the angel fish at the London something is wrong. bricks!' and She Aquarium. She sits, hardly never lets us play .' When I asked moving in her wheelchair, but Children need to play what they had done instead, they her eyes track the beautiful fish Today many children are denied chorused miserably, o' and u'. as they dart around their water play experiences both at home and word work,' with one boy world. A younger child and in their education world, not adding, For a long time!' In play approaches. They are both because of sickness, but often however, children are rarely entranced by the tank.

2 Their because of busy, hectic highly clock-watchers who wait for mothers, who were strangers structured home, pre-school and activities to finish. In play , time before the aquarium encounter, school lives. play is very often passes quickly; children are talk. Both of the children have squeezed out and replaced by focussed, willing participants. had chemo therapy. The older programmed activities, going to In Sally Jenkinson's book, The child is due for more treatment. clubs, watching TV, DVD and Genius of play she refers to the The younger child speaks: computer games. declaration of the International You're like me', she says, Although early years curricula Association of the Children's touching her own hair. It is not in the UK emphasise the Right to play which states that clear whether she means, We Importance of play , many play is instinctive, voluntary and are both blonde haired,' or practitioners express concern spontaneous' as well as vital to We've both had chemo about their own understanding of develop the potential of all treatment.

3 ' They stare at each the Importance of play , and their children. Jenkinson reports other silently. The older child role in supporting children. When working with an international then speaks. I was so sick I unsure that play based activities group to discover why play might couldn't even play .' Both children are worthwhile, play be important to human beings nod. Nothing more is said. I was opportunities become minimised and why it matters to them. The struck by their measure of and quality pay is reduced. result of the work included a sickness - so sick that they I heard some children in a Charter for Children's play , could not even play '. play is so nursery complain, I thought she setting out what enables children important to children that when to play best. &KDUWHU IRU &KLOGUHQ V 3OD\. &KLOGUHQ SOD\ EHVW . :KHQ DGXOWV DUH ZDWFKIXO EXW QRW LQWUXVLYH ZKHQ VDIH JURXQG OHQGV FRXUDJH WR WKHLU GLVFRYHULHV.

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enkinson, S. (2001) The Genius of play : Celebrating the Spirit of Childhood. Stroud: Hawthorne Press (p. 129). Nursery Education, December 2005. Learning through play : special feature Nursery Education, December 2005.

5 When children miss out on The 12 features of play Send this message in a variety of opportunities to play best', they miss 1. Using first-hand experiences ways, such as: out on a practically endless list of 2. Making up rules display and promote the Charter opportunities which play offers. In play 3. Making props for Children's play children can: 4. Choosing to play use the 12 features of play to 5. Rehearsing the future reflect on and develop children's play be creative 6. Pretending play with the children, but do not be in control 7. Playing alone dominate the play or prescribe be on their own 8. Playing together themes collaborate with others 9. Having a personal agenda create opportunities to involve explore how to keep safe from 10. Being deeply involved parent helpers in play activities, and dangers in the world 11. Trying out recent Learning support them in their understanding of express themselves 12.

6 Co-ordinating ideas, feelings the value and purpose of play imagine and relationships for free- respond to the children's interests make their own decisions and flow play . and life circumstances and make Bruce, T. (2001) Learning through provision for these their own rules play : babies Toddlers and the make their own props observe the children playing and Foundation Years. London: Hodder make sense of their experiences and Stoughton (p. 117) make use of observations: catch the make sense of the people, places themes or stories of children's play and things they encounter and, with their permission, retell these These features can be useful to manipulate materials and make them into books educators who are determined to move freely using a range of ensure that all play themes and all value play and promote quality play . motor skills (Further reading of Bruce's material is players are respected and valued recreate events establish play champions: staff recommended if using these.)

7 Members or parents, who are test out new knowledge In practice committed to ensuring that all staff use and explore language freely play is more likely to be quality play continue to develop their work to the limits of their skills understanding of the value and and much more. when the children know that it is purpose of play , promoting quality valued by adults. Unless all children play in the setting, and model playing Despite the potential of play , some know that their play is valued, some with children. adults are concerned that play is not a may be reluctant to take part, while Children do not expect to be worthwhile activity. Tina Bruce others become ridiculed for the play deprived of opportunities for play . It is identifies 12 features of play in themes and play styles they adopt. central to the activities of childhood. Learning Through play : Babies One key role for educators is to ensure that children know their play is They are distressed when they are Toddlers and the Foundation Years.

8 Unable to play . Educators and Bruce states that if more than half are highly valued. This message is not practitioners have the responsibility to present, the play is quality play . only important for children, but for parents too. ensure that highly valued and worthwhile play opportunities are available to all children. Diane Rich runs Rich Learning Opportunities She is publisher and co-author of First hand experiences: what matters to children' which can be ordered on the website, by phone 01473 737405 or fax 01473 737613. Nursery Education, December 2005.


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