Unit 3.2:
Using EYFS framework to help plan, lead and review play opportunities to support children's
learning and
development
In the early year setting, every child should have the chance to play, to harness their well-being and promote their learning and development. The role of the practitioner will be to give the child the opportunity to play by carefully planning the play activity, guiding and supporting the child during play.
After the play activity, practitioner should review everything by reflecting on their role and evaluating their own practice. Consider the following questions:
How could the play activity be improved?
Were the aims and goals achieved?
Were current frameworks, policies and learning approaches applied?
Practitioners can plan play opportunities effectively by applying the EYFS guidelines and implementing the legislations on health & safety as well as the laws on equality, inclusivity and diversity.
See the table below on how EYFS standards can be applied to assist planning for play opportunities.
Implement EYFS framework to the activity planning
| EYFS themes | EYFS requirements |
|---|---|
| Physical play
Identify other types of play and link to EYFS framework |
Provide play opportunities where you can support them to acquire new knowledge about the world
around them and be able to connect new information with existing knowledge. Provide opportunities for both indoor and outdoor play that enable children to move confidently and freely in different ways, having space to run or play chasing games. Provide variety and rich resources including toys and equipment suitable for the play activities. |
| Express of arts and design | Children must have the opportunity to interact with musical instruments, experience of dancing and listening to music. Must also have chance to express their feelings thoughts and ideas through art: painting or drawing. Design and technology must also be incorporated into play activities. |
| Every child is unique | Practitioners must consider the individual needs, interests and stages of development of each child in their care, and must use this information to plan a challenging and enjoyable experience for each child in all of the areas of learning and development. |
| Equality, inclusivity and diversity | Every child must be respected, valued and be able to participate in all activities. When planning play opportunities consider the following: - Different cultural background - provide necessary support - Children's age and ability when designing activities. - Special learning needs, physical and sensory disability - Provide resources to support learning. For children whose home language is not English, provide opportunities for children to develop and use their home language in play and learning, as well as supporting their language development at home. At the same time, early years setting must ensure children have enough opportunities to learn English language. |
| Health and safety | Prior to the play activities or visits to places, carry out risk assessments indoors and outdoors. Check
toys and equipments are clean and undamaged. Area is clean and floors non-slippery. Provide protection gear: aprons for water activities or warm clothing for outdoor activities. Supervise children. |
Can you think of other EYFS requirements needed for |
Steps for planning a play activity
Area of Development
1. Decide which area of development you want to promote.
Link to EYFS: there are 3 prime areas: physical, communication & language, personal, social and emotional. The secondary areas of development are: literacy, numeracy, knowledge & understanding of the world and expressive arts & design.
Child's characteristics
2. Consider child's age, ability and stage of development. Refer to the 'developmental milestones' for support.3. Take into account child's preferences and interest. Link to EYFS.
4. Consider child's needs: sensory and physical impairments or language barriers: adapt the activity to accommodate the needs of the child. Implementing guideline from the inclusion policy in your setting.
Design the activity
5. Decide on type of activity: structured or free-play. Ensure it has a balance of child-led and adult-led activity.6. Assess duration of the activity - half an hour sufficient. Children can get bored easily and have short attention span. Ensure activity is stimulating, fun, enjoyable and motivates them.
7. Decide on the environment: is it indoors or outdoors or a specific area within the setting. Check weather for outdoor activities.
The EYFS stipulates that learning environment should provide opportunities for both indoor and outdoor play that enable children to move confidently and easily, have space to run and play, have freedom to choose toys, games and activities.
8. Check that the setting has the resources and material for the planned activity.
Exercise Health and safety :
9. Carry out risk assessments: toys and equipment are clean and undamaged. Area is clean and floors are non-slippery. Supervise children at all times.Provide protection gear: aprons for water activities or warm clothing for outdoor activities.
Implement equality and diversity
Ensure child has the same opportunities as everyone else to engage in the activity.Promote positive image and avoid gender and stereo typing. Adapt activity to meet the child's needs e.g. sand tray and bucket can be at table height for a child in a wheel chair.
Discuss the plan
10. Show and discuss your plan to your supervisor or line manager before setting up the activity.Effectiveness of the activity
11. Reflect and evaluate your planning and the actual activity. Gather responses and feedback from the child, collegues, carers and parents. Discuss how well it went with the child, discuss the advantages and disadvantages of the activity and suggest areas for improvement.| Activity | Resources |
|---|---|
| Physical play: Climbing, skipping, kicking ball or catching a ball. Riding a bike |
Apparatus: climbing frame, balls of different size , beanbags, 3 wheel bicycle, rope for skipping, hoops. |
|
Creative play: Drawing and painting Music and dancing Making festival cards - cutting and sticking Can you identify other types of play and resources needed |
Child needs resources that allows them to experience: paint brush , various colours of paint. Safe scissors, crayons, stickers . Support them by showing them how to cut and fold paper. EYFS: Support child and show how it is done . Join them so they can watch and learn by copying. Talk with them through the activity, encourage ask questions, ask if they enjoying. |
Template for planning and learning activity
List of activities:- home play, sand play, role play, water play
- cooking, painting, drawing, play dough
- singing rhymes, making music, dancing to music, story telling
- board games, table-top games, outdoor game, dressing up
Choose an activity from above and use the template below to plan an activity.
An example has already been shown on the table.
| Age of child | Activity | Toys and materials | How will you set up activity | What will child learn |
How activity meets child's needs | How will you provide different cultural needs |
|---|---|---|---|---|---|---|
| 2 years |
Sand play - sensory play |
Sand, tray, table, plastic scoop, bucket, water, sieve & apron. Sea shells and small plasic toys. |
Outdoor - if weather mild or sunny. Carry out risk assessment of the area and the materials and equipment. |
Strengthen hand & finger muscles, develop hand/eye coordination. Explore maths concept: capacity, size & weight. Explore sand through touch. Learn words: pour, fill, bucket, spade, scoop. Express feelings of joy. |
Place tray on table so that wheel chair user can engage in activity. |
If unable to speak English, allow child to talk in own language, but also encourage them to develop English words. |
Differentiating planned activities
In the context of early years setting, 'differentiating' means catering for individual needs and interest of children when planning play activities. Children learn in different ways and at different pace. Some children are visual learners which means they understand better if they can see the objects or information presented to them. Other children are 'hands on' where they learn by doing, and some children's style of learning is being good listeners.It's important for practitioners to be aware of the different learning styles of children in care, so they can create and plan suitable play activities.
Below are some examples of play time and activities that accommodate the way children learn.
- Story time - show pictures whilst telling a story
- Reading books - encourage reading books that have pictures or make sounds
- Have toys that make sounds - rattles, shakers
- Hands on creative play: painting, play dough, building etc
- Resources that encourage children to press buttons, squeeze or move
- Home corner - encourage imaginative play
Can you identify other types of play and resources needed
Practitioners should also consider the following:
- practitioners method, approach and style of teaching and supporting children
- children's preferences - some children like outdoor activities or enjoy being in small groups
- children's personality and moods - some children are more active in the mornings
- children's cultural background
- childrens's learning disability or difficulty
- children's sensory or physical impairment
In sum, the key to effective planning is embracing diversity, planning activities that includes all children's participation and understand that children learn in different ways and at different pace.
REFERENCES
DFE (2017) Early Years Foundation Stage Framework (EYFS)
https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2
DFE (2014) Development Matters in the Early Years Foundation Stage (EYFS)
http://www.foundationyears.org.uk/eyfs-statutory-framework/
Every Child Matters (2003)
http://webarchive.nationalarchives.gov.uk/20130403155730/https://www.education.gov.uk/
publications/standard/publicationDetail/Page1/DfES/1081/2004
Early learning and childcare
https://www.education.gov.uk
Caroline Meggit & Tina Bruce (2014) CACHE Level 3 Early Years Educator. Hodder Education:London
Caroline Meggit (2011) CACHE Level 3 Children & Young People's Workforce Certificate. Hodder Education:London
Tassoni et al (2014) Level 3 Early Year Educator. Pearson: Harlow Essex
Tassoni et al (2011) Level 3 Certificate for the Children and Young People's Workforce. Pearson: Harlow Essex
www.gov.uk/government/publications/2010-to-2015-government-policy-childcare-and-early-education
www.education.gov.uk/publications
www.foundationyears.org.uk.
www.legislation.gov.uk/
www.4children.org.uk