PW 3.14 Understand how to plan for and support children and young people’s self-directed play
PW3.14.1 Understand how to plan for children and young people’s self-directed play.
1.1Explain why it is important to identify children and young people’s play needs and preferences.
It is important to identify children/young peoples play needs to ensure you are meeting the natural development of each individual child. It is also proven (John Bowlby) that children who have good bonds in the early stages go on to develop strong bonding relationships as they get older. I have answered what play needs are in PW3.10.2 2.1a.
Play preferences have been identified in PW3.10.2 2.1a and I have discussed the importance of the being able to identify these needs. It builds on the child/young persons confidence and self-esteem as they learn through play with toys which match their ability.
1.2 Explain how the development of children and young people affects their play needs and preferences. www.pearsonschoolsandfecolleges.co.uk
The development of the child/young person affects their play needs/preferences by age as follows:
The above is not exhaustive to age only, and can also depend on developmental needs, gender, race, culture, religion and environment.
1.3 Evaluate a range of methods for consulting with children and young people on their play needs and preferences.
The following should be sought before final decisions are made. The range of methods for consulting with children/young people are:
Passing and receiving information: sharing information with the child/young person gives them an understanding of the boundaries they have to play in. receiving comments from them gives me an understanding of the level of risk they are willing to take to achieve what they prefer to play with.
Seek out opinions: asking for the child/young person’s opinion gives them a sense of being in control of their own environment
Ask for options: allowing the child/young person to have their say in a safe environment
Involving everyone: clarify with child/young person if they want others involved, get understanding of everyone’s views
Listen: don’t assume what the child/young person is asking for based on my own personal opinion. Listen to the child/young person to get a clear understanding. This will give me a clear understanding of the child/young person’s needs and wants that make for their own play needs and preferences.
Some of the ways the methods can be captured are through questionnaires, group discussions, ballot box, suggestion box, rate or slate boards. This list isn’t exhaustive to the whole range but gives a varying idea of ways of capturing information.
1.4 Summarise the types of indicators and objectives that can be used to evaluate play provision. http://www.playengland.org.uk
The following can be used as an indicator and objective to evaluate our setting:
– Access: can everyone gain access. If not, why not, and can it be changed to suit everyone’s needs and ability
– Suitability: we need to take in to consideration age, gender, ability, religious beliefs, culture
– Participation: are alternatives available and not limited to minimal provisions, giving an environment for freedom of choice and free play
– Quality: is the equipment being presented by us of a good safe quality. If not, why not, and does it need replacing for more suitable pieces
– Satisfaction: does the child/young person in our setting feel fulfilled after play to ensure they are achieving their full potential for emotional, social and physical growth
PW3.14.2 Understand how to create play spaces for children and young people’s self-directed play
2.1 Explain how to create the following types of play spaces:
21a • physical: to create a physical play space I need to
2.1b • transient
2.1.c • affective
2.1.d • permanent.
2.2 Explain how these play spaces could offer opportunities for a range of play experiences.
2.3 Explain why it is important to create play spaces that children and young people can adapt to their own needs.
2.4 Explain how to obtain and create resources for play spaces.
2.5 Explain how to work with children and young people in the creation of play spaces.
PW3.14.3 Understand how to support children and young people’s self-directed play
3.1 Explain why it is important for children and young people to choose and explore play spaces for themselves.
3.2 Explain how to decide when is the appropriate time to provide support during children and young people’s play.
3.3 Explain why it is important to leave the content and intent of play to children and young people.
3.4 Explain why it is important to allow play to continue uninterrupted.
It is important to allow uninterrupted play as it is where children/young people develop their skills to be independent, learn their level of risk, not get bored,
3.5 Explain why it is important not to show children and young people “better ways” of doing things,
unless they ask.
3.6 Explain how to identify and respond to a play cue. http://playengland.org.uk
I identify a play cue by observing their facial expressions, body language, behaviour, signalling through objects and open communication to play. Direct play cues are easier for me to determine and I may get a direct request to play, so I will join in on the play as requested. If the play cue is non-verbal I will determine at what part of the play cycle they are at. If the play hasn’t become the final outcome then I will ask the child/young person what the boundaries or rules are, within a safe environment, and engage with the child/young person until the child/young person indicates the play has finished.
PW3.14.4 Understand how to help children and young people manage risk during play.
4.1 Justify why it is important to encourage and support acceptable risk taking during self-directed play.
It is important to encourage and support acceptable risk during self-directed play to build on the child/young persons skills and build on their daily lives. Each child needs to find their own limitations in risk and it is a healthy emotion for the excitement the risk brings in play.
4.2 Explain the levels of risk that are acceptable according to a play organisation ‘s policies and procedures.
At St Johns OOSC the level of risk that is acceptable in play is balanced between development and the risk itself and the wellbeing of the child/young person. We acknowledge that risk is different for each child/young person and what is deemed to be a risk for a four-year-old will not seem to be a risk for an eleven-year-old, and these are managed accordingly by the play worker.
4.3 Explain how the development of children and young people affects the assessment and management of risk during self-directed play. http://www.freeplaynetwork.org.uk
Managing the risk in self-direct play has to take in to consideration if there is any likely hood of any harm, the severity of the harm and what the benefits of the risk would be. Children seek out risk to feel the excitement from the risk involved. Adults, on the other hand, limit risk as they can see the consequence or potential to harm from the risk involved way before the child/young person will see it. Allowing the child/young person to experience minimum harm can teach them consequences on the back of their action or if they witness harm they learn what could happen. If too many restrictions are put on to risk in play, then it will limit the child/young person from developing new skills i.e. climbing, riding, height on walls/ropes etc…
4.4 Evaluate different strategies for enabling children and young people to manage risk for themselves. https://www.nurseryworld.co.uk http://www.freeplaynetwork.org.uk
The strategies for children/young people to manage risk for themselves are:
Environment – should be built with the child/young person in mind and from their perspective. The child/young person has to see the risk as being acceptable for them to engage in the activity. If the climbing frame is too high (out of reach) then the younger child may not take the risk, but if it’s too low (not risky enough) then the older child will also not take any risk.
Equipment – must be risk managed for the child/young persons safety; but, suitable equipment that is in the play environment must have a level of risk attached to it for the child/young person to gain an enjoyment out of it. A child/young person may vary the way they play with certain equipment to increase a risk and get more fun out of it.
Benefits – is allowing children/young people to stretch their boundaries on the risk to maximise their full potential. This will allow them to feel a sense of fulfilment both emotionally and physically. The risk must always have a benefit, or it will be deemed unsafe by the child/young person. The child/young person knows their own boundary and can manage that risk, so they are gaining their own benefit.