Providing for play involves giving children the time, space and
independence to play in their own way and on their own terms.
Children can play anywhere - at the bus stop, in the supermarket,
in the car, at the park, in school, at home, at the beach and so on.
Children will play with or without equipment and materials, with
others or on their own.
Staff can support children’s play in all the settings where children
attend. By providing a wide range of opportunities and possibilities
for play in rich and supportive environments adults can support play
that meets the play needs of those attending.
Playworkers support the play that is led by children with no planned
outcome. Those working with children may offer ‘play based’ activities
for children. These can be really exciting and fun to do but should not
be confused with the play we are referring to here. Most ‘play based’
activities have a planned outcome or end product.
Playworkers provide children with a space for them to be themselves
and to play in the ways in which they want and need to.
Playworkers plan for play, observe and reflect on what they see.
This reflective practice is then used to plan for more play, enabling
children to extend their own play experience. Those who work with
children and young people should provide a rich play environment,
create play opportunities and build relationships. By understanding
the nature and importance of all aspects of children’s play, we can
protect the space where children play and extend this play to meet
children’s play needs.
Playworkers see children and young people as competent
individuals. They understand the need for children to encounter and
create uncertainty and challenge as part of their play.
Playworkers consider the most suitable intervention style when
engaging with children. This influences how and when they intervene
and interact with children. We make ourselves available to children
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and wait for the ‘cue’, the invitation to get involved in a way that
ensures that control of their play stays with the child. It is the ‘cue’ or
needs of children that direct the intervention style of the practitioner.
Practitioners help children to play and can do this in a number of
different ways.
Consider the Environment
Is it a rich environment and does it offer lots of choice and variety? Is
there something for the different play types and needs? What does
it look like? What does it sound like? What does it smell like? Is there
room for big play and is there room for small play? Will the
environment stimulate children’s play? Will it offer opportunity for a
wide range of play possibilities?
Consider the Individual
Think about each child, their likes and dislikes, their age, ability,
interests, preferences and experiences. As you watch children play
you will get to know these and can use this information to offer ideas
and support where appropriate for play. Don’t assume that because
of a child’s age, ability, gender or background that he/she will /will
not be interested in something or that they will or will not like
something. Ensure you offer opportunities for all to access different
types of play.
Loose Parts
Is there access to a variety of materials that offer high play value? Is
there something to cater for all play types and needs? Are there
materials for big play and small play? Something for quiet and loud
play? Do you offer a range of loose parts? There is a suggested list of
loose parts at the back of this resource.
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Play Types
Do you plan for the different ways in which children play? Do you
offer the opportunity to increase the range of play types available to
children in your setting?
There is a list of play types at
the back of this resource.
Playwork Principles
Playworkers operate within the playwork principles. These principles
establish the professional and ethical framework for playwork and
as such must be regarded as a whole. They describe what is unique
about play and playwork, and provide the playwork perspective for
working with children and young people. There is a copy of the
Playwork Principles at the back of this resource.
There is a copy of the Playwork
principles at the back of this
resource.
Risk Benefit
Playwork recognises the importance of ‘challenge’ in children’s play
and playworkers actively support play opportunities that offer risk
and challenge for children. This requires judgment regarding when
and how to intervene in children’s play. Intervention should not
disrupt play unnecessarily, it should occur in order to ensure that
children are not exposed to unacceptable risks.
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Risk benefit assessments can be carried out before and during a
session or activity. These will help you to consider the risks involved,
consider the benefits and make an informed decision about how to
progress. Risk benefit assessments help you to identify if the benefits
outweigh the risk and help to identify how to minimize the risks.
Reflective Practice
Spending a little time observing what is happening and then reflecting on this is a key part of planning for play. Think about what worked
and what did not. Consider the role of the workers, the types of play
children were involved in and how they used the environment. Take
some time to discuss this with your colleagues. Use these observations of what happened and your reflections to plan for more play.
You are reflecting on what did happen and how you can support children in their play. This may include extending the play opportunities
for either individual children and/or the group.
Practitioners will find a range of items
to support them in providing for play
in the final section of this resource.