Photographs by Jim Wileman at Lescudjack Nursery, Penzance.
A well-planned role-play area will enable children to represent and further explore real-life experiences and roles through play. However, for children to be able to make connections between their experience and provision, it is crucial that practitioners take time to find out about children's understanding and perceptions of possible themes. Within any setting there will be a range of unique experiences, and planned role-play provision should reflect the interests and experience of the current group of children.
RESOURCES
Listed below are some examples of role-play areas with suggested resources that may engage and motivate children.
Garage
- Mechanic's tool box
- Overalls
- Ramp
- Invoice pad, MOT/service certificates, pens and pencils
- Till, money
- 'Vehicles' (for example, bikes, scooters)
- Carwash, sponges, buckets
- Petrol pumps
Library
- Counter with computer monitor, keyboard and book 'scanner'
- Index card files in boxes, blank postcards (for example, making requests for books with a particular theme), pens and pencils
- A range of books (with bar codes), magazines, comics, DVD cases
- Comfortable seating, low table
- Bookmarks
- Leaflets about local services, etc.
- Display board for information posters (for example, local events, surgery times and contact numbers)
Supermarket
- Shopping baskets, trolley, paper bags
- Handbags, purses, wallets
- Shopping list pads, pens
- Till, money, swipe card machine, play swipe cards, receipts
- Conveyor belt (can be represented by cardboard boxes or wooden blocks covered in lining paper)
- Shelves, products - empty packets and boxes, etc
- Sign showing opening times
- Uniform tabards and name clip badges for 'staff'
Airport
- 'Check-in' area - ticket desk, conveyor belt, computer screen, luggage weighing machine
- Walk-through scanner
- Passports, tickets
- Suitcases, hand luggage, luggage labels, pens
- Flight attendant hats/jackets
- Currency exchange desk
- 'Departure lounge' area - comfortable seating, self-service food bar
- Car rental point
- Information display (for example, flight arrivals and departures)
Cafe/Restaurant
- Menus, 'specials' board (chalkboard or dry-wipe whiteboard)
- Order pads, bill pads, pens and pencils
- Telephone, desk diary
- Aprons
- Plastic trays, plates, cups, bowls, plastic glasses, cutlery, play food
- Till, money
- Table cloths, serviettes
- Tables and chairs
- Folded card table numbers
- Flowers in unbreakable vases on tables
Doctor's surgery/clinic
- Reception desk, diary, appointment cards, telephone, computer monitor and keyboard, pens, paper
- Waiting area - chairs, magazines
- Appropriate doctor/nurse clothing
- Play medical set (including stethoscope, bandages etc)
- Weighing scales, eye test chart, height chart
- Baby changing mat, nappies
- Dolls
- Bed, chair, desk
- Forms, charts, clipboards
- Information display
EXPERIENCES
In this area, children might enjoy:
- Exploring new equipment
- Playing, pretending and talking with other children
- Reorganising the area
- Engaging with adults.
LEARNING
The learning that might take place in this area includes:
- Using talk to communicate own ideas and experiences
- Imagining, revisiting and representing experiences
- Engaging in role-play based on first-hand experiences
- Using available resources as props to support role-play
- Discussing, negotiating and recreating roles
- Taking turns and playing co-operatively
- Introducing a narrative into play
- Making links between areas of provision and connections in their learning
- Applying their knowledge in order to solve problems in a play context
- Developing a sense of time and place, recognising features of different environments
- Exploring everyday purposes for writing and uses of ICT.
ORGANISATION AND LOCATION
- Role-play areas should be planned in response to children's experience and current group interests or predictable interests (for example, Santa's workshop at Christmas, or a carnival float planned to coincide with the timing of a local carnival).
- Before setting up a role-play area, children should be consulted (in small groups) to confirm their interest in the proposed theme and to find out more about their experience and understanding. Parents will also be able to offer useful information.
- After discussions with children, any further preparation to extend their experiences should be planned (for example, a visit to the local library or airport, or the practitioner filming mechanics working in a local garage to show the children).
- Themes and resources should reflect diversity and promote equality and inclusion.
- Time should be planned for adults to engage in shared play themes and dialogue.
- Boxes of equipment organised in themes (for example, a box of hairdresser's equipment) will enable practitioners to respond more immediately to an identified interest.
- Where possible, a home area should be available on a permanent basis and other areas offered in addition. The location of two role-play areas in relation to each other should be carefully considered so that children are able to make links in their play (for example, preparing for a shopping trip in the home corner and then going to the supermarket area). Practitioners should also think about links between role-play and other areas, such as a library role-play area and the book corner.
- Any additional area should be available for a long enough period to enable children to explore, revisit and develop ideas over time.
- Clarity of roles is important to ensure maintenance checks (on role-play resources, storage equipment and general area) take place regularly. A designated person should be appointed to this task. General resources available for children to set up will encourage creative thinking and imaginative play.
OUTDOOR PROVISION
Some role-play areas can feel more genuine and 'real' when provided in an outside area - for example, a sandy 'beach' on a warm summer's day or a garage with a petrol station and car wash.
Often the outdoor play space offers opportunities for working on a larger scale and for children to move about more freely, for example, moving 'cars' (bikes and scooters!) on a garage forecourt or taking them for 'test drives'.
Indoor role-play provision can sometimes be extended into the outdoor area. An indoor airport check-in and departure lounge, for example, could link to an outdoor aeroplane and runway.
Noise is usually less of an issue outside and role play such as working on a building site, performing at a music concert on stage, or joining in a carnival procession, may be more appropriate and enjoyable outside.
Jane Drake is a children's centre teacher for Leeds
LINKS TO EYFS GUIDANCE
- UC 1.2 Inclusive Practice
- UC 1.4 Health and Well-being
- PR 2.2 Parents as Partners
- PR 2.3 Supporting Learning
- PR 2.4 Key Person
- L&D 4.2 Active Learning
- L&D 4.3 Creativity and Critical Thinking
