DEFINED PLAY SPACES
It is important to define the space in which play is going to occur - that is, setting up the play experiences in a way which creates a visual message of 'this is where the play will happen'.
WHY IS A DEFINED PLAY SPACE IMPORTANT?
It minimises distractions and interruptions from children not playing in the area, increasing the likelihood of productive play and a high level of concentration.
WAYS TO CREATE A CLEARLY DEFINED PLAY SPACE
At least one method of defining a space always needs to be used, and combining two or three methods is often very successful.
- Creating a secluded or secret place. This can be achieved by placing the experiences next to a partition of some sort.
For example:
- a table on its side, draped with a cloth
- against a wall
- in a corner
- in a large box
- in a bushy part of the playground.
Creating a visual boundary of the area in which the imaginative play will occur.
For example:
- on a rug or mat
- on a table to cable reel
- on a wooden box
- in a baking dish or small tub
- in a water trough.
Giving some indication of the number of children for which the experience has been set up.
For example:
- one carpet square in front of a set-up
- placing two chairs in front of a table.
1. TABLE
Moist gravel has been placed in a plastic plant-pot drip tray. A branch from a plum tree (which was old and being removed) was cut to form an excellent bridge for the toy apes to climb on. The plant pot to the right makes the play space vibrant and inviting.
A piece of tree trunk, found next to a footpath, makes an excellent seat. Although somewhat difficult to discern, there is a stool turned on its side in the bottom right-hand corner - note how it has been used to hold a basket of extra props for children to extend their play at this set-up.
2. WALL
A plastic tray has been placed on top of a small wooden box obtained from a wine cellar. This set-up has been brought to life with a large garden weed (the muddy roots in a few centimetres of water create a natural pond environment). A pot plant has been placed to the left to create a secluded play space and add a sense of intrigue. A child may feel delighted to discover the turtle on the small piece of wood just above the water.
3. NUMBER OF CHILDREN
Plain cardboard boxes with no patterns or advertising on them have been draped with plain fabric. Also note the fabric placed across the table, with the plain raffia mats adding a gentle texture. (Boldly patterned fabrics have a tendency to dominate a set-up and distract from the props. You will find plain backgrounds are consistently used to highlight props we wish to catch the children's eye.)
This is an extract from Just Imagine! - Creative Play Experiences for Children Under Six
JUST LOOK AT THIS
Just Imagine! - Creative Play Experiences for Children Under Six by Sue Crook and Betty Farmer looks at the resources, spaces and adult involvement needed to inspire stimulating play.
The book is one of a series of early years titles that illustrates best practice through clear text and well-chosen photographs. Perhaps the real strength of these books is that they weren't written for the UK market! Free from the backdrop of Early Learning Goals and developmental grids, the authors focus on the essentials in children's play and learning and present them in a way that is accessible to even inexperienced pracititioners. Links to the principles of the EYFS are obvious, however.
The other books in the set are:
Just Investigate! - Science and Technology Experiences for Young Children by Tracy Young and Sue Elliott
Just Discover! - Connecting Young Children with the Natural World by Tracy Young and Sue Elliott
Just Improvise! - Innovative Play Experiences for Children Under Eight by Betty Farmer & Sue Crook
Simply Create! - Providing Opportunities for Young Children to Express Themselves by Kerryn Jones
Simply Poetry! by David & Ellinor Campbell
Simply Music! by Penny Kazimierczak
All are published by Tertiary Press, the publishing unit of Swinburne University of Technology in Victoria, Australia. They can be bought for £12 plus p&p each, through UK distributor Linda Keats, e-mail: lindakeats@hotmail.com or tel: 07986 424 076.
ATTRACTIVE PRESENTATION
The presentation of a play experience should say 'come and get me', inspiring feelings of excitement, intrigue and the desire to explore.
How to provide an attractive presentation
1. Set up before children enter the play area. To do this is to 'set the stage' for play.
2. Keep the presentation uncluttered. It needs to be eye-catching without being too busy or overstimulating. Children should be able to grasp the gist of what could happen at a glance.
3. Carefully select materials and props so they complement each other and work together.
For example: little teddies, small blankets and coconut shell beds, farm animal, pebbles, a pine cone and some greenery.
4. Position materials and props thoughtfully so they suggest some ideas which will motivate meaningful play.
For example: a small doll next to a wooden block with seed pods which suggest food.
5. It is important not to over-set, where the experience looks like an intricate adult display, leaving little left for the children to do but explore by dismantling it. Leave some materials to one side for children to discover and include in their play.
For example: some pebbles, wooden blocks or seed pods in a small cane basket.
Small dolls are attractively positioned around a vase of freshly cut daisies and violets.
Notice how the wine box has been turned on it side. Two outdoor blocks have been placed under the box so children can kneel comfortably while playing. The doll to the right of the vase is sitting in a cut coconut shell draped with a small piece of plain fabric. Also, to the right of the set-up, the other half of the coconut shell and a small basket make attractive containers for props to be discovered by the children.
