Create a stimulating, positive and developmentally appropriate environment to foster development, play and learning

Provide areas, resources and materials for different kinds of play and physical activity

Materials and resourcesThe toys, equipment, materials and resources you provide in the play space for children are an important feature of the play and leisure environment.

Overall materials and equipment should:

• match children’s interests, needs and abilities• be plentiful enough to cater for the number of children in the group• be of good quality• have a variety of uses• be adaptable for use in a variety of new and interesting ways• be safe for the age group, break-resistant, non-toxic and sturdy• be suitable for the intended use (ie be functional).

What to consider when selecting toysListed below are some questions you might consider when selecting suitable toys and equipment for children’s services.

Safety• Have non-toxic materials been used to make or decorate the toy (consider paints,

stickers and decals, and stuffing)?• Does the toy have small or detachable parts that could be inhaled or swallowed,

causing a choking hazard?

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• Are there sharp edges or protruding parts that might catch or tear tender skin?• Are cords or strings no more than 150mm long?• Are there entrapment areas that may catch small fingers, hands, feet or even

heads?

Durability and maintenance• Will the toy stand up to repeated use? • Can the toy be easily repaired if broken? • Can the toy be easily cleaned eg taken apart to be cleaned, machine washable? • Will the toy stand up to repeated cleaning/disinfecting?

Adaptability• Is the toy/equipment easy to move and store away? • Is the toy suitable for use by different age groups of children? • Can the toy/equipment be changed or rearranged to provide variety?

Aesthetics• Do the colour, shape, texture and design add to the toy’s appeal? • Is the piece of equipment attractive? • Does the toy invite interest and touch?

Age/ability appropriate• Does the toy/equipment suit the age range of intended use? • Can children who have a physical, visual or other disability use this item?

Inclusiveness• Will both boys and girls find this item of interest? • Would children from various cultural backgrounds find the equipment relevant?• Does the piece of equipment depict people in inaccurate or stereotypical ways?

Areas, resources and materials for different kinds of play

Imaginative playIt is important to have an overall view of the many types of play that children enjoy. This will help you when you are selecting play experiences and setting up play environments.

Some possible play types are described below.

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Sensory playThis is typical of babies and toddlers who use their senses and their growing physical skills to explore their world. Older children also enjoy certain types of sensory play. It includes tasting, mouthing, smelling, hearing, seeing and using touch to explore a range of objects and materials.

Materials suitable for sensory play include finger-paint, dough, clay (for older children), natural materials, goop, slime, water, sand and rice.

Some shop-bought sensory items are useful for helping children manipulate the materials. These items include spades, shovels, bowls, moulds, plastic tubes, old saucepans and kitchen utensils.

For sensory play, children also need:

• opportunities and time to explore and manipulate the materials• encouragement and praise when they participate• access to safe, pleasant and responsive environments.

Exploratory playThis term describes a variety of types of play across all age groups. It is when children are exploring and examining their environment, and objects and materials in their environment. One form of exploratory play is ‘mix and mess’ when materials like sand and water, dirt and mud, shredded paper and other interesting materials are made available for children to experiment with. Exploratory play is often messy. In exploratory play, children are exploring the properties of the objects and materials in a meaningful way. For example, they may be weighing and measuring materials that they have collected while on a nature walk. Another form of exploratory play for older children is ‘science play’ which may include collecting and examining natural objects, caring for fish and insects, experimenting with magnets and magnifying glasses, etc.

For exploratory play, children need the same things as for sensory play. They also need to be given the freedom to explore and be encouraged to experiment with various mediums, tools and objects.

Manipulative playThis type of play involves manipulation of materials, objects and toys using the small muscles. Puzzles, lottos, card games, threading, lacing, take-apart toys, pegboards and busy boards can be involved in manipulative play. There are many sorts of commercially available manipulative toys, particularly for babies, like activity boards, posting boxes, nesting pots and pop-up toys.

For manipulative play, children need access to a variety of simple to complex materials and equipment. They need to be encouraged to experiment, problem-solve and concentrate, and to have all efforts acknowledged.

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Constructive playConstructive play includes building (and knocking down) constructions, stacking, piling and filling, taking things apart and putting them together again. It often involves using tools and materials together. Constructions cover a variety of things from block building, woodwork to making ‘cubbies’. They can be made from sand, dirt, blocks, cardboard boxes, pieces of material, old pieces of wood, etc.

For constructive play, children need access to a variety of tools and materials. They need to be encouraged to work cooperatively with others and to be given support in manipulating materials and shaping their own environment.

Dramatic/imaginative playThis type of play involves acting out life skills and roles or imitating others, especially adults. Children may also dramatise books or TV shows. Basically, dramatic play includes any play where children take on roles and use imaginative skills. For older children this can include ‘performances’.

Various materials and equipment should be made available for dramatic play such as home-like toys, tea sets, old steering wheels, dress-up clothes, mirrors, dolls, empty food boxes, pots and pans, old telephones and home-like play furniture. You can also provide materials that have a special theme like shopping, hospitals, mechanics, camping and hairdressing. Material should be anti-bias and multicultural.

For dramatic play, children need supportive adults who can extend their play in sensitive ways. Adults can join in but should not take over. Children need to be encouraged to work through emotional issues and should be supported in collaborating and negotiating with others.

Physically active playAs the name implies, this is play that involves using the body in an active way. Running, riding, crawling, jumping, climbing, throwing and catching, digging, swinging, pulling and pushing are just a few of the activities. Useful equipment includes climbing frames, trestles, boards, swings, ladders, bats, balls, trikes and wheel toys.

For physically active play, children need:

• space to move around• safe and sturdy equipment• opportunities to explore all types of physically active play and movement.

Language-based playThis refers to activities and play that has a specific or strong language base. Materials and activities might include book corner, writing centres, computers, show and tell, treasure bags, felt boards, magnetic letters, puppet play, drama, matching and memory games, sorting and categorising games and reading and writing-based experiences.

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For language-based play, children need:

• a quiet, safe and secure area where they can relax and enjoy books and other language-based materials

• the support of responsive adults who provide and guide a variety of language-based activities.

Creative playCreative play is a very broad category of play which can take in creative self-expression in a variety of ways. Generally, it refers to art and craft type activities such as drawing, painting, printing, cutting and pasting, collage, modelling and moulding. Self-expression through music and song is also a part of creative play but we will also look at this separately.

For creative play, children need:

• a variety of tools and media for self-expression• adults who are more concerned with the process rather than the product• to be able to complete activities in their own time, as well as time to complete

activities.

Music and movement playThis type of play includes singing, listening and sound recognition, participating, moving, dancing, playing instruments and using the body to make sounds.

For music and movement play, children need:

• space to move and use their bodies• carers who are good role models and participate in singing and movement with

the children • a range of musical experiences and exposure to songs, rhyme and rhythm• a variety of instruments and materials to use in movement activities.

You will have noticed that a lot of activities and materials overlap into more than one type of play. For example, dancing can be physically active, creative and musical. We just need to be consistent and think about how we want the children to use materials and what we want them to get out of the activities we provide. The way we interact with the children and question as well as support them during the activity will provide the activity with different developmental focuses.

Having an understanding of the different types of play is important for when we consider setting up environments for play.

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Change the resources regularly to provide variety of activity

Considerations when changing resourcesAs caregivers it is our role to provide an environment that exposes the children to new, interesting and challenging ideas and experiences, whilst still providing them with an environment where they feel safe, secure, stimulated and supported.

We need to be aware of the developmental progress of the children in our care. Through observation and consultation we should be able to identify where their strengths lie, what they are interested in and how they relate to the environment around them.

As children’s needs, interests and abilities change so must the toys, equipment, materials and resources you provide. However we need to be mindful that children learn and extend on their skills through becoming familiar with the play materials provided. They need opportunities to play with the same materials over and over and we need to find ways to subtly change set ups so that we keep the children interested in the area while at the same time allowing them to fully explore the materials.

You can provide variety to resources by:

Changing the position of the play experience but not the resources. Removing some resources and adding some new materials to the set up. Changing the position of the experience to another area in the room or outdoors. Adding a colourful piece of fabric to cover the table or use as a backdrop Moving the level of the resources from a tabletop to the floor.

Using existing resources in new and varied ways provides a means to keep children interested and extend on their emerging skills in a range of areas. Open ended resources offer a limitless

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range of possibilities and opportunities to keep children interested in using the same materials in many different ways.

When planning activities you need to consider whether it is an ongoing activity or whether it will only be offered for a short space of time. Although children need variety, too much change in activities can often create stress and over-stimulate children to the point where their behaviour can become difficult. Children like some familiarity. They like to revisit activities so they can practice their skills or succeed again at a task they have already mastered.

Change

There is nothing more inviting to children, than creating a space that feels fresh and inviting. It can enliven spirits and moods and enrich the quality of children’s lives.

Children are naturally curious. They wish to explore their environment and to discover more about themselves and ways of being in the world.

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The following two resources are a must for any early childhood program:

Carter M and Curtis D (2003) Designs for Living and Learning: Transforming early childhood environments, Redleaf Press, US

Shepherd W and Eaton J (1998) Early Childhood Environments, AECA Resource Book, vol 5, no 3, AECA, Canberra

Both resources present innovative ways of presenting experiences and materials to children within the environment. These ideas assist in creating an interesting and varied environment with endless possibilities for exploration. The following list is a short summary of some of the ideas presented in these two resources:

visual interest including wall murals, classical art, children’s paintings, views to trees, sky and other natural wonders

auditory interest including mechanical gadgets, music, voices humming, children laughing

olfactory interest (smell) including cookies baking, bread baking, fresh flowers, plants in the earth

textural interest including wood, fabric, fur, carpet, plastic, laminate, glass kinaesthetic interest including things to touch with different body parts, things to

crawl in, under and upon, opportunities to see the environment from different points, mirrors on walls and in front of work areas and interest areas

use of baskets and attractive boxes to store and present materials natural elements such as flowers, foliage, vegetables, seed pods, shells, bird’s nest,

feathers displayed in vases, shadow boxes and baskets clear containers or spaghetti jars filled with water and lemons or leaves or shells snails, worms, tadpoles, fish, hermit crabs, milkweed, caterpillars housed in

appropriate habitats

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‘families’ of pumpkins, or leaves or pine cones or teddy bears displayed in order of size display of gallery prints, sculptures, pottery, ornaments, clothing, masks, costumes and

wall hangings which represent the local and wider community paper and collage materials arranged in rainbow order or other similar attribute photographs of the children and their families, and the staff and their families, in

albums, photo frames or attached to a low shelf (covered with Perspex to ensure minimal damage)

soft lighting using lamps to create moods, and different light textures, lava lamps objects found by children incorporated into the environment and program designated play spaces low shelving hallway display of staff (photos, descriptions of their interests, biography,

photographs)—presents a window into the staff away from the program cushions placed near windows, with binoculars for viewing the outside world shelving to display children’s creations in the hallways and foyer areas supplying children with material bags to store personal or special items such as teddy

bears, blankets storing dramatic play and other equipment in material bags instead of boxes equipment that engages the senses and provide for hands on exploration the environment’s nooks and crannies, window sills and bench tops display natural

materials or treasures that could engage a child’s attention and imagination.

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Spaces can also be enhanced by the colour of props and features such as soft and colourful mats, cushions, display of paintings and other artwork, the use of plants and the organization of toys and equipment into baskets, colourful boxes and containers.

With appropriate supervision children will solve problems, actively manipulate the environment, transform it, dismantle it and recreate it in order to learn about the nature of the world. Children need opportunities to change their relationship to the world and see it from new perspectives; from high and low places; through energy and motion; in time and space. Programs should help children appreciate ecological relationships, the natural order of things and the need for peaceful coexistence with each other, their surroundings and, ultimately, the planet.

Ensure play and physical activity reflect the cultural diversity, gender and abilities of children

Providing an environment appropriate for different needsHave you ever felt excluded from an activity—eg a party, a function or a sporting event? What do you think were the reasons?

Was it because you could not relate to the people? Was it because they were not of your age group? Or were they quite different from you and your friends—in terms of interests, opinions and so on? Were they talking about events you had not been to? Were they discussing topics you felt were not important or that you were unfamiliar with? Were the surroundings unfamiliar to you?

Cultural diversityIt is important that all provisions reflect cultural diversity not only of the families who are part of the service but those who are part of the wider community. As we know, that children learn best through play, it follows that well chosen play and leisure experiences can assist children to learn positive attitudes about a range of different cultures and cultural practices. It is also very important that the cultures of children and families who attend the service are represented positively in the images presented through planned provisions.

We need to ensure that any resources used in the service represent people from diverse cultural backgrounds in positive roles, and that the patterns, designs and arts and crafts of

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various ethnic cultures are reflected in the daily environment. It is important not to present these images as one-off ‘special’ events but as a familiar and comfortable part of the children’s experience.

Check that resources used in provisions—for example, posters, books, stories, dolls, rugs, draping, utensils, furnishings, display items, dress ups, props, music, and so on—reflect a wide variety of cultures.

It is not enough, however, to simply include a wide range of appropriate resources. It is essential that carers model the values and attitudes that reflect a celebration of diversity in Australian society. You need to be aware of how your reactions will be interpreted by children, and ensure that you are promoting positive attitudes through your spontaneous interactions and subtle responses as well as in planned provisions.

GenderIt is important that the environment you provide is supportive of boys’ and girls’ participation in all experiences. Children receive both explicit and implicit messages about what adults think is important and not important through the images in their environment. All images incorporated in the environment, for example, books, posters and stories, should show both genders involved in a variety of non-stereotypical everyday experiences and occupations.

Gender equity is an important issue in early childhood services as it is here that children will acquire beliefs about how society expects males and females to behave. Play provisions should be designed so that all children may participate with equity and be supported by adults in their choices

Provisions and interactions should be designed to support boys and girls in their individual choices. At times you may need to use direct guidance techniques to ensure that children’s rights are supported and disrespectful statements by other children or adults are challenged.

We need children not only to feel free to participate in all play experiences, but also to protect their right to do so. Eventually, we should be assisting children to stand up for the rights of others as it is in early childhood that the foundations of a sense of social justice are developed.

Varying abilitiesEnsure that provisions for play and leisure reflect the abilities of children.

All children have a right and a need to play. Children with different abilities have a distinct need to participate in quality play and leisure experiences.

Provisions may need to be designed or adapted to suit the needs of children with differing abilities.

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Planning appropriate activitiesThe experiences that we offer children need to be child-centred. We need to draw on our knowledge about the particular children we are providing activities for to ensure that the experiences will match their ability levels and interests. In children’s services, we talk about basing activities and experiences on children’s interests, strengths and needs. That needs to be the objective of every activity.

Identifying activities appropriate for various ages/stagesWe have identified children’s skill development levels as well as the types of play children of various age groups engage in.

Remember: During these activities, all children need adequate time in which to explore.

Now, we are ready to identify activities appropriate for children of various ages.

Activities for babies• Select toys and materials of different textures, colours and size to encourage

sensory development.• Offer objects and equipment that can be manipulated, pushed and pulled to

encourage motor development.• Provide objects that are visually stimulating.• Use natural and open-ended materials like sand and water for sensory play.

Activities for toddlers• Provide toys and materials children can explore, feel and touch safely and that

cater to the child’s curiosity—such as play dough, mix and mess activities or interesting natural materials.

• Select equipment that reflects the child’s growing mastery of motor skills like simple climbing equipment, pull-a-longs and wheel toys.

• Offer a variety of dress-up and dramatic play activities as toddlers love imitating adults.

• Use materials that are robust and low maintenance and provide different types of containers so the child can gather and haul equipment from place to place.

• Provide open-ended creative activities like finger painting, easel painting, crayon drawing and simple pasting to encourage manipulative skills and self-expression.

Activities for pre-schoolers• Select activities that are more cognitively and physically challenging. • Provide varied and more complex activities like cooking, sewing, woodwork and

simple card and board games.• Continue to provide open-ended creative activities but increase the selection of

materials as children’s manipulative and art skills become more mature.

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• Talk to children about the types of activities they enjoy and incorporate their ideas when planning experiences.

Activities for school-aged children• Provide materials and equipment that reinforce their interests in particular

hobbies or collections of objects.• Select more complex card and board games and organise team games with rules.• Continue to offer more cognitively and physically challenging activities as

children’s skills mature.• Provide open-ended as well as more structured art and craft activities with a

specific end in mind.• Include children’s specific suggestions when planning experiences.

Activities all children need and enjoyAll children enjoy:

• outings and walks• both indoor and outdoor activities• home-made as well as shop-bought toys and resources• activities using natural as well as manufactured materials.

Remember to allow a lot of time for exploration.

Developing a child’s other areas of needEarlier, we mentioned the importance of identifying and taking into account children’s interests when planning play experiences.

As adults, we participate in experiences for a variety of reasons, one being interest. It is important to remember that children will favour some experiences over others.

This is okay as long as we use this focus to develop other areas of needs.

As caregivers, we need to be very aware of the developmental progress of the children in our care. Through observation and consultation we should be able to identify where their strengths lie, what they are interested in and how they relate to the environment around them.

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Set up environment in a way that is safe, non threatening, challenging and stimulating

Setting up a safe and non-threatening physical environment Below are guidelines on setting up a safe and non-threatening physical environment for children, both indoors and outdoors.

ScaleThe environment needs to be scaled down for children while at the same time meeting the needs of the adult carers.

Here are some guidelines on scale:

• chairs should be child-sized, allowing children’s feet to touch the ground• tables need to be at a comfortable height for children• children should be able to reach sinks, toilets and bubblers by themselves• display objects or pictures should be easily visible to children• equipment should be of a suitable size—eg scissors that are child-sized and

tricycles that allow children’s feet to reach the pedals• consider the scale of the room—you do not want children in overly large spaces,

but you also want to avoid overcrowding.

SoftnessSoftness provides comfort and cosiness. Infants and toddlers, in particular, need a soft and comfortable environment. The play space should have lounges, cushions, carpeted areas, beanbags and stuffed toys. It can be tempting to go for ‘durable, washable and tough’ but this often means hard, ugly and uncomfortable. There should be a variety of textures—responsive materials and things that are nice to touch.

AccessMaterials and equipment need to arranged in such a way that children can get things for themselves as much as possible. Younger children need to see things to think about them and

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to stimulate their interest. The use of open shelving and trolleys to present material within reach of children is important for encouraging choice, self-expression and independence.

PrivacyChildren need places where they can get away from one another and take a break from the crowd. Spaces can be divided using shelving units, curtains or dividers. They also need a little bit of space they can call their own like a personal cubby or locker for their possessions. This also helps develop a sense of belonging.

SpaceThere needs to be adequate space for physically active play as well as protected areas for non-mobile and crawling infants.

SafetySafety is a primary consideration.

Check the environment daily to avoid materials and hazards that may pose a risk to children. In particular, check for the following situations.

• Are there any hazards in the grounds (eg sharp twigs and slippery paths)? Check for these before children go out to play.

• Are there any sharp corners or edges on equipment and furniture (eg table corners)?

• Are electrical sockets covered?• Are there small pieces of equipment and toys that can be a chocking hazard?• Is there any accumulated dirt and rubbish?• Is there sufficient space for children to play in? Note that crowding can be a safety

issue and can lead to biting, bumping and hitting.• Are pathways and doorways clear?

SecurityThe environment needs to be a place that feels comfortable and predictable. It should have many places that stay the same most of the time, with variations in the type and arrangement of the equipment and materials being offered. Personal spaces such as lockers, cots and bed spaces and eating places need to be the same, particularly for preschool-aged children and younger.

The play environment needs to be well-ventilated, maintained at an appropriate temperature, have good lighting and be relatively quiet. Overwhelming or intrusive sounds should be avoided. The visual appeal or the aesthetics of the environment should also be considered.

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AestheticsThe actual environment as well as the furnishings and equipment need to be taken into account when considering the aesthetics of an environment.

• Play spaces need to be clean, hygienic and uncluttered. • Avoid visual over-stimulation. Muted colours are better than a kaleidoscope effect.

Uniformity in colour—either soft and natural or bright, rather than a combination of both—increases the visual appeal. Avoid primary colours on walls, floors and major pieces of furniture.

• Avoid having torn or broken equipment lying around. There should be low windows that open and allow lots of natural light and air.

• Sleep rooms and bathrooms should also be visually appealing. Using plants, mobiles and sun catchers can be effective.

• There should also be a focus on displaying the children’s own artistic creations which are changed regularly. Avoid having permanent murals or adult-oriented displays.

Overall, aesthetically pleasing environments reflect a concern for light, colour, texture and pattern.

Colour enhances the play space and defined areas

If you would like to know more about the use of space, you might wish to consult:

Greenman J (1988) Caring Spaces, Learning Places: Child Environments That Work, Exchange Press, Redmond, WA

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Setting up a challenging and stimulating environment

A challenging environmentIf your definition included ideas of striving to achieve a goal, struggling to improve or achieving an aim that requires new skills then your definition would be appropriate.

From infancy, we set ourselves challenges and these continue as we get older. They are the way that we learn about ourselves and develop new skills.

One aim of childcare workers is to set appropriate challenges for the children in their care and to teach them how to challenge themselves.

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Infants are learning about their bodies—they are learning to find out about the world using their senses. They are curious about objects, sights, sounds, textures and tastes (eg stacking and nesting toys, music, materials with various textures). Play games with their toes and fingers (eg ‘This little piggy goes to market...’),and so a selection of toys of different colours, textures and sizes, and introduce water play, sand play and outdoor play.

Toddlers are beginning to understand object permanence and will enjoy hide-and-seek activities. Their sense of the world is expanding—and they will enjoy interacting. Their use of language is also developing quickly—so challenge them with language-based activities (eg rhymes and songs). They have growing mastery of their bodies and have become more mobile. They will, therefore, enjoy physical activity (eg dance and small slippery dips). They are also at the stage where they are exploring relationships between objects and how to control them (eg sand and water play using containers, sifters and so on, pegged-top puzzles and play dough).

Pre-schoolers’ cognitive and physical skills continue to grow in leaps and bounds. They are ready to form friendships—they become more interested in the actions and feelings of other people. Encourage them to play in small groups. They are also learning to plan ahead and to use symbols so challenge them with activities such as constructing Lego structures and taking on roles in dramatic play. Their motor skills are becoming increasingly complex. Encourage development of fine motor skills, including developing eye-hand coordination with activities such as drawing, cutting and pasting, copying a few letters of the alphabet, etc. Encourage gross motor skill development with activities such as running, climbing and hopping, turning somersaults and walking backwards. Also include activities such as cooking, sewing, carpentry and washing. Respect their choice not to participate in any activity—and offer an alternative activity.

School-aged children are playing with other children they choose to play with. They are also learning about rules, cooperation and resolving conflict. Challenge them with sports and board games. They are beginning to develop hobbies (eg stamp-collecting). They can organise now and are more logical (eg give them pictures of stories and ask them to organise them into a

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sequence). Other activities that challenge them include games involving strategy (eg checkers) and rules (eg snakes and ladders), science (eg magnifying glass and terrariums), modelling and crafts (eg stringing beads into a necklace), and dramatic play. They also enjoy pets (eg small pets such as fish are easy for them to help look after). Respect their choice not to participate in any activity—and offer an alternative activity.

Provide experiences that are stimulatingThinking about stimulation

Children are, by nature, busy, interested and learn mostly by play. It is essential that caregivers provide equipment that is appropriate to their age and stage of development, and that it is safe. It is also essential that they provide experiences that are stimulating.

You probably have a favourite shop that you regularly visit. Why do you go there?

Imagine, if every time you walked into that shop, the displays and stock were always the same and there were never any sales or items on special? Would you soon lose interest in the shop?

Now think of a child in a service that provided the best safety and security possible but it never changed—no new equipment, no new experiences and no new arrangements.

Do you think the children would still be stimulated after several days or weeks or months?

If your answer was no, you are correct. The children would quickly become bored and disinterested. The environment is static and after they had played with all the equipment with no new challenges their behaviour would probably become difficult to manage as they looked for further stimulation, both positive and negative.

By developing stimulating environments we are encouraging children to:

• develop an interest in the wider world around them• experiment and explore• develop an interest in learning, and therefore become active learners• experience different emotions in different situations• develop in all areas.

In order to provide a stimulating environment we should consider several factors:

• age and stage of the children• equipment and materials available• layout of the service• use of light and colour• type of program offered• skills of the service staff• alternative ways to provide choice• how to build on materials to develop new skills• needs of the children and staff.

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Allow sufficient time for play to develop and be completed when possible

Using space, resources and time effectively when planning activitiesTo develop an environment that caters for all children’s needs you must also look at:

• space• resources• time.

SpaceDepending on your service, you will already have a defined space you can use. How you arrange this space is important.

When you are planning the use of space you should consider the following:

• Children learn best from doing and they want to get involved in their play—so make sure that there is enough space for children to move around without bumping into each other.

• Allow space for children to expand their play or integrate it into other areas.• If you want an experience to stay in one place use consistent barriers. For

example, define the space by marking it with tape on the floor or use shelves or dividers as barriers, or mats that define the space. Be consistent in reminding children of these boundaries.

• Create balance between busy and quiet times. Ensure you have spaces for children to get away and relax—eg cushions and books in a tent or on a mat away from the busy areas.

• Always consider the location of experiences. Do not put a loud busy experience near a quiet area—eg blocks should not be set up outside the nursery door.

• Children need choice. If you do not provide enough equipment you will find you have behaviour management difficulties. You must offer variety that allows a child to make a choice.

• Children need safety and security. You must allow, however, for some risk-taking.

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• The furniture used should allow the children to reach the materials easily and sit at the equipment comfortably. Some adult equipment is needed for the staff and an adult lounge is great for climbing on.

• Ensure that there is enough space to enable children to gather around the experiences. If you only want four children at an experience, then provide four chairs. You may, however, have to explain the guidelines to the children.

ResourcesOnce you have decided on the activity or experience, you will need to consider what materials or resources you will use and how you will organise the materials in the environment. Think back to some of the issues that have been discussed so far in this learning topic—space, time, resources and safety. You need to address these in your planning. You also need to think about preparation time and cleaning up afterwards, depending on the type of activity you are offering.

Toys and equipment are the resources that we use to encourage children to play. You need to make sure that the resources you provide or use are of good quality and can be used for more than one purpose. This will allow for the development of a wider range of skills from one piece of equipment.

Many materials that are commonly found in children’s services are open-ended and can be used creatively by all ages of children to practise skills and express themselves. Sand, play dough, clay, woodwork, construction equipment, cut and paste, easel painting and finger painting are a few of these types of activities. Other equipment such as puzzles, card and board games, structured craft activities and books, are more closed-ended and may need to be changed more often.

Toys and equipment are most likely to attract children’s attention if they are eye-catching, colourful and well set out in a way that promotes self-selection by the children.

It is also important that the resources you choose to offer children are both ‘culturally familiar’ and ‘culturally diverse’. Children from all cultures need to feel comfortable and included. Providing resources that reflect their home culture helps to achieve this. All children need to be exposed to resources that are culturally-diverse and reflect the multi-cultural nature of Australian society—even if this is not reflected in the community of the service.

Time Allow sufficient time for play to develop and be completed when possible.

As well as considering the physical aspects of the environment, it is important to bear in mind the amount of time children spend in the environment and the time they have for play and leisure activities.

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Children generally need large chunks of time for play. Children need time to make choices and plan what they want to do, get started and become involved, complete large and long projects, change direction, repeat activities and practise skills over and over.

We should avoid inflexible routines that have constant changes or interruptions and lock children and carers into packing away unnecessarily. The children’s playtime needs to be uninterrupted and unhurried otherwise they can feel rushed and become frustrated. Children need to work at their own individual pace rather than by the clock.

Obviously at different times throughout the day, it is essential for the child to stop playing and have other needs met. When this is the case, reassure them they will be allowed to go back to the experience at another time. For example, a five-year-old has been building a complex construction using the building blocks and has not yet finished. It is lunchtime. Rather than telling the child to pack away the construction, find a safe way to keep it so they can finish it later.

Identify children’s individual interests and needs and support by provision of activities or materials

Identifying children’s individual interests and needsIt is critical for us as caregivers to identify children’s individual interests and needs—and support these by providing appropriate activities and materials. We must try to learn to interpret what children’s needs, fears, concerns and interests are. Begin by providing them with a range of materials and activities. Plan activities that will help draw out children’s needs and interests—eg include activities that involve children helping you make up songs and stories. You could begin a story and ask them to help you make up parts of it. Observe children’s behaviour during these activities and listen to them when they talk.

Also speak to parents about their children’s interests and needs.

You will observe diverse interests and needs. Remember, though, that one need that all children have is carers who are caring, supportive, interested and encouraging.

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The carer’s role The environment of a service is not just made up of how we set it up or the experiences and equipment we provide but also the adults and children involved in it.

If carers are to actively guide and facilitate children’s play and leisure they must take responsibility to ensure that:

• appropriate planning is completed• guidance—both direct and indirect—is given• they participate and become involved in the play• play and leisure experiences are used to support and extend children’s learning.

When caregivers actively participate in, guide and facilitate children’s play and leisure, they are creating meaningful, valuable and special experiences. Adults can add a level of richness to the experience that the child could not achieve on their own. There is still no greater plaything than a motivated, interesting, flexible, participating carer-adult. It also helps a mutual bond and respect to develop between the child and the adult in a world where technology encourages isolated computer interaction.Remember: Parents and caregivers are children’s first teachers. We guide, assist and facilitate the learning if we provide environments that are positive, secure, inviting and challenging. How do we do this? By paying attention to all aspects of child development and providing experiences that are age- and stage-appropriate for the children. Carers should provide a range of experiences for all ages where the complexity will change as the child grows.

A simple experience such as finger painting can provide learning from infancy to school age. For example:

• an infant can have the sensory feeling of paint under their hands• toddlers extend this sensory experience by manipulating the paint in a variety of

ways• pre-schoolers begin to discuss colour changes and draw pictures• school-aged children may practise writing skills and experimenting with different

implements to create textured effects.

The important point is that experiences offered to children should provide challenges and enjoyment. Children are, by nature, busy and interested. They use the environment around

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them to play and learn. We need to provide experiences that are appropriate to their stage of development and abilities. By developing stimulating environments and participating in play and leisure with children, we are encouraging them to:

• develop an interest in the wider world around them• experiment• develop an interest in learning and therefore become active learners• experience different emotions in different situations• extend all their developmental areas• work with others.

To provide a stimulating environment, consider these factors:

• individual interests and needs of the children (and staff)• age and development stage of the children• equipment and materials available• layout of the service• type of program that is offered• skills of the service staff• choices provided• ways in which materials can be used to develop new skills.

Identifying children’s age and stage skillsTo ensure that the play and leisure experiences we offer are appropriate, we must be able to identify typical age/stage skills. We will also be able to design play experiences that can enhance children’s emerging skills.

At the same time we need to keep in mind that a child is an individual and will progress at their own pace.

Remember that on the one hand children’s skill development stage determines the type of play they will engage in (put another way, the way children play reflects their development), while on the other, play can enhance children’s skill development.

Apart from identifying children’s interests, needs and strengths, we need to identify children’s skill development stage. The child’s age as well as your own observations of the child will be good indicators of the child’s skill development stage.

The child’s level of development is a determining factor in how they play and the types of play activities they find interesting or satisfying. As we have said, as children grow and learn, their play changes in a number of ways.

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How does play enhance a child’s development?There is a very close relationship between play and children’s development. Good quality play and leisure experiences will encourage and extend a child’s overall development. At the same time, the child’s level of skill development will affect how they play and the types of play activities they choose.

We need to encourage children to participate in a variety of experiences and to choose activities that support their development.

Children learn best when environments are set up to meet their needs. As children’s needs, interests and strengths change, so must the environment and the types of experiences that are offered.

Play and skill development levelsPhysical development refers to what a child can do with their body. It is usually divided into two categories:

• fine motor or small muscle skills—using the hands, fingers, feet and toes• gross motor skill or large muscle skills—using whole limbs or the whole body.

During play, children use their bodies in new and challenging ways. They may crawl, creep, roll, stand, walk, run, climb, reach, grasp, push, pull, draw, poke, crouch, hop, skip, jump and gallop.

Play and social/emotional developmentPlay assists children to learn about their own fears, joys and frustration. Socially and emotionally, they develop:

• independence• a sense of self-worth• social skills such as turn-taking, sharing, negotiating and cooperating• control over their emotions• exploration of negative and positive experiences.

Through play, children learn about how to get along with others. They develop understanding about social roles and learn to appreciate cultural similarities and differences.

Play and language developmentChildren learn new words, practise how to put together sentences, ask questions and control their tone of voice through participating in play experiences with others.

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Even very young infants are practising pre-language skills when they participate in conversational turn taking games with adults or older children.

Play and thinking (cognitive development)Play gives children a lot to think about. Children learn about objects and the environment by manipulating them in their play and using their senses to explore. They begin to understand concepts like large and small, more or less, empty and full, cause and effect, colours, shapes and quantities. Play helps develop problem-solving skills and concentration.

Play and creativityPlay allows children to develop their self-expression and skills relating to the visual and performing arts. Through painting, drawing, pretending, singing and moving, they develop their imaginations and become more aware of themselves as unique individuals.

Stages (types) of play We will now look at the so-called stages of play (or types of play). By looking at stages of play, we will be able to understand the type of play that children of certain age groups typically engage in. That knowledge will help us understand why, for example, two-year-old children will play alongside other children—without actually interacting much or at all. That knowledge will also help us design appropriate play experiences for children at various stages.

Social stages of playFrom a social perspective play is often been classified into six different stages or types.

As with all the other types of development, social development is sequential. This means we progress in a sequence from stage 1 to stage 6. Sequential also means that we can revert to earlier stages. This means children will engage in play in a range of stages—up to their current stage of social development.

Stage 1: Onlooker playThis is where children watch others, usually from the sidelines, and may later imitate the play behaviour they have seen.

Although children of all ages may engage in this type of play (particularly if they are new to the group and are attempting to join in), it is most commonly associated with infants and toddlers who lack the skills to physically or socially join in the play of others.

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Stage 2: Solitary playThis is when playing is done alone. Children under two often engage in this type of play as they lack the skills required for long interactions; skills such as concentration, understanding of another’s point of view, effective language or the ability to pretend or imagine.

Children under two years of age may show only fleeting interest in those around them. However, like onlooker play, children of all ages will play in a solitary manner at times, as solitary play allows for wonderful personal explorations of themselves and their immediate world.

Children in this stage may need an adult to help them maintain their interest in an experience.

Stage 3: Parallel playBetween the ages of two and three, children tend to take more interest in their peers than previously. They can often be seen participating in the same experience nearby others. However, because children in this age group are still very egocentric and have not developed the social skills to work together effectively, they do not interact together but rather play side by side. It may often seem as though children are playing together, but a closer look will reveal that although children are close together, their play is not linking. The children are not sharing ideas, equipment or comments. Sometimes they may appear to mirror another’s play.

Children at this stage may need an adult to provide guidance and assistance in acknowledging others working around them.

Stage 4: Associative playAt around the age of three, children begin to make contact during play. They will use one another’s ideas, have a giggle together and there may be some communication and sharing of equipment, but they are not actually working together to complete a task. They still lack the skills to sustain roles, cooperatively turn take and develop plots so they usually return to playing apart or side by side after some brief interaction.

At this stage children may need assistance in using their social skills and expressing their own ideas and needs. The adult should act as a facilitator and encourage appropriate interactions.

Stage 5: Cooperative play Between the ages of three and five, children become less egocentric and their interest in others develops. In this stage of play, they begin to share ideas and work together to solve a task. You find that they now tend to take on roles in their play, which is more complex and lasts for longer periods of time.

When children become involved in cooperative play they are prepared to give up some of their ideas and follow another’s lead. There is usually a common goal—and tasks (including leadership roles) are shared amongst the group.

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Here the adult’s role is again to act as the facilitator, but as the children are now much more able to work through issues themselves they should be allowed to do so as independently as possible.

Stage 6: Competitive playThis stage usually emerges in the school-aged group when achievement, completing tasks and producing an ‘end product’ becomes more meaningful for the child and is often emphasised through the school structure.

Many of the common games school-aged children engage in (such as races, board games, team sports and computer games) are competitive. Whether they are up against the clock, the high score or each other, school-aged children love to compete.

Competitive play is inevitable but should be played down by carers, as too much emphasis on competition can be destructive to peer relationships and children’s self-esteem. Instead, there should be an emphasis on collaboration.

True collaborative play sees children able to focus most of their attention on a project they are working on together and real giving and taking of ideas for the benefit of the whole group.

Cognitive stages of playThe way children play also reflects their intellectual or cognitive development.

There are two useful ways to classify play according to the cognitive ability it reflects. One classification system was developed by the well-known theorist Jean Piaget (1896–1980) and the other by a more contemporary developmentalist, Sara Smilansky.

Imagine this scenario:

A child is playing in a sandpit. She picks up a bucket and shovels sand into it. She carries the bucket to another part of the sandpit—where she tips the sand. She then notices another small bucket. This time she places this second bucket on her head. She then continues to repeat the process of filling her first bucket with sand, carrying it to another part of the sandpit and tipping it.

The child is using the same equipment (bucket) in two very different ways. On the one hand she is using the bucket to lift and carry some sand. Smilansky would call this ‘constructive’ play as the child has manipulated the materials in a purposeful way. However, this child is also using another bucket as a hat. Piaget would call this ‘symbolic’ play as the child is pretending the bucket is something else.

The following table shows the relationship between the two cognitive play classification systems.

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Piaget’s and Smilansky’s play stages

Child’s age Piaget’s play stages Smilansky’s play stages

0–two years Sensorimotor play:

Children use their motor skills and senses to explore objects in their environment. They delight in the repetitive use of their physical and sensory skills.

Functional play:

This is form of repetitious play where children explore and act on objects in the environment (including their own bodies). In functional play, simple actions such as poking, dropping, banging and throwing are repeated.

18 months–two years Symbolic play:

Children use one object to represent another. Being able to do this signals a significant change in their thinking—it means that they now think using an internal representation or idea.

Constructive play:

Children manipulate objects in purposeful ways to achieve results.

Dramatic play:

This is similar to Piaget’s symbolic play but also includes games of pretence (the children imagine and take on roles). With younger children, dramatic play begins with simple imitations of adult behaviours.

From about age six Games with rules:

Children play games and take part in activities that are structured and governed by rules. The children accept the rules and cooperate with others in play.

You may wish to read more about these stages of play in the following textbook:

Nixon D and Gould K (1999) Emerging: Child Development in the First Three Years (2nd edn), Social Science Press, Katoomba, NSW.

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Activity planning toolIt would be useful to develop a form to help you plan activities. Below is a sample. You may wish to develop your own, using this sample as a guide.

Activity 5

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Provide a range of physical activities to allow children choice in their play whenever possible

Making choices available to childrenChoices are a part of our day-to-day routine—for example, we chose which clothes to wear, which spread to have on our sandwich and who to be friends with.

Children’s days are full of choices, too, and like us they have reasons for the choices they make about getting involved in the environment and experiences that are offered.

Choice in experienceA poem by Percy Bysshe Shelley (1792–1822) has these lines:

Know you what it is to be a child?

It is to believe in love, to believe in loveliness,

to believe in belief;

it is to be so little that the elves can reach to whisper in your ear;

it is to turn pumpkins into coaches, and mice into horses,

lowness into loftiness, and nothing into everything,

for each child has its fairy godmother in its own soul.

Play and leisure captivate children and the young at heart. Play allows children to become whatever they wish. To create opportunities that will enhance natural curiosity, imagination and inclination to play means finding your ‘inner child’.

Have you ever fantasised about being a movie star, a fighter pilot, a princess or a magician?

Play and leisure allow children to fulfil such fantasies while at the same time providing opportunities to acquire and practise new skills. Play and leisure assist children to develop in all areas.

Our role as child carers is to share in the magical and exciting adventure of play and the tension-releasing experiences of leisure activities by ensuring we provide appropriate materials, equipment and environments. Successfully providing these, understanding about

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how play and leisure helps children in their development and involving ourselves in children’s play and leisure experiences, can be a very rewarding part of our work.

It is a very important part of the role to make available a wide range of experiences to allow children choice in their play wherever possible. Children learn best through interacting with and manipulating aspects of their environment. They perceive the world and develop ideas about the way things work through their senses.

Choice in either group play or individual play As an adult, you recognise your need to be with other people at some times. At other times, you may long for privacy and solitude. You may want to spend some time fully engaged with one close friend, perhaps a ‘heart-to-heart’ over a coffee, and at other times you might enjoy being at a crowded party. There are times where we like to blend into the crowd and others when we like to be individually recognised. This is a normal part of our social needs, although there will be individual preferences based on personality and life experience. On the whole, very few people would like to spend all their time in the same way with the same group of people.

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Carers need to understand that children have the need to experience different social groupings too. Carers need to design the environment and offer a variety of social experiences so that children are able to choose to play alone, with one friend, with a small group or perhaps with a large group at various times during their day.

When children spend a large part of their day in a children’s service, life can seem to be very full of people and things. The environment may be at times noisy, crowded and overwhelming in the amount and type of interactions they are expected to cope with.

Private (but safe) places should be organised so that children can spend time alone. Opportunities to relax and take time out must be provided. Play experiences should be arranged so that children have the opportunity to be involved in many different sized groups. This will involve attention to the arrangement of space, time, equipment, interactions and types of experiences offered. It will also mean that you need to be mindful of the children’s developmental abilities to be able to plan provisions which are suitable for them.

Important social learning occurs when children engage in play. Play provides the opportunity for children to experiment and try out different social roles. Being one of a group, learning how to enter a group, being the leader, exploring teamwork, negotiating and problem solving conflict in a safe environment with the guidance of a sensitive carer, are essential experiences in developing children’s social skills.

At this stage, it would be useful to refer back to what we said earlier about the various stages of play.

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Choice in play materials—and their usesA creative and sensitive adult can greatly assist in enhancing children’s understanding and appreciation of their experiences by presenting a variety of quality resources, materials, toys and equipment for children to choose from.

Many safe and stimulating toys and equipment may be purchased from commercial sources, for example, educational suppliers, catalogues and shops. However, you can expand on these provisions by offering children access to a wide range of natural materials and ‘junk’ or recycled resources. In this way, not only are you increasing children’s choices of ‘what to play with’ but you are also highlighting creativity in ‘how to play’.

By encouraging children to put things together in new ways we are helping them to acquire problem-solving skills—for example, questioning, hypothesising, experimenting and testing. This is also a wonderful way to lay the foundations for the principles of caring for our world, environmental sustainability and to encourage life-long confidence in self-sufficiency.

So, if not all the play and leisure materials and equipment provided in children’s services need to be commercially-produced or even true ‘toys’, what else can we provide?

Natural materialsWorking with natural materials can be fun for children of all ages. Before play actually begins, you could get children to describe the materials—eg their textures, colours, shapes and sizes.

Advantages of natural materialsProviding opportunities to investigate natural materials and the natural world will:

• help children develop a sense of responsibility for living things• develop a sense of wonder about the design and variety in nature.

Useful experiences with natural materialsUseful experiences with natural materials include:

• collecting and displaying interesting objects• growing seeds, plants, vegetables and flowers• growing vegetable tops and bulbs in jars• growing seeds or bean shoots in a plastic jar• examining flowers and parts of plants• caring for small creatures – from silk worms and ants to fish

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Recycling scrapOther people’s rubbish can be a resource. It is a good idea to start developing your own collection of interesting scrap materials that can be particularly useful for creative play experiences. You might want to ring up some local manufacturers of materials such as paper and paper products to see if they have scrap materials they can give you.

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JunkMany ‘junk’ items can become useful play and leisure materials, especially for dramatic, creative and exploratory play. It is useful to regularly visit charity shops, garage sales, fetes and second hand dealers to find interesting and exciting resources. Here is a list of junk materials.

Junk materials

‘old’ clothes, scarves, hats and shoes plastic, material or dried flowers

cameras pieces from old stockings

telephones keys

radios old kitchen equipment (not sharp)

clocks postage stamps

typewriters and keyboards old bed sheets and curtains

steering wheels cane baskets

tyres parts of old toys (not sharp or too small)

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Ensuring children’s play choices are appropriateWhile it is very important for us to present children with a number of play ideas and encourage them to choose, there are occasions when the choices of children are not always appropriate. For example, children are not aware of safety issues that may arise and may sometimes choose unsafe play experiences. Also, sometimes a child’s choice means they participate in only one type of activity—and exclude other types.

A tuned-in carer will provide appropriate choices to children and discuss options. It is the carer’s role to ensure that children follow through on choices that are appropriate.

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Provide opportunities for both group and individual play activities and experiences indoors and outdoors

Play spaces for individual and group activitiesWe need to ensure that the overall routine of the day allows many opportunities for children to play by themselves or in small groups. Children should not be expected to be involved in whole-group experiences for long periods and should not need to move regularly as a large group between activities or learning spaces.

Children need opportunities to play on their own, alongside other children and with small groups of children. It’s important that children are able to choose who they play with and when and how they play. Just as children gain from the social experiences that small group play provides they also need time alone to play without the demands of sharing and interacting with other children.

Experiences can be set up for solitary, parallel and small group play both in the indoor and outdoor environment. This can be beneficial for both toddlers and preschoolers. Toddlers enjoy time to play alone or alongside other children at the same activity. Materials can be duplicated for this age group so that children don’t need to share the available materials.

Preschoolers are more comfortable with small group experiences as they are ready to play cooperatively. They could be engaged in a role play in home corner, building roads and tunnels in the sandpit or using natural materials and figurines in a trough filled with sand.

Experiences can be set up so that they clearly indicate the number of children who can play in the area. This can be done by placing one, two, three or four chairs or cushions at a table or defined by the four sides of a trough filled with sand.

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In the outdoor environment you can design play spaces so that they provide a range of smaller areas clearly defined within the natural setting. You could have several areas for dramatic/imaginative play alongside areas for physically active play and exploring the natural world. The fort could become a pirate ship, the verandah could be divided so that you have a hospital and cafe for dramatic play and a train set for imaginative play. An archaeology site for budding archaeologists can be set up in the sand pit.

Playing within the groupPlaying within a group can be a very daunting prospect for young children, particularly if they lack the confidence and skill level to communicate and interact with their peers. Techniques that carers can use to facilitate children’s play within a group include:

engaging children’s interest stating expectations of playing within a group encouraging turn taking and sharing with materials encouraging turn taking in conversations and interactions organising the play space and routines so they encourage positive group interaction

and play using “teachable” moments to support and extend the play modelling and demonstrating group interaction giving support and positive reinforcement encouraging the child to verbally communicate within the group (you may like to try 1

child at first, 2 children, then 3 children and so forth) planning the play space and experience to maximize group interaction.

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Group timesThere are many times during the day when children will come together in a group, morning tea and lunchtime are examples. Most services also plan small and larger group experiences throughout the day such as show and tell, story time, music and movement or language times

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which can be implemented either indoors or outdoors. Such ‘group times’ should not be considered must-do activities or become a monotonous part of the daily routine.

Here are some guidelines for larger group times (approximately 10 children):

They are really only suitable for children over three years of age. Children need to be emotionally and developmentally ready to participate. They should emphasise sharing and communication. Group times should provide

opportunities for children to talk to one another, share information and work together.

Planning for special events, discussing and choosing activities and projects that are of interest to the children and sharing special information should be regular aspects of group time.

Develop spontaneously outdoors for example at an obstacle course where a number of children want to challenge their skills together or play a game such as ‘What’s the Time Mr Wolf’ or ‘Duck, Duck, goose’.

Dr Louise Porter suggests a rule of thumb for group times. They shouldn’t be longer than the child’s age multiplied by 3 so for a 3 year old that is around 9 to 10 minutes. This number can be doubled but only if the children are very interested and involved in the group time.

You may find it more beneficial to designate times for ‘focus groups’ which allow children to come together to plan, share and work on special projects, rather than impose formal, adult-directed groups where children are forced to participate and which for many children (and adults) become monotonous and artificial.

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