Understanding the Value of Play in Children's Learning and Development

This document discusses the value of play in promoting children's learning and development. It covers topics such as the UN Convention on the Rights of the Child, the innate drive for children to play, the benefits of play for children's development, balancing child-initiated and adult-led play activities, and the changing play needs and preferences of children at different stages of development. It also explores the need for an inclusive approach when planning play activities, the importance of observing children at play, and the role of early intervention in supporting children's development. Additionally, it discusses how to work with others to plan next steps based on the needs and interests of children.

Unit 1- Learning outcome 8: Understand
the value of play in promoting children’s
learning and development
1

Assessment Criteria: 8.1 – Identify the rights of children to play as detailed in the ‘UN
Convention on the Rights of the Child’
Provide a summary on the UN Convention on the Rights of the child. In your writing include the
articles that relate to play.
As per UN convention on the rights of the children, every child has the right to play, to rest and
leisure. They have the right to engage in recreational activities as per the age of the children and
have the right of participation in cultural life as well as the arts. The government who are the
member of the UN have to respect and do promotion of various rights of the child for
participation in equal opportunities. The core principles are non-discrimination, best interests of
the child, the right to life, development and survival and respect for the perspectives of children.
Assessment Criteria: 8.2 – Explain the innate drive for children to play
Include –
 A definition of play
 A definition of an innate drive
 That play should be enjoyable, voluntary
 How play helps children to learn about the world
 How creativity comes about through play
Play can be defined as self-chosen and self-directed, intrinsically motivated activity that is
practiced in an alert and non-stressed frame of mind. Innate drive to play is the born motivation
with which children voluntarily enjoy playing with no interference. Play helps children in learning,
developing, nurturing imagination and give a sense of adventure, which in turn help them in
problem solving team work and sharing things. Children become more creative by understanding
and discovering new things and develop ability to deal with challenges by application and creative
thinking.
Assessment Criteria: 8.3 Discuss how play is necessary for the development of children
You are required to give a detailed account here as you have been asked to ‘discuss.
Discuss how play enables development of skills in all areas of learning (EYFS), include –
 Different stages of play linked to stages of development (solitary, parallel, symbolic, co-
operative)
2

 Different types of play (physical, creative, imaginative, manipulative)
 How different types of play support, physical, social, emotional and cognitive development
 Link to characteristics of effective teaching and learning (EYFS)
 Give your own views on why play is important to children’s development. Include the impact on
the lack of play to children’s holistic (overall) development.
The different stages of playing are: solitary which is done before the age of 2 when child plays
alone. Spectator after 2years when child onlooks others playing but doesn’t play with them.
Parallel play is when child plays along side and starts to interact. Cooperative play after 4 years of
age when child plays together with others with interest. The different types of play are creative
where kids explore unique materials and physiques to create things, manipulative where hand eye
coordination is used. Play enhances physical, social, cognitive and emotional well being through
skills like work, relationships, study, confidence. As play involves various learning skills like
problem solving, creative thinking, sharing and team work helps kids to develop all areas of
learning. The characteristics of effective teaching and learning are playing, active learning,
exploring, creativity and critical thinking. As per my view, the various skills and holistic
development that child learns while playing impacts on the overall development.
Assessment Criteria: 8.4 Explain benefits of balancing child-initiated and adult-led play
activities
Explain-
 The meaning of child-initiated play and provide an example
 The meaning of adult-led play and provide an example
 How children benefit from child-initiated play (refer briefly back to how
children learn through play)
 How children can benefit from adult-led activities
 How the EYFS requires a balance of both child-initiated and adult-led play and
how this supports development (EYFS 2017, Section 1, page 9)
Child initiated play is the free play as a child decides the resources and how to play them, like
making a sand castle. The adult led play are the organised opportunities led by an adult to
discover the playfulness in children, like football. Child initiated play provides executive
functioning like self regulation and perspective talking while adult led play activities help in
learning how to control, follow instructions, follow set of rules, discipline etc. A balance of both
the plays are needed to support holistic development.
3

Assessment Criteria: 8.5 Identify how children’s play needs and preferences change in
relation to their stage of development
You need to show that you understand that play opportunities must be age and stage appropriate
(you may find it helpful to refer back to the child development chart you completed in learning
outcome 7)
Ages –
 Baby (0-1)
 Toddler (2-3)
 Pre-school age (3-4)
 Young children (5-6)
 Primary school (7-10)
 Older children (11+)
Play opportunities to cover the following areas; physical, creative, imaginative, sensory
Babies need bond with caregivers, respond to smiles, sound, bright colour movement. they need
to explore their mouths, fists, imitate smiles and expression. Toddlers explore their physical
environment and object within the reach, climbing, sliding etc. pre schoolers make a best friend
and learn social skills, need speech growth, physical agility, muscle coordination and channelling
emotions. Young children start with tasks like balancing, climbing, park play, games like chasing,
simple card games. Primary schoolers need safe outdoor play areas for challenging physical
games. Older children needs are facilitated in public parks, creative arts, computer, chess,
involvement in team play sports and formal games, swimming etc.
Age Physical Creative Imaginary Sensory
Baby (0-1) Baby needs to
give time to play
on tummy ever
day for physical
activity.
Musical
instrument,
dancing
Silly faces. Play with baby in
different
position.
Toddler (2-3) Dance and
stretching
Cut and Glue
and Drawing
With Oil Pastel
Be face-to-face
and see child
interest.
sensory bins
and water play,
Pre-school
age (3-4)
Swimming,
chase and
Riding a tricycle
Learn about
mixing color
and Shave
crayons
Planting a
Garden
Sand Art
Young walk backward Create Your Imaginative Shaving Cream
4

children (5-
6)
quickly Own Puzzle Play Wet
Washing
Painting.
Primary
school (7-
10)
Jumping rope Set up easels
and paint
pictures
outdoors.
Imaginative
Play Baby
Care Corner
Frozen Paint.
Older
children
(11+)
Dramatic/Fantasy
Play
The Back-And-
Forth
Drawing
Game
Indoor
Camping
Sponge
Painting
Assessment Criteria: 8.6 Discuss the need for an inclusive approach when planning play
activities
You need to provide a detailed account as you have been asked to ‘discuss’–
 Refer back to the Rights of the Child (8.1)
 Understand your responsibilities under the Equality Act 2010
 Understand your responsibilities under the EYFS to consider the individual
needs, interests and stage of development of each child (EYFS 2017, Section 1,
page 9)
 Give some examples of how you can differentiate activities so everyone can be included
 Give your view on why an inclusive approach to play is important. What would the impact be on
children if you did not provide an inclusive approach?
When planning play activities, the UK rights of children and the equality act 2010 rights of non-
discrimination in workplace environment have to be kept in mind. All individual needs of the
children have to be kept in mind at various stages of development like communication and
language, physical development, social, and emotional development. Practitioners need to
consider youngest children as the focus and take care of any concerns. For children whose home
lag is not English, reasonable tactics should be used. A balance od adult led and child-initiated
activities shall be implemented. An inclusive activity helps in holistic development of all major
skills that’s why a mixture of indoor and outdoor learning is necessary.
An inclusive activity helps in holistic development of all major skills that is why a mixture
of indoor and outdoor learning is necessary. Moreover facilities and supported are provided
to child on the basis of their learning and development needs. If Effectively inclusion
approach will not be used then all children will not be provided services or support as per
their requirement.
Understand your responsibilities under the EYFS to consider the individual
needs, interests and stage of development of each child (EYFS 2017, Section 1,
It specific that provider must work with partnership with parents in order to provide
learning and development to all children that belong to different age group. Thus it is
5

responsibilities to provide support in learning communication, language, physical,
social and other development for bright future ahead. Moreover it should be
supported in relation to understanding the world and expressing arts and design.
Thus it needs to consider individual needs, interest and preferences for better
development of child. For example: Design lessons based on students' learning styles
and Assess students' learning using formative assessment.
Assessment Criteria: 9.1 – Explain what can be learned about children by observing them
at play
Give 5 examples/reasons explaining why each is important.
 To learn about individual needs
 To identify concerns
 To support reflective practice
 To help plan activities
 To provide information for parents/other agencies
Observation can help practitioners in noticing and recognising various ways in which they
can learn about individual needs through assessment of child’s behaviour and skills while
playing outside. Like a child unable to throw a ball in the right direction may signify
concerns like motor skills issues. So, it can be clearly stated that observation contributed in
understanding interest and preferences or learning needs of child thus finding ways in
which they can be learned new things for personal growth and development. A reflective
practice of accounting the child’s needs and issues and strategies to overcome them should be
done. The right observations can then help in planning activities like helping the child with
speaking skills through audio-visual learning. All the accounted information can be shared with
parents so that they take care of the identifies issues observed while the child is at home and
incorporate learning through observations.
Assessment Criteria: 9.2 – Explain how Observations are used:
Your explanation must include reference to the EYFS guiding principles that every child is unique
(children learn in different ways, have different interests, develop at different rates etc) as well as how
observations are used:
 To plan for individual children’s needs
6

 For early intervention
 To review the environment
 During transitions
 When working in partnership
For planning individual children needs different ways of learning can be incorporated as children
learn at different rate in different ways. For example, if a child is a slow learner, more time and
focus can be given, new methods like audio visual and outdoor learning can be used instead of
theoretical learning. Early intervention can be used like detection of issues in learning and
applying strategies accordingly. The environment has to be reviewed for making the best possible
resources and removal of hindrances. During transitions personal, emotional and social
development has to be focused on and observing specific situations that child finds difficult and
create action plan for support. The key areas that reflect the skills and capabilities have to be
considered. When working in partnership for observing if the suggested action plan has the
desired effect and resolves conflicts and behaviour management.
Assessment Criteria: 9.3 - Discuss how early intervention supports children’s development
You have been asked to ‘discuss’ so this needs to be a detailed account of how early intervention
supports children's development.
Include –
 What is early intervention?
 How does early intervention work?
 Who is involved?
 How does early intervention support children’s development?
 What would the impact be if early intervention was not put into place?
Early intervention-based observations are crucial which will help practitioners in getting involved
with the child for dealing with issues that have been identified in the young age. This may involve
things that practitioners may notice like child not being in group situations or other disabilities or
developmental delays. The family and the practitioners are involved in early intervention and the
support is given through physical therapy, speech therapy and other programs. This can impact on
how children overcome their problems and improve their ability to learn new skills to increase
success in school and life.
7

Assessment Criteria: 9.4 - Explain how to work with others to plan next steps in relation to
the needs and interests of children.
Planning next steps includes identifying required resources, activities and experiences to build on
a child’s interest and need.
In your explanation include –
 Good communication
 EYFS states you must carry out observations and share assessments
 Children’s interests change and following interests supports development
 Confidentiality must be maintained
To plan next steps for needs and interests of the children, developmental programs such as letters
and sounds have to be used. It is important to extend interest by activities that link to the interest
of children and access various areas of curriculum. Embedding a learning point by improving
communication skills, reinforced learning, repeating activities, personal and emotional
development, cause and affect activities, team work and social bonding. The transition to
changing interest have to be incorporated accordingly in learning by inclusion of simple yet variety
of activities and increase the difficulty level in steps. Confidentiality of any personal challenges or
disability have to be kept when learning is being imparted.
8