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How can adults support physical play?

How can adults effectively support children’s physical development through play.

Good for looking at

  • Effective practice
  • Physical play
  • Scaffolding
  • Modelling
  • Supporting risk
00:08
Apart from the environmental provision
00:10
encouraging physical play, the other main essential
00:13
is the relationship the children have
00:15
with carers and practitioners.
00:20
Fundamentally, they need to feel safe.
00:23
They need to know there's someone they can rely on
00:26
if they need it.
00:27
They need emotional security and to know
00:29
that there's someone to help them and support.
00:34
Adults need to be available yet sensitive
00:37
to what children need to help them learn.
00:42
Children's learning is a process of gradually moving
00:45
from being supported by an adult or peer in achieving goals
00:50
to being able to do them alone,
00:52
to being independent or self-regulated.
00:58
This process of support by the adult is called scaffolding.
01:05
Adults who are good scaffolders
01:07
and so promote children's learning tend to support them
01:10
in various important ways.
01:15
First and foremost, they encourage struggle.
01:21
Darson gets stuck but Darrel's close by.
01:24
She supports him, smiling and letting him know
01:27
that she's interested in what he's doing.
01:35
I see you.
01:39
She knows he's not too distressed
01:41
and he struggles on and sorts himself out.
01:46
Moderate stress actually helps to develop self-regulation.
01:50
So for practitioners, allowing struggle is good.
01:56
They need to nurture children's motivation
01:58
to strive for themselves.
01:60
I wanna do it.
02:03
Just try.
02:05
Look at how you do that.
02:07
This one step, look.
02:15
That's it, wow!
02:17
That's a good try.
02:18
Look at you.
02:21
Knowing when to stand back is difficult
02:23
to decide but is an essential part of scaffolding.
02:27
As adults sensitively withdraw a bit
02:29
and let children carry on independently.
02:44
Daddy.
02:49
What's up, step here.
03:05
Dad's support has given her confidence.
03:27
Wow, how are you gonna get down?
03:30
How are you gonna get down?
03:32
Nothing.
03:33
Nothing?
03:34
No.
03:34
Ronnie is a bit uncertain
03:35
now he stood up on this log.
03:37
What can you see up there?
03:40
I gonna fall.
03:41
You're not going to fall.
03:42
Ginny mind how we'll render our help ready to get down.
03:44
Can remember how we got down before?
03:45
So I need bottom.
03:48
Yeah, you can do it sit on your bottom.
03:51
That's it, you can.
03:52
You did it before, that's it.
03:54
Put your legs out.
03:55
Mel reassures him, building up his confidence
03:58
and talks him through the way to manage this difficult task.
04:01
Turnaround as you coming down.
04:04
Breaking down physical skills
04:05
into smaller parts to help children master skills
04:08
they can't yet manage fully is a good scaffolding support.
04:12
Step here.
04:13
That's it, well done.
04:14
And then reach back for this one.
04:17
You get that right?
04:23
That was good climbing, high five.
04:25
Yay, good lad.
04:26
Mistakes are often valuable
04:28
learning experiences.
04:30
Coming down from the slide, Lily bumps her head.
04:33
Whew, did you bump your head?
04:36
Okay, you have to keep your head up
04:39
when you come down that way?
04:41
Dye helps it to think about why that happened
04:43
by giving her feedback.
04:45
She tries it again
04:46
and Dye reinforces this successful strategy.
04:50
You're gonna bump.
04:53
Changed your mind, are you okay?
04:59
Watch your head when you come down.
05:01
Now that's the reason you don't bump your head.
05:08
Claire's confident at jumping
05:10
but runs with a jolt.
05:13
Alex makes a suggestion to help her landing and models it.
05:19
Land in your two feet together.
05:22
Benjamin land like that.
05:25
You need to do that.
05:28
Modeling is a good and valuable aspect
05:30
of good scaffolding.
05:32
Whew, well done.
05:34
Ooh you need to look at this.
05:37
Well done.
05:39
It's my turn, stop.
05:41
Whoa, come on.
05:44
Have been waiting for my turn for a while, free.
05:52
Good landing there.
05:54
That was really good from your feet bend on your knees.
05:56
They're all supported by adults
05:58
who know the current abilities of their children
06:01
and so we can support them just enough letting them
06:04
take risks which enables them to move on
06:07
in learning a new skill.
06:11
Amelia perseveres on the balance board
06:14
even though she falls off.
06:19
Hits mistakes and try and error learning
06:22
that helped them work out the best way to do something.
06:25
Talking about the activity helps her concentrate on it.
06:30
North, left.
06:32
Like a pause.
06:33
Yeah, like on hills.
06:37
On use time, they climb, don't they?
06:41
They do.
06:44
She gets distracted and falls off.
06:51
Taio, she hurt herself.
06:54
You do.
06:55
Taio.
06:57
Susan's lets her know
06:57
why she thinks she fell off.
06:59
You fell off 'cause you want something, do you?
07:01
You fell over
07:02
because you weren't concentrating.
07:04
Find the shoes on the right fit to start.
07:06
We are going to get back on it.
07:07
Yeah, alright this has to do with this.
07:10
Working out what works and what doesn't
07:13
and exactly what it is that has made the differences
07:16
to a physical performance is very useful.
07:20
Safe now for balancing?
07:24
Asking questions and encouraging the child
07:26
to make decisions, it's also a good support.
07:30
I'm not going to about dirtying my hands
07:31
but what do I need to help you with?
07:34
This end.
07:35
That end you said?
07:36
Yes, I got weaker.
07:40
I see what you mean.
07:42
It's really tricky, isn't it?
07:44
Yeah.
07:44
It got the weight to bare.
07:46
I shall put my hand on here to steady it, got it?
07:53
That was incredible.
07:54
Seth and David here are keen to dress up
07:56
in costumes that had been brought in.
07:59
They watch the dancers in the video.
08:16
Michelle makes the praise specific,
08:18
helping them to understand how they're learning.
08:21
I'll light the radio, watch the other dancers and copy it.
08:24
Knowing specifically what they have done well
08:27
or what they could improve, is much more valuable
08:30
than general prayers like well done or good boy
08:34
which doesn't contain useful feedback.
08:35
You're doing very good.
08:36
Now let's say you put your feet in the right place.
08:44
There we go.
08:45
Oh, well you haven't used all your muscles, aren't you?
08:49
Yeah.
08:54
Yay, that's really good climbing.
09:05
Many of the elements are playfully supporting
09:08
and encouraging children's physical skills
09:11
are brought together here as Felicity joins
09:13
and sensitively with the children's games.
09:16
She lets the children keep control,
09:19
one of the main aspects of play.
09:23
Jump now, well done.
09:25
One, two, three, four, five six, seven, jump.
09:30
Jump.
09:31
She's skillfully and sensitively motivates,
09:34
models feeds back and moves the game on in a playful way.
09:38
One, two, three, four, five, six, seven, jump.
09:44
Jump then run.
09:59
There goes my girl.
10:01
She guides her
10:02
in the slightly more difficult move.
10:09
Teacher, I think you buy a shirt.
10:11
It is horrible.
10:13
Where did you find what it carries in?
10:21
You win daddy, daddy, good.
10:24
I win.
10:25
You win.
10:26
Here I win, hey.
10:33
I'm tired.
10:34
What happened that you're tired?
10:36
Oh no what should we do if you are tired?
10:41
Ooh, are you tired?
10:43
No.
10:44
Now what are you going to do?
10:46
I'm tired, I've worn my faster pants on.
10:52
You're not tired 'cause you've worn your faster pants on,
10:55
that's good.
10:56
I can run faster and jump.
10:58
You can run faster and faster, I see.
11:02
You run faster and faster.
11:12
I told you.
11:13
You did tell me you are right you could run so fast.
11:18
I'm glad you tried them all.
11:19
When children know the titles
11:21
that are available to play with them,
11:23
they're pleased that their games are valued.
11:25
Way.
11:26
Come this way.
11:27
Charlie's thought of the game
11:29
and brings him Felicity to help.
11:31
With the slightly older children,
11:33
the interactions are equally sensitive.
11:36
Right, so what do I do on the blue-mat?
11:38
I run and then I jump over that.
11:41
When I drop this it really means go.
11:46
Where am I gonna run?
11:47
Over there.
11:49
All right, is this the end?
11:51
No.
11:52
She follows their rules and doesn't try
11:54
and change them.
12:00
Felicity's presence encourages with this to join in.
12:03
Thank you for showing me, try that.
12:08
Who else knows how to do it?
12:10
Show me.
12:11
Like this.
12:13
Whoa, I just really can't.
12:14
Knowing just when
12:15
and how to help the child move on in his games isn't easy
12:19
and it's always a matter of sensitivity and making sure
12:22
that the game isn't taken over by the adult.
12:26
Supporting children's developing self regulation
12:29
is most effective when children are allowed
12:31
and encouraged to retain control.
12:35
Eventually they'll be able to regulate their own mental
12:37
and physical activities and not need to rely
12:40
on adult support very much.
12:42
And physical play,
12:44
is certainly helping them down this route.