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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.