Supporting children’s play and exploration

The adult’s role is vital. Right from the start we look at the role of the adult in supporting babies toddlers and young children with their play and explorations. What can the adult do to support inquisitive, playful minds.

Good for looking at:

  • Characteristics of effective teaching and learning
  • Playing and exploring
  • The role of the adult
  • Attachment - exploring from a safe base
  • Sensitive interactions
  • Tuning in
  • Observation
  • Joining in with play
  • Modelling
  • Specific praise
  • Environment
  • Resources
 
00:05
The adults' role is vital.
00:07
From the start, babies need a safe base,
00:10
and attachment figure or figures.
00:13
Then they can explore with confidence,
00:15
gradually moving further and further away
00:17
from the safe base as they explore objects
00:20
other people, and the world around them.
00:45
Ah, not again.
00:50
The string's too short.
00:52
The adult needs to tune
00:53
into the children's interests,
00:55
to see what they're interested in
00:58
and try and provide open-ended resources
00:60
that will build on their explorations
01:03
and experimentation, and encourage learning.
01:09
Careful observation will help in deciding
01:11
whether to interact with the child.
01:14
Interactions need to be sensitive and sparing,
01:16
just enough to help them carry on,
01:19
if it seems they need it.
01:28
Does the spider look big?
01:30
That does look big now.
01:33
It's big now.
01:36
And it's little.
01:39
That, that is big...
01:44
That, that is [Indecipherable] now.
02:00
They're little. This one's big.
02:02
Thery're big now.
02:05
He's big now?
02:08
Does the magnifier make him big?
02:13
This and this.
02:27
It's bigger now.
02:29
Kitty is big now.
02:36
Kitty's big.
02:39
Is this big?
02:42
Is this big?
02:47
Is this big?
02:56
Big.
02:59
It's little. - It's little.
03:01
Modeling showing possible ideas about
03:04
explorations can be useful in play
03:06
where children seem to be stuck in a rut.
03:07
Because now I know to use my aeroplane arms,
03:10
are you rescuing me?
03:16
Ready, pull! Yes! You helped me, use your body to pull me.
03:20
Let's switch. Use this for me. Can I do it too?
03:23
Yeah. - You can go back over there.
03:27
You want to go on that side?
03:30
We need somebody rescued here. So let's let's rescue them.
03:33
That's it? Pull!
03:35
Oh, good job.
03:38
Ready? Oh, got it, got it?
03:40
Nearly.
03:44
All right, ready, big pull. Use your body. Yes!
03:47
We're getting very good at rescuing.
03:49
Again, again.
03:54
You have to be careful because it moves all over the place.
03:56
So we need to know where that end is. Don't we?
03:59
So we don't get hit by it.
04:00
Got it? She's caught it.
04:01
Pull!
04:04
Yes, rescued!
04:06
As they get older, for example,
04:08
adults can join in with children,
04:10
helping them reach their goal.
04:12
Do you want to tie it around here?
04:14
Yes, and connect on here.
04:17
Okay, so if I do this, can you take this piece?
04:19
Can you tuck it through this gap for me?
04:25
Can you put it through this hole? You can do that?
04:29
And then when it's through can you grab it from the bottom?
04:36
And can you pull it through? Pull, pull, pull.
04:38
Oh, too strong.
04:40
Okay, now maybe can you get this?
04:43
And can you poke it through the hole, do you think?
04:51
Okay, so that piece is on.
04:54
So now how are we going to attach it to this piece?
04:58
erm....Okay.... so I do it like this
05:03
and...make it connect on here like that
05:07
So you want this end tied to this end? - No.
05:09
This end, like this.
05:12
Okay. And then this is going to be your bow and arrow
05:13
like this.
05:16
Okay. - this is going to work.
05:17
Vital in all this is to
05:24
give them plenty of time.
05:27
Adults can help play and learning by providing
05:32
resources to aid the play.
06:01
The role of the adult is often just as an observer.
06:06
Adult participation needs to be done very carefully.
06:08
Joining in with pretend play can upset the flow of the
06:12
game and restrict it to what the adult wants the children to
06:14
learn.
06:16
Adults often find it a difficult path to tread,
06:19
but observation is the key
06:20
joining carefully when asked.
06:24
Fill it up for me. I'm getting quite hungry.
06:30
I'm going to give you my spoon.
06:36
Oh there's a big ladle. You can use that for scooping
06:40
Needs a little bit more. Yes it's got mud on it.
06:46
Mud, mud, mud. - You're using your hands to fill it up?
06:50
Yeah, mud.
06:55
Cupcake. I like making cupcakes.
06:59
Oh yeah, you can fill them up with the ladle.
07:03
Yeah, do you want a cupcake case?
07:05
We do need some more, don't we.
07:09
There's non left in the kitchen.
07:11
Oh, you found another. - Yes this was in the kitchen.
07:15
In the kitchen. I think they're twelve altogether.
07:19
Delicious! - Delicious. Cooking so much fun, isn't it?
07:22
Make some cupcakes. - I'm a chef. You're a chef!
07:23
Yeah, That's right.
07:25
Someone who does some cooking and makes food
07:28
is called a chef.
07:32
Two more? You're right, Makai. Can you find them?
07:34
Two more.
07:39
Delicious.
07:40
I'm going to put some in this cupcake, fill it to the top.
07:43
We need some in here
07:46
We do need some in there as well.
08:02
And advanced the play when it gets repetitive.
08:05
Are you bumping, you two?
08:08
Is that what you're doing?
08:10
Yes.
08:21
You might get stuck.
08:24
Are you bumping into the fence?
08:26
Is this where you parked?
08:30
This is your car park? - yeah.
08:32
This is our car park.
08:35
Daniel, should we get some chalk to draw a road?
08:39
Yes. - Can you draw a road? - Yes.
08:43
Yes. - Yes?
08:49
Then you can drive your bikes around the road.
08:55
Is this the start of your road, Daniel? - Yeah.
08:59
And this is the stop. This means... stop.
09:03
That means stop. Have you got a go?
09:07
No. - Want to draw a go?
09:09
I'm going to draw a stop.
09:14
Stop
09:22
Well done.
09:26
You waited at your stop sign.
09:36
Stop!
09:38
The adult's role is also in encouraging effort.
09:41
This is much more effective than in giving rewards for an
09:42
end result,
09:44
as it lets the child know what it is they are doing,
09:47
that is effective.
09:50
That is very heavy Danilca.
09:52
I like the way Sidu helped you.
09:55
It might be too heavy on your own.
09:58
It's often hard not to step in and do something
10:02
for a child when it seemed that they're struggling.
10:05
It's a struggle with trying to succeed with something
10:08
that's a bit too difficult that shows children how to learn.
10:11
20 for me and 20 for him.
10:13
27 for me!
10:16
And 28 for me
10:18
And 20 10 for me
10:20
No
10:23
You have 20 err 10
10:25
and I have 20 10
10:27
So it's the same.
10:28
Yes!
10:30
Do you like that, it's fair?
10:34
And I'm the man who takes this away...
10:35
This is a truck.
10:38
Are you in a truck? Are you a fireman in a truck?
10:42
No! This is a trailer