The hat shopGemma wants to play in the hat shop. The practitioner supports and engages with the children to get a game started. A pretend game begins with lots of mathematical language involved.
Good for looking at
- Pretend play
- Engaging with play
- Effective practice
Gemma wants to play in the hat shop. The practitioner supports and engages with the children to get a game started.
- How do we know what Gemma is interested in? Be specific, look out for body language, actions, gestures.
- How is Gemma learning? Which areas of development, engagement and characteristics of learning can you observe?
- In what ways does the adult support Gemma’s learning?
- How do the environment and materials support Gemma’s learning?
What are your thoughts about:
- The areas of learning and development that were covered through her play activity?
- The adult’s role – how did she support Gemma?
- The importance of the environment and the materials?
What would you do to:
- Extend Gemma’s development of mathematical concepts?
- Support her interest in role play?
- Did watching the clip help you notice any particular strengths or weaknesses that you might have when trying to support children during their play? How could you use this? Could you support others with something you are particularly good at? Or find some one to support you with an area you find difficult?
- Could you suggest a way of encouraging this kind of role play in your own setting?