The train to water fountainA mixed age group are waiting to walk into the forest. They make up a story/game while they wait. The practitioner supports their imagination and pretence.
Good for looking at
- COEL - Playing and exploring
- Pretend play
- Story telling
- Effective practitioner interaction
- Engaging with play
A mixed age group are waiting to walk into the forest. They make up a story/game while they wait. The practitioner joins in.
- What cues can you see that show what the children are interested in? (Look out for non-verbal and body language as well as spoken language)
- How are the children learning? Which areas of development, engagement and characteristics of learning can you observe?
- In what ways does the adult support the children’s learning?
- How does the environment support the children’s learning?
What are your thoughts about:
- The areas of learning and development that were covered through this play?
- The adult’s role – how did he support the play?
What would you do to:
- Encourage the children’s imaginations
- Support their interests in story telling
- This was a part of the day that could have been boring for the children, waiting for others to turn up. How do you make the most of every opportunity in your setting?
- 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 story telling in your own setting?