Learning through Play - Market Role Play - by Jean

The EYFS (DCSF, 2008 version) stated that ‘children must have opportunities to play indoors and outdoors and that all early years providers must have access to indoor areas which can benefit the children’ . Play is the activity which can be defined as “a range of voluntary, intrinsically motivated activities that are normally associated with pleasure and enjoyment.” Young children learn a lot from physical activities even though it can be argued that any outside space would be of benefit to children as they experience a different environment, however, the most successful indoor experience for children are when they have free flow opportunities (Bruce,2005). 

The environment plays a key role in supporting and extending children's development and learning. No matter how much we as practitioners provide purposeful play opportunities that will enhance their development and lead learning, we must never forget the importance of childhood's gift of the ability to pursue interests and explore tiny details to ones heart's content (Canning,2011). Rogers (2000) argues that for any creativity to take place, there has to be a nourishing and nurturing environment. A flexible environment  is key to learning as stated by Bruce (2001). 

Children build essential knowledge through play that encompass many developmental domains such as literacy, maths, Expressive art and designing, physical development, Knowledge and understanding of the world, Personal,social and emotional development and communication and language (Roberts,2010). A stimulating environment was created for play. Play is a brilliant  vehicle for helping children with emotional development (Manning-morton, 2014). Play is essential to development because it contributes to the cognitive, physical, social, and emotional well-being of children (Roberts, 2010). Children's free explorations during unstructured play aids learning. For children and in fact society’s well-being, true play is a critical need and not a fanciful frill (Roberts, 2010). All types of play, be it Solitary, Parallel, Group, Quiet, Constructive and Associative play have a crucial role in children's development. 

Vygotsky (1967) noted that objects support children's thought. Play strengthens children's Gross and fine motor development by the use of large muscles. (Roberts,2010). Henniger (,2008) states that children use and learn to refine their motor skills and coordination and their visual perception through play. Play promotes social relationships through sharing play tools and taking turns. This also improves non verbal skills and increases attention. Manning-Morton (2014) highlights that healthy social play is the beginning of justice and it promote language development which forms the foundation for cognitive and creativity development (Piaget, 1952) Play largely promotes emotional development, social and cognitive development (Roberts,2010). “In play a child is always above his average age, above his daily behaviour; in play it is as though he were a head taller than himself” (Vygotsky).

“Play creates a brain that has increased flexibility and improved potential for learning later in life “ Lester & Russell, Play Strategy for Scotland, 2008

Role play activity

• ‘The experiences children have in early life – and the environments in which they have them – shape their developing brain architecture and strongly affect whether they grow up to be healthy, productive members of society’ (Harvard University, 2007).
• My classroom was lacking in the role play area so I decided to set up a Market to enhance the learning and make it more inviting to the children. I felt it would be useful as we had covered 'food' and 'addition and subtraction' topics respectively.

Using child-sized stalls, scales, balance, cash registers, money (both coins and notes) baskets, a trolley, carrier bags, a clock, props from our resource store room like boxes of cereal, packets of food stuffs, cans, tinned food, vegetables, meat, fish, chicken, sausages and cheese our Market area was set.

 The children were so excited and looked forward to using the area.

•              I talked to the children about our Market area and on how they would take turns and not over crowd the Market. We also talked about health and safety. I reminded them not to put any of the items in their mouths when playing and about not leaving the market products lying around on the floor. The children and I agreed that we will have a maximum of four children in the area and one will play as the shopkeeper taking turns.

Observations, Assessments and Planning

•       As the children were playing, I kept observing them and sometimes taking pictures to support my observations. Using the Mosaic approach and the tracking method, I observed and listened to the children  whenever need arose. Through observing the children and/or the learning environment I was able to revise my plans and make some changes to the environment, to improve provision. Subsequent observations further inform, so the process is a continuing cycle.
•  Observation ‘involves practitioners observing children to understand their level of achievement, interests and learning styles, and then to shape learning experiences for each child reflecting those observations.’ [Statutory Framework for the Early Years Foundation Stage - 2012] 
•   Quality Observations are embedded in every day practice to build up an accurate picture of the unique child. They are purposeful, informative and capture what children know, can do and are currently interested in. They demonstrate their current stage of development.

  It is important that Practitioners recognise that planning and assessment is a process not an end result, that it is neither limited nor driven by paperwork, but is part of an ethos of ensuring quality experiences and environments for children in order that they develop into successful learners, confident individuals, effective contributors and responsible citizens (Curriculum for Excellence, CfE).

        Ongoing formative assessment is at the heart of early years practice. It is the link between observing children and effective planning to support their progress. Analyse of observations is undertaken in order to make judgements which lead to action to support individual children. Assessments provide an insight into how best to help each child develop and learn and prioritise the experiences and opportunities that can be offered. They are monitored by leaders and managers to identify children’s needs and ensure that all children are making progress to reach their full potential. This can actively engage parents in developing a picture of each child, identifying any learning and development needs. A summary of a child’s achievements at a particular point in time so that their progress can be tracked is known as summative assessment. The EYFS requires practitioners to review children’s progress and share a written summary with parents at two significant points. Planning ‘Each area of learning and development must be implemented through planned, purposeful play and through a mix of adult-led and child initiated activity.’ [Statutory Framework for the Early Years Foundation Stage, DfE, 2012]. This reflects, supports and extends individual children’s current interests, learning styles, enthusiasms and the stage of development of each child. It is a flexible working document, which is responsive to spontaneous events. It enables all practitioners to contribute, understand and articulate why experiences have been planned and facilitates children, parents and practitioners to have a voice in the planning process.

The Warnock Report (DES, 1978) emphasised the importance of effective assessment through initial, more informal, assessments through to the stages preceding formal assessment and the production of a statement of special educational needs.Within the Early Learning Goals document (QCA, 1999: 5) practitioner responsibilities for observation and assessment processes were defined as: ‘Practitioners must be able to observe and respond appropriately to children, informed by a knowledge of how children develop and learn’. This requirement is discussed alongside the need for practitioners to offer a ‘well-planned and well organised learning environment’ and ‘well-planned, purposeful activity and appropriate intervention’ (ibid.). So the value of observation begins to emerge as clearly linked to the learning environment as well as to individual children.

Adult role in Play

        Practitioners need to understand that there must be a progression in the provision of activities to meet the developmental needs of children. The adults will facilitate the progression in learning by planning appropriate activities. It is the duty of practitioners to support the Children in their play and provide good quality resources. Practitioners need to.-

•  Be aware of the potential learning in all areas of the curriculum

•  Model skills involved in play like play behaviour

•  Observes and Interact with the children, asking questions and making suggestions to support their learning whenever necessary

•  Be familiar with key vocabulary – model and support children in their use of key words

•  Work alongside children, modelling skills and attitudes

•  Scribe children’s ideas and thoughts, and display their work   

•  provides for play experiences that are safe, challenging, inclusive, and enjoyable

•  structures the indoor and outdoor environment so that it reflects children’s individual strengths, interests, abilities and needs

•  continually builds on, challenges and extends children’s learning and development

•  provides, recognises, respects children's feelings, culture and background and supports children with choices about what to do and when without interfering.

•  gathers information about children’s play and uses this to extend their learning and development.

•  He/she observes how the space and organisation of the indoor and outdoor environment is supporting or hindering play

•  observes and documents through notes, photographs and video clips what is happening in the play

•  shares information with children and families about the play

•  uses the assessment information gathered in planning for future play.

• Observe children’s learning and use of the provision

• Assess children’s development/progress to inform planning for future learning provides, recognises, respects children's feelings, culture and background and supports children with choices about what to do and when without interfering

•  protects children from harm in play and intervenes in situations which could potentially be uncomfortable or harmful for children (physically or emotionally), such as when they are rejected

•  continually builds on, challenges and extends children’s learning and development

•  provides, recognises, respects children's feelings, culture and background and supports children with choices about what to do and when without interfering.

Benefits of role play

The benefits of this activity are linked to all seven areas of learning.

Personal, Social & Emotional Development

   •      co-operate, take turns and initiate role-play

   •      develop confidence, self-esteem, self-control in re-enacting real life situations

   •      learn how to work independently and access the resources they need

   •      learn how to work as part of a group e.g. taking on different roles in a group such as shopkeeper and customer

   •      express individuality and own personality through imaginative play

   •      use language of social interaction

   •      learn to have respect for others’ ideas and accommodate these in role play

   •      help to tidy up at the end of the session

   •      show initiative when developing ideas in the role play area e.g. deciding to make signs for the shop

   •      reflect on feelings as part of role play e.g. Shop keeper

   •      use role play to act out their own joys, concerns

Language Development

   •      talk about what different people do in role-play situations

   •      talk in the language of different roles e.g. shopkeeper, mummy, Little Red Riding
Hood

   •      use language to plan and create real-life or imaginary situations

   •      develop the language of dialogue e.g. listen to and respond to what other children/adults say

          Children learn to express themselves

          They learn the names of different foods

          They learn colours

Literacy

•   The Children learn colours

• They extend vocabulary associated with imaginary/role-play e.g. home, driving a car, going shopping by bus

•Children develop writing skills e.g. writing shopping lists

•The children practise reading names of foods and beginning blending simple words on their lists.

Mathematics

•In Mathematics, Children

•explore various mathematical concepts related to money, capacity, size, weight, one-to-one correspondence

•use language related to all of the above e.g. how much, full, empty, need more/less, heavy, light

•problem solving through imaginative play e.g. how much money will I need for this item? How many cups will I need for the family?

•develop concept of time in house play – breakfast, dinner, bed-time, time in doctors surgery. Refer to clocks, watches

•order, sort and match

Expressive Arts and Design

•use imagination to develop ‘stories’ in the role play area introduce the language of colour and texture through

•learn different types of material

•encourage children to create and design their own menus, draw pictures of different foods, price lists,

•make items for role-play e.g. play dough buns, cakes

Knowledge and understanding of the World

 The children

• explore and recognise feature of how things work

• explore and select materials and equipment appropriate to the role-play

•develop scientific skills, knowledge and concepts through props that have been provided.

•They relate the role play to their daily real life experience outside the classroom.

• use technology e.g. a shopping till, calculator

Physical Development

• develop co-ordination through fastenings on clothes, pouring tea from tea pots setting table, dressing dolls, cooking

•develop awareness of space available in role-play area and how to share that space with others

•Develop their fine motor skills through manipulations of things like the cash register, picking items from the market

My Findings

•  I observed that children were so happy and enjoyed using the role play area due to the changes that I made.

•           Children improved their counting especially when they had to get change or give back change in the case of the shopkeepers.

•           As they were eager to write their shopping lists, I noticed that most of them practised segmenting and blending to make sure they had written down the words correctly.

•           The children's vocabulary improved as I heard some of them using comparatives and superlatives when dealing with weight and sizes.

•           After this activity, I feel motivated to create,extend and improve different learning areas in my setting to enhance learning for the children.

•           The question I am asking myself is “ How can I extend this activity to make it even more inviting  and interesting for the children?"

References

Bruce, T., 2001. Learning through play. Babies,toddlers and the foundation years. London: Hodder Arnold.

Bruce, T., 2005. Early childhood education (3rd edition). London: Hodder Anorld

Canning, N., 2011. Play and Practice in the Early Years Foundation Stage. London: Sage.

Clark and Moss (2001) Listening to Young Children The Mosaic Approach

Department for Children,Schools  and Families(DCSF) (2008e) Practice guidance for Early years Foundation Stage. Nottingham: DFES.

Department for Children,Schools  and Families(DCSF) (2008b) Card 3.1 Enabling Environments: Observation,assessment and planning- Principle into practice. Nottingham: DCSF.

Department for Children,Schools  and Families(DCSF) and Department of Health (DoH) (2008) Aiming higher for the disabled children: Delivering the core offer standard. Nottingham: DFES.

Ludvigsen,A.,Creegan,C.Mills,H. 2005. Let’s Play Together: Play and inclusion, evaluation of better play(Round 3). London: Barnardo’s policy and Research Unit.

Manning-Morton, J. ed. 2014. Exploring Well-being in the Early Years. Maidenhead: Open University Press/McGraw-Hill Education.

Roberts, R., 2010. Wellbeing from Birth. London: Sage

Rogers,N. 2000. The creative connection: Expressive arts as healing. Ross-on-Wye:PCCS

Stephenson, A. 2003. ‘Physical risk taking: dangerous or endangered?’, Early years 23(1): 35-43