Play in the ECD - Roodepark School

PLAY IN THE ECDTHE KNOWLEDGE AND UNDERSTANDING OF HOW PLAY SUPPORTS

LEARNING AND DEVELOPMENT OF THE WHOLE CHILD

EDUCATIONAL PLAY

• • They learn through playing - prepare them for school

• • Teaches problem-solving.

• • Improve self-confidence

• • Social skills development

• • Learning how to play with others through compromise, conflict resolution and sharing

• • Development of motor skills

• • Nurturing their creativity and imagination

• • Discovering their independence and positive self-esteem.

• • Gains exposure to new situations and feelings

• • Teaches rules and fair play

EXAMPLES OF EDUCATIONAL PLAY

• Concepts toys and games

• Memory games

• Dominoes

• Lotto games

Help children to explore

concepts such as colour, size,

shape and number while

developing skills such as

sorting, matching, classifying

and sequencing..

CONSTRUCTION TOYS

Duplo

Lego

Junior Engineer

Constructor connect and Unfix

blocks

MANIPULATIVE TOYS

Toys with pieces that can be

manipulated or moved

Threading and lacing toys

Cards

Beads

Stacking rings

Sorting trays

Pickup sticks

PUZZLES

• It can be different sizes, have

different number of pieces and

different shapes.

• Inset puzzles - fit into holes

• Jigsaw puzzles - pieces fit

together

EDUCATIONAL GAMES WITH RULES

• Rules are about how you

should play the game

• Snakes and ladders

• Ludo

• Dice games

• Snap

ROLE OF THE EDUCARER

• Mediation during educational play

(Role of the teacher)

• = Encourage them to ask

questions

• = Encourage them to take

creative risks

• = Initiate play

• = Close supervision

• = Set clear rules

• = Ensure that toys or games

are used correctly.

CHARACTERISTICS OF A GOOD TOY

• A toy must:

• • Be simple in the design

• • Made of good quality material

• • Be safe to play with

• • Be durable

• • Be attractive

• • Be big enough

• • Be stimulating

• • Be durable

• • Be multi-purpose and adaptable

THE SAFETY OF TOYS

• Toys must not be too

heavy for children

• It must be inflammable

• No battery-driven toys

• Cords of toys not longer

than 30 cm.

• No broken toys which

can hurt a child

• No cellulose hair on toys

• No small removable parts

• Non-toxic paint used on

the toys

• No electrical toys

• No sharp corners

TYPES OF TOYS

Natural toys and play materials

• • Sand

• • Mud

• • Water

The value:

• To learn mathematical

concepts like float,

measure etc.

• Enrich fantasy play e.g.

to build roads in the sand

• Any age group can enjoy

it

• It is cheap

• Children can socialize

while playing

• There is not a ‘right’ and

a ‘wrong’

EDUCATIONAL TOYS

• The value

• These are toys through

which a child learn

to prepare

for school tasks.

• Encourage the child to use

his senses.

• To prepare the child for

school.

ACTIVE PLAY EQUIPMENT

The value

• Motor development takes place

• It is fun

• Provides learning activities like

high, low, under, over….

• Lots of social activities with

friends

FANTASY PLAY EQUIPMENT

• • Old clothes

• • Household objects

Themes for fantasy play:

• Hospital

• Shop

• Restaurant

• Hairdressing

The value

• Children identify with

roles

• To ‘make pretend’ makes

child feels in control

• They can express their

feelings

(REVISION)WATER, SAND AND MUD PLAYNATURAL TOYS

• WATER PLAY

• Children love to play with water.

They feel FREE when playing with

water.

• Water is placed in containers

which will keep the water inside.

• Water play can happen inside or

outside the class.

MUD PLAY

• Mud can be pre-made by the staff, or the children can

help to mix the sand and water in order to get mud.

• Children must wear aprons when working with mud.

SAND PLAY

• Children enjoy playing in a

sandpit.

• The sandpit must be BIG

ENOUGH for several children to get

inside so they can dig holes, make

tunnels and build castles.

Sand in your fingernails

Sand between your toes

Sand in your earholes

Sand up your nose!

Sand in your sandwiches

Sand in your bananas

Sand in your bed at night

Sand in your pyjamas!

Sand in you sandals

Sand in your hair

Sand in your knickers

Sand everywhere!

by John Foster

EQUIPMENT FOR WATER, SAND AND MUD PLAY

• SPADES

• One can buy them or make them.

• To make:

• Use a very strong plastic bottle.

• Cut in half in the length.

• Use the bottoms of plastic bottles and containers.

• FUNNELS

• Use the tops of plastic bottles.

• Use pieces of hose pipes and plastic piping.

• SIEVES

• Make use of old bottles.

• Cut in half. Use the bottom and make holes in. Use a piece of hot wire.

• ANY LARGE CONTAINERS

• One can use any plastic container.

• One can also buy large sandpit apparatus e.g. big plastic spades or

buy buckets in a variety of colours.

VALUE OF WATER, SAND AND MUD PLAY

• • Children also LEARN while playing with

these mediums. They pour water from one

container to another and learn e.g. about

measuring or that some things can FLOAT on

water.

• • Water has a CALMING effect on children.

• • Water, sand and mud inspire children

towards FANTASY play.

• • Their LANGUAGE DEVELOPS while they

are playing.

• • The SENSES of the children develops e.g.

feeling

• Water, sand and mud play are

MESSY activities.

• Children EXPLORE and DISCOVER

while playing with sand, mud or water.

• Water, sand and mud are NATURAL

toys. They are easily available in nature.

• Children enjoy these activities

because there is a lot of SOCIAL CONTACT

between the children while playing.

• Children enjoy these activities

because they experience FUN and satisfaction

while playing. They love the feeling of sand and

mud going through their fingers.

• Children feel SECURE when playing

in the sand or water.

PREPARATION FOR PLAY

Sand play Mud play Water play

WHERE:

Indoors

On veranda

Outdoors

EQUIPMENT:

Outdoors in sandpit made of brick and cement, a wooden sand

box or sand in a big tire

Children take off their shoes.

Special sand can be ordered if sand gets hard.

Keep the sand wet all the time for the children to enjoy.

Indoors

On veranda

Outdoors

Use an old bath tub or make mud on the

ground.

Protect indoor furniture with plastic.

Children protect their clothes with aprons

Mud must not be too thick or too watery.

Indoors

On Veranda

Outdoors

Wash tub, baby bath,

Low zinc bath or a drum cut in

half

Protect furniture with plastic.

Protect children’s clothes with

aprons.

Sand play Mud play Water play

Plastic buckets,

spoons, old pots and

pans, funnels,

Plastic bottles and

flower pots, plastic

cars, animals and

fantasy figures.

Egg containers made

from polystyrene.

Spades and rakes.

Plastic buckets, mugs,

spoons, spades. Old

pots and cookie cutters.

Fantasy equipment like

human figures.

Play with own

discoveries e.g. leaves.

Plastic buckets, mugs, spoons,

spades. Old pots and cookie

cutters. Straws, watering cans,

plastic spray bottles, sponges,

egg beaters.

Also objects which can float or

sink.

Sometimes add some dish

washing liquid or paint to the

water to blow bubbles.

Allow children from time to time

to wash doll’s clothes.

Add lukewarm water on cold

days.

EQUIPMENT

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ACTIVITIES

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Why is outdoor play

important?

• Play builds self esteem

• Encourages creativity

• Helps children practice new

skills

• Helps children learn about

different roles

• Builds relationships / social

skills

• Teaches children to focus

on tasks

Examples of outdoor play

• Play with water, sand and mud

• Jungle gyms

• Swings and slides

• Ball and rope games

• Bikes, trikes and scooters

Examples of outdoor equipment

• Climbing apparatus -jungle gyms, nets

and ladders

• Swinging - swings, monkey bars and

ropes, tyre swings

• Sliding - slide, ramps, flattened

cardboard boxes

• Play house, large boxes, tunnels

• Sand and water play - sand pit or sand

tray, bath or basin, tins, plastic containers,

mugs, cake pans, funnels, sieves, colanders,

spoons, jugs, plastic bottles, squeeze

bottles, sponges, containers with holes,

straws, egg whisks

• Small plastic tables and chairs

• Pulling, pushing and riding - boxes, plastic

crates with ropes to pull them along, tyres, tricycles,

wheelbarrows and prams

• Balancing - balance beam, planks supported by

bricks, tyres, see-saw and stilts (rope and tins)

• Pretend play - traffic signs and tracks, steering

wheels of old cars, hats, helmets, adult-sized

clothes, bags, empty boxes (cereal, food, etc.), tins,

plastic containers, sunglasses, old binoculars

• Catching, throwing, kicking and hitting - balls,

bats, beanbags

• Building - blocks and boxes

• Gardening play - watering cans, small garden

forks and spades, seeds

Outlay of the outside play area• A space for running

• A space for climbing, hanging and swinging

• An area for pretend play

• A resting area

• A water play area

• A sand area

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Discovery activities• This is a DOING corner.

• Children are using their

senses to explore and learn.

• In this corner, children are

thinking, investigating and

solving problems.

• Things are placed on a low

table for children to explore

themselves.

Value of discovery activities• Children develop their senses.

• It supports a child’s vocabulary and

language development.

• Helps with number (maths) concepts.

• Helps to discover patterns.

• Helps a child to observe, collect information

and make predictions.

• Teaches them social skills.

• Learn how to take care of living things.

• They learn how to work together.

• Feeds curiosity

Natural objects (Nature) Leaves, sea shells, rocks and stones, different types of wood, pine cones, bird’s

nest, seeds, acorns, soil

Living things Non-toxic plants

Herbs

Insects (ants, snails, worms, bugs, butterflies)

Animals (hamsters, fish, birds, eggs that hatch)

Science Magnets, machines, things that float and sink, things that are used for tying, things with

lids, things with holes, heavy and light things

Mathematics Beads, pebbles, counters, sorting trays, scale, tape measure, shapes, etc.

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PLANNING OUTINGS

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THE PROCEDURE WHEN PLANNING AN OUTING / FIELD TRIP

• Decide where you are going - tie it in with

your curriculum

• Identify the site to be visited.

• Conduct a pre-visit (if possible) to familiarise

yourself.

• Will the trip stimulate or enrich the children?

• Will it engage the children to think?

• Will it be a meaningful day?

• It should be a place that is familiar in some

ways to the children.


• 2). Ask your administrator /

principle

• • Submit field trip plans to the

district and principle.

• • Submit a list of students who

might be attending the trip.


• Arrange for transportation

• Policies and forms for securing

transportation should be followed

• Children should never be transported in

cars owned by private individuals.


• Decide on a food plan

• Safe and healthy food should be

provided.

• Decide whether you will be

providing food or whether kids

should bring their own packed

lunches.


Plan your schedule

What time will you be leaving?

What will you be doing throughout

the day?

At what time will you be back at

school?


• Arrange your supervision (get parents

involved).

• Supervision of all children at all times is essential.

• Decide how children will be grouped with adults.

• A place for regrouping and check points should be

identified at each trip site.

• A designated person for each group should carry

a first aid kit, money and needed supplies.

• Send a letter to parents to request for help as

chaperones.

• Provide alternative arrangements for kids that

might not be going on the trip.


• Create a permission form

• Teacher should explain the planned trip to parents and receive permission slips for each child.

• Teacher must have children and parent’s names, phone numbers and emergency numbers with them at all times.

• Compose a parent permission letter including the following:

• Date and location of field trip

• Transportation arrangements

• Educational purposes of field trip

• Provision for special needs students

• Cost

• Clothing for the trip

• Lunch arrangements

• Money needed

• Trip schedule

• Whether a child will need prescribed medication administered

• Parent signature


• Decide who’s allowed to go

• Age and developmental level of

children should be taken into

consideration.

• Special needs of all the children

should be considered.

• It should be appropriate for all

children in the class.


• Preparation before the trip

• Teacher may use a story book or props to set the stage for the

trip and explain the purpose of the trip.

• Discuss the trip with the children.

• Review and rehearse safety precautions, buddy system,

positive behavioural expectations and emergency procedures.

• Review responsibilities and rules with all the adults going with.

• Staff should prepare identification cards/tags for all children -

include the name of the school and phone number.

• Children wear the same shirts – printed with the school’s

name and logo.

• Collect money for admissions fees

• Create a list of all student names and telephone numbers for

us in an emergency.


• 10). On the day of the trip

• • An accurate list of children in

attendance on the day of the trip must be

supplied.

• • A copy must be left at the

school.

• • Pass out name tags.

• • Divide class into small groups

and assign chaperones.

• • Secure a cell phone

• • Take along an emergency kit.

https://www.youtube.com/watch?v=CMdf0ZiOk-I

https://www.youtube.com/watch?v=TYwdONoA1-Q

https://www.youtube.com/watch?v=CMdf0ZiOk-I

https://www.youtube.com/watch?v=TYwdONoA1-Q

Documents

Play in the ECD - Roodepark School