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Copyright Act 1968
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Rosemary Perry
Acknowledgements This book has been prepared to support teachers who are interested in promoting playbased curriculum in their preschool setting. The practical examples and teaching insights shared by Sue Thomas, the teacher-in-charge at Stafford State Preschool are gratefully acknowledged. They have contributed greatly to the development of this book. The willingness of parents and children at Stafford State Preschool to agree to the publication of the photographs taken at the Centre is also appreciated. Play-based Preschool Curriculum Dr Rosemary Perry School of Early Childhood Faculty of Education Queensland University of Technology
ISBN 1 86435 416 X
0 Copyright
Rosemary Perry, 1998
Introduction 1 Play-based curriculum: A matter of emphasis .......4 Thinking more about play Characteristics of play ..................................... Functions of play .......................................... Scaffolding of play ........................................ Play and Curriculum
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11 14
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What is a play based curriculum? ..................... What is the teachers role within a play-based curriculum? .................................................
Providing a play-based curriculum: whats involved? Creating flexible learning environments for play The physical environment: time. space and materials ..................................................... The psych ologica1 en v ironm ent ........................
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Supporting Play Getting play started ....................................... Discussing ideas for play ................................ Extending play ............................................. Exploring content (foundation learning areas) in play Teaching as children play ...............................
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Planning in a play based curriculum ................. 5 3

Understandings of children that come from play
.............58 Communicating the value of a play-based curriculum..... 61

Talking with parents about play ....................... 61
63
References
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Introduction
Play comes naturally to 3 -5 year-olds and is a thoroughly enjoyable activity. Because it is such a natural and enjoyable experience, some parents and teachers question its role in preschool education. Are children learning if they are playing? Since its inception, the preschool movement has regarded play as vital for young childrens learning and development. Froebel for instance, in establishing his kindergarten in 1841, demonstrated his belief that within a well structured environment, children should grow according to their nature and potential and that teachers should follow childrens play activity interests... (Lay-Dopyera, 1990:29). This was a very radical view for the times. Ever since Froebels day there has been a range of views expressed concerning the role and nature of play in the education of young children. As a consequence play has received varying emphases in different preschool programs and models, and has been the source of much debate and research. Throughout its history, however, the notion of play has remained central to the rhetoric of preschool education. Current curriculum documents such as The Preschool Curriculum Guidelines (p.3 0 ) present play as the fundamental medium for young childrens learning and central to an effective preschool curriculum. The practice relating to play does not always match the rhetoric, however, and some observers suggest that there is less play occurring in preschool settings today than in previous years. There are a number of possible reasons for this. Given todays pressures for teachers to be more accountable for childrens learning and to raise the standards of literacy and numeracy, many teachers are confused as to whether the playful activity of young children can be justified in the preschool in the current climate.
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Some parents, too, faced with the demands of increased productivity in the adult workforce are holding the view that play is of far less value than work. As a result they are keen for their children to acquire productive work habits early in life. Seeing their children being encouraged to play in the preschool setting, these parents, along with other members of the school community, are asking with some scepticism how young children can possibly learn when they are encouraged to play? Such questions are raising real challenges for preschool teachers and teachers are responding in various ways. One type of response is to provide more set structured activities. Such activities may include cutting pre-drawn shapes, joining dot to dot or following the teachers directions in making rabbits or caterpillars fiom collage materials. These more structured activities contain a have to element and often require a set way of proceeding in order to achieve a particular goal that has been set by the teacher. As David explained to me as he threaded beads on his string according to the pictured pattern, You hafta do it like this to make it look like that. Some teachers require children to do a number of these set structured activities before they can go to play. Asked why she did this one teacher said,
Well, children do something that results in a Jinished product. They have tofollow a set process that is good and children enjoy it. I think its important for children ... and parents, to see children achieve and have some evidence of their learning. I guess I feel more in control too, and that Im really teaching i f I have this sort of evidence.
If children are developmentally ready to engage in such tasks, most teachers would agree that some structured activities have a place in childrens learning provided children see a purpose and meaning in such structured activities.
It is the issue of children seeing purpose and meaning in what they are doing, that lies at the heart of this debate as to whether the curriculum emphasis should be on play or more structured activities.
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Teachers who decide on the play emphasis in their curriculum see play as the medium that enables children to express their own ideas and purposes. A play-based teacher expressed her views in these terms.
I want preschool to be a place where children can see meaning in what they are thinking about and doing. I want children to develop their skills in a real way and for a real purpose. Ive found that the need for all kinds of skills and knowledge arises in their play and then they have a real reason for learning to cut or sew or whatever.
These play-oriented teachers believe that productive work habits are fostered when children are intrinsically motivated, and feel that their own ideas are guiding their actions. Children concentrate on their play tasks for long periods of time. Paradoxically, the beginnings of productive work habits are fostered in play.
Doctors and nurses at the hospital concentrated on their self set tasks for long periods of time
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Play-based curriculum: A matter of emphasis

It is important for preschool teachers to note that they are not involved in an either / o r decision when considering the type of curriculum they will offer. Rather it is a matter of emphasis. If it is decided to emphasise play this does not mean that there are no structured activities provided, as this teachers comment shows:
I dont set out speciJc activities like marble painting or threading to a pattern because they are usually quite meaningless to a child. I will though, sometimes put out an activity that the children have expressed interest in - like making indian hats or gingerbread men. These interests y have arisen in their play so they are meaningful ... and Iprovide a range of materials so there i s no one way of making them. I see materialsjust as tools which children can use to represent their ideas. I think its important to remember that learning is in the child - not in the materials or the activities.

From this type of comment it can be seen that an essential element of play - the childrens representation of ideas, can be fostered, even in these more structured type activities. For teachers more oriented towards play, helping children think and talk about their ideas is a very important part of their teaching and one which they foster in all aspects of the curriculum.
Following a discussion about what people wear on their heads, children were keen to use feathers in their hat making
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In making the decision whether to emphasise play or more structured activities in their curriculum it is important that teachers recognise what play is and the functions it serves in learning and development.
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Given the large theoretical and research literature on play it is no longer good enough to hide behind the preschool rhetoric and call everything that children do within the preschool play. This resource aims to help teachers explore the nature of a play-based curriculum and to become familiar with the characteristics and functions of play. With this knowledge teachers are in a better position to decide whether or not they want to provide an activity based or a play-based* curriculum. For those who opt for a play-based curriculum this resource also addresses a wide range of practical issues associated with providing a play based curriculum. These practical issues include:
o o
R
Ways of using time, space and materials to promote play Creating a supportive climate for play Strategies to get play started How to teach content in the context of play Understanding children through play
o o
o Talking with parents and colleagues about play
*In Queensland since the mid 1980s, the term event-based has been used to describe programs which emphasise play (Perry, 1988). The play-based curriculum described here incorporates and expands on features of the event-based approach.
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Thinking more about play

Although we know when we are playing, actually defining play in words is not easy. When I asked an experienced teaching colleague to share her understandings of play she said, Come to my preschool and Ill show you what I see as play. So I went, six weeks into the first term, and this is some of the play that I saw.
Robyn being a princess decorating her castle. She had put up walls of shiny material and was busy taping other fabric pieces on to the floor. The teacher knocked at the castle holding a chair to which she had quickly taped pieces of tulle and satin. Im the delivery man, she said. Ive brought a beautiful chair for the princess. Robyn smiled, took the chair and placed it in the corner of her castle and went on taping pieces of fabric to the floor. Later in the session when I looked into the castle I noted that the chair had been stripped and the material pieces taped to the floor.
Three boys and two girls in the popcorn shop busily making popcorn.
Collin was sploshing yellow paint on paper on an easel with a large brush making popcorn shapes. Thomas was drawing popcorn shapes and Robyn was cutting up paper and saying that these were her popcorns. David was watching what the others were doing while Andrea was carehlly preparing to make her popcorn, finding paper and positioning it near the paint asking others to move so that she had room. The teacher was nearby, at one time going and getting another board in order to create more space for painting. At times she commented on the different ways they were making their popcorn - Collin is painting his popcorn and I can see that Thomas is really thinking about his popcorn shapes before he draws them. She also posed some questions- What are you going to put your popcorn in Robyn? Where could you find a container?- which led Robyn to go to the storeroom to find one.
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A4arta carefully cradling her baby. With her free hand she patted the babys head as she walked over to the teacher and said Come to the doctors with me. Stephen hearing this came over and said, Has she got a bug? Marta nodded, The teacher walked with her to the doctors followed closely by Stephen. Robert had set up his surgery making the walls of large pieces of cardboard and hollow blocks. He had set up a table, phone and computer keyboard and was putting a stethoscope around his neck when Marta carne over and said, My babys sick. Stephen added, Yes, shes got a bug in her head, as he stroked the babys head gently. Robert the doctor said, Shell be alright. Were just getting organised. Just wait there til were ready. Marta and Stephen sat on chairs nearby and as the teacher walked past she said, Are you waiting for the doctor? Hell call your name when hes ready. A little later I heard Robert say quietly to himself as he looked at his stethoscope, This gets the bugs out.
Marta and Larry painting at easels on the outdoor patio. They were standing side by side sharing the paints. Marta said, Im painting a rainbow, as she carefully painted arcs of different colours across her paper. Larry was just as carefully painting straight lines horizontally across his paper starting at the bottom edge. He took time to select each colour. Im painting a rainbow too, he said. Im finished now. Im going to write my name, said Marta. I will too, said Larry as he put his brush back and waited for Marta to finish with the felt pen. He then printed his name and followed M a r t a as she hung up her painting and ran off to climb in the scramble net.
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Lynne setting- up herfiuit shop. On a large dais block Lynne had set out styrofoam trays and was carefully sorting and positioning pieces of plastic fruit. She talked to herself as she did this saying, Two bananas ... and a carrot and another carrot. When the teacher walked by she paused and picked up a mandarin from one of the trays and said, Oh, Mrs Brown what is this piece of fruit called? Ive forgotten for the moment. Lynne said with a smile, Its a mandarin! Oh of course, said the teacher. About fifteen minutes later having written prices (2s, 3s, and 4s) on sticky labels which she had then stuck on each piece of fruit, Lynne went up to the teacher, held out a red plastic apple and said, I know what these are called ....nectarines. The teacher said, Are you sure? Some nectarines are red like that but some apples can be red like that too. Lynne nodded and then said, I need more shelves to put trays The teacher said, Well, do you remember how you made shelves the other day fiom the blocks? Lynne went to the block shelf and selected some long blocks that she used to make her shelf and set out more trays and fiuit. Lynne played by herself in the fruit shop through out the indoor time. Just before corning together time the teacher again paused at the h i t shop and said, Do you put your fruit away at night. You wouldnt want the fi-uit flies to get at your fruit. They wont get into this hard fruit, said Lynne laughing. No they wont, the teacher agreed, but fruit flies can do a lot of damage to real fruit. They eat through the skin and make the fruit bad. Youll need to pack the fruit away before you close up the shop.
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It is interesting to think about what leads us to regard these episodes of childrens activity as play. Various writers ( Guha, 1987; Rogers and Sawyers,l988; Bodrova and Leong, 1996; Jones and Reynolds, 1997) have listed a number of characteristics of play,
~e$~ free r e - players have a sense of freedom
~ o n ~ r o lby l ethe ~ players

external rules
s - in the sense that the consequences of play actions
are not real enjoyable
often in preten~ OF 8s i f mode
I
I
Can you see some or all of these characteristics in the play episodes described?
C I
T r y to find several examples for each characteristic? Or, think of some

play episodes from your own centre which have had some of these characteristics.
Are there other characteristics in these play episodes that you feel have not been mentioned?
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One group of teachers that addressed this last question came up with additional characteristics as they made these comments : Play lets children express feelings. (Stephen showing concern for the sick baby) It encourages them to think creatively. (Robert the doctor thinking that his stethoscope could get the bugs out.) They seem to like to share knowledge in their play, (Lynne naming the Puit and the teacher talking about ji-uit flies.) Some children seem to like to do what others are doing in play. (Larry saying he was painting a rainbow like Marta... although he wasnt. They seem to be able to keep to some rules when they take on a role. (Marta and Stephen were prepared to wait at the doctors.) Although theyre pretending things are real, they know things arent real! (Lynne pointing out that the fruit flies wouldn t get into her plastic fiuit.) These insightful comments by teachers highlight not only characteristics of play but also the many possibilities for learning inherent in it. While the characteristics and functions of play are closely inter-woven, some writers make a distinction between them.
I
t is useful to consider th from the characteristics not you believe play is important in young childrens learning.
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Different theorists and researchers highlight many functions of play but there is general agreement on its five main functions. Play enables children to use symbols and to resent their world in variety of forms romotes ~ r e a t ~ v
y assists ~ ~ ~ i l t d~en
ye As children play they frequently use objects and actions symbolically. That is, they use them to represent other objects and actions and in this way come to act in accordance with internal ideas rather than external reality (Vygotsky 1933/78:97).
Making a tool for the workshop
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As preschoolers play develops, so does their ability to make these substitutions. For instance, instead of always using an object children may use gestures such as holding their hand to their ear as if talking on the phone or they may say, Hey lets pretend this [box] is the boat.
This ability to separate meaning from objects and to act on internal ideas is vital preparation for the development of abstract ideas which are the basis of literacy and numeracy (Berk, 1994; Bodrova and Leong, 1996). As children become skilled in using objects or take on roles as if they were something or someone else they are separating an object or role from an idea. This same ability is necessary in reading and writing where the letter looks nothing like the sound it makes and the word looks nothing like the object it stands for. As children engage in as ir type play they are simultaneously developing literacy and numeracy skills.
romotes cre As children try out new combinations of sequences of events, actions or situations in pretend play and confront problems that require solutions, they gradually move from an as ir to a more what if mode. In this what if mode children are directing their thoughts at will, reflecting, taking apart and rearranging in abstract form their understanding of their world. This is very much a part of developing the ability to think flexibly and creatively and to engage in mental trial and error.
lay assists c
i to l
ge
It is widely accepted that from birth young children acquire knowledge through social interaction (Vygotsky, 1962; Mandler, 1979; Nelson, 1981). They are keenly interested in people and what they do. From their own observations and experiences children begin to build their own personal scripts of what happens when.. . you go shopping... or to the doctors. When they play with other children, representing their world in some way or recreating an event, these scripts of what happens have to be shared. In the process ideas are often clarified, and knowledge extended and elaborated.
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When a child engages in play with others there has to be some shared understanding of what it is they are playing. Although at the beginning of the year there may be little discussion between players, the need to communicate or clarify their ideas usually quickly promotes discussion, Play provides real reasons for communicating. Often if there is a problem or some disagreement there is a need to consider the situation from another players perspective. This ability to take anothers perspective is basic to developing good social skills. Because the nature of play is so intrinsically motivating and the desire to have the play continue so strong, children also develop skills in negotiation and cooperation. ( P e w , 1996 )
ev According to Vygotsky (1933/78 :74) play establishes the zone of proinla1 development.
sc
Bve
tl s
In play the chdd is always behaving beyond his age> above his usual everyday behaviour; in play he is, as it were, a head above himself. Play contains in a concentrated form, as in the focus of a rnagnifjhg glass, all developmental tendencies; it is as if the child tries to jump above his usual level. The relationship of play to development should be compared to the relationship between instruction and development.
No doubt you have often observed a child who has great difficulty sitting at a group time and concentrating for more than five minutes, yet, when engaged in play flying an aeroplane or nursing a sick baby, the same child can be deeply engaged for well over fifteen minutes.
Play selves to scaffold childrens learning. Play provides children with roles, rules, situations or events which enable them to focus and attend at a higher level than is possible without the scaffolding offered by play.
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This play episode, observed in the second week of the preschool year when children were just beginning to get to know each other and the teacher, illustrates the scaffolding which play offers for learning.
Using dress ups to symbolise ball gowns Mandy (dressed in her long dress holds out a veil and says to Tch: Im going to the ball. (Teacher helps her put on the veil) Tch to Mandy: How will you be getting there? Mandy: We havent got a car or a carriage. We havent got anything Tch: Oh dear what could you do? Mandy: (melodramatically) We wont ever get to the ball. Children extending knowledge and thinking creatively Tch: Oh dear! What can we do? We need a carriage. what can we do that would help us? Mandy: I know We could make a carriage. She goes and gets some long blocks from a nearby shelf and makes a square from them Tch: Does your carriage need some wheels? Using objects as if Tracey who has been watchmg and listening goes off to the storeroom and comes back with some round plastic lids. She holds them out saying Wheels Tch: Oh great! Put them on, Tracey. Negotiating/sharing ideas - Developing social skills Mandy: No! They dont need to be the wheels. We need other wheels. Tch (as Tracey hesitates): But theyre a good idea for wheels Mandy puts on one large plastic reel shes found in a nearby box, stands back and says There! Theres the carriage. (Tracey seems to accept this) Tch: Whos going to pull the carriage? Mandy: I dont know. We need some horses. Sarah and Tracey go off and get some chairs for horses (The teacher had suggested chairs for horses on their first day when they had played this game.) Trying out social skills Stacey holding a baby joins the group and goes to get in the carriage.
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Mandy: We dont need a baby. (Stacey just stands watching and then goes back to her house.) Tch: How are the horses going to gal-lop gal-lop and pull the carriage? Mandy: Dont know. The teacher gets some string and they put it over the chairs. Sarah stands in the carriage and holds the other ends Brian (in army dress joins the group):You need the army Mandy: No we dont! Were going to the ball in our beautiful dresses. Come on! Come on Allison! (Allison is trying to do up her ball gown) Mandy: Go! Oh no someone else is corning. Come on get in! !
Drawing on previous knowledge Tch: Oh Id better get out o f the way of the horses. Bye. Be home by 12 oclock Mandy: No. You have to say be home by midnight. Tch: Be home by midnight Mandy: OK Bye!! Look were here. They get out of the carriage and wander over to where three children are doing puzzles. Mandy. Sarah,Tracey and Allison join them and each do a puzzle still dressed in their ball gowns.
Were going to the ball in our beautiful dresses.
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Many forms of re ~ e $ ~ n t ~and ~iQ $ n ~ use ~ are evident ~ in Q ~ this brief play episode:- dressing as if going to a ball; using blocks for a carriage, chairs for horses and string for reins and a bridle. There is also much sifting through of ~ n o w ~as e ~ ~ e to what is appropriate for the going to the ball event. A carriage is needed to get there, beautiful dresses must be worn and ball goers must be home by midnight, not twelve oclock. The purpose of Mandys statements that mothers dont take babies to balls and that the army is not needed is open to question. Are they used as a means of accurately representing the ball going event or as a means of excluding some children from the play? Whatever the reasons, when children play with each other using their own representation of things they are required to ~ ~ ~ so that ~ playacan ~ ~ ing ~ ~ i ~ i t in ies g and considering &. o means that at time r the play and abide by them. In this play episode, very early in the first term, Mandys abilities seem to be more advanced than others but as their skills as players develop there will be far more communication, negotiation and expression of ideas among players.
As you continue to observe and think more about childrens play in your centre aim to:
analyse what it is that children are doing as they play note the abilities they are developing extend the learning that is occurring as they play
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Play-based
Preschool
Curriculum
In making your decision about whether your curriculum emphasis will be more on structured activity or on play it is reasonable to ask the question: Can a play-based curriculum be justified? Whilst the previous section has highlighted the important Eunctions play itself serves in young childrens learning and development, many teachers feel uneasy when the concept of cur-riculuiiigets linked with the concept of play. Often initial perceptions are that the two concepts are incompatible when linked together. Why is this? One possible reason is confusion over the meaning of the term curriculum. If one takes the view that curriculum consists o f separate subjects and outlines what is to be taught, then this concept of cbrriculum does not fit easily with the notion of play. This narrow definition, in fact seems to be totally opposed to play which is characterised as being non-serious, and controlled by the child not the teacher. This narrow definition of curriculum and the emphasis on the characteristics of play and not on the functions that play serves in learning must be questioned, however. There are many ways of viewing preschool curriculum which highlight its dynamic and multi faceted nature (Connelly and Clandinen, 1988 ; Smith and Lovat, 1991). The Preschool Curriculum Guidelines offer quite a broad definition of curriculum. The Guidelines (p. 10) state that
preschool curi-iculum reflects the social process of constructing meaning from life experiences through routines and through planned and spontaneous interactions and experiences.
By recognising that young children learn from constructing meaning fi-om their life experiences, this definition spotlights the important functions of learning inherent in play. This is because, as they play, children, in social interaction with others, act on their ideas, use objects symbolically and recreate events and situations they have experienced, in order to construct their meaning of their world.
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The Guidelines definition also implies that teachers have an important role in this learning as they are responsible for the routines and planned interactions and experiences. As well, the definition indicates that the teacher must provide the kind of environment in which positive and spontaneous interactions can occur.
The teacher must

f~~ction it$
t is
Bb
In practical terns a rricu gives emphasis to encouraging children to express their own ideas in play - to re-present their world in order to understand it better. In the process of re-presentation, as they play with others, childrens language and social abilities are fostered. They are encouraged to think flexibly and creatively as they seek solutions to problems and conflicts; they share their understandings with others and explore and experience the content associated with all the foundation learning areas.
A play-based curriculum does ot mean that children just do what they like all day. In a play based curriculum there will be times when children are expected to come together as a group; to listen when the teacher is talking; to participate in teacher led activities and to respond appropriately in routine situations.
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Many teachers feel confused about the role of the teacher when it comes to play. Because the literature has placed much emphasis on the characteristics of play some teachers hesitate to become involved for fear of imposing unwelcome ideas which can limit or even stop the play. Yet, with the growing research evidence relating to the functions play serves in learning, it is vital that teachers not only consider their role in promoting the desirable characteristics of play, but also how they can promote the learning functions of play. If children are to engage effectively in play that results in learning, and teachers are to feel confident that children are gaining desirable learning outcomes from their play? teachers must participate in childrens play. This participation takes many forms and requires particular sltills which will be highlighted throughout this book
e t e ~ ~ role ~ is ~ to ~ 9 but Bot to dominate or dictate.
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PI a y - b a s ed
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As highlighted in the Preschool Curriculum Guidelines there are several key components of preschool curriculum that the teacher considers when making curriculum decisions. These components are:
C I
Establishing flexible learning environments Supporting play Exploring content (foundation learning areas) Understanding children Building partnerships
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B
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Providing a play-based curriculum requires teachers to draw on their knowledge of each of these components and to add some new dimensions to their thinking about them. These new dimensions relate to how each of these components can be adapted so that the play emphasis is achieved throughout the curriculum.
It is important to plan for both the physical and psychological aspects of the learning environment in a play based curriculum. If the children are to be able to act on their ideas and make choices, then there must be sufficient time and space for them to do this. As well, there must be a wide range of materials from which they can make their selection in order to represent their ideas.
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Time
Children need long periods (at least an hour) of uninterrupted time in which to play. If children are fiequently interrupted in their play they may well decide it is not worth starting to play. The amount of time may vary with different groups of children as the year progresses and the childrens sense of purpose and concentration in their play develops. Teachers need to be sensitive to childrens needs and adapt time spans to suit the play that is happening each day. Although there will usually be a routine that is adhered to, some flexibility should also be possible.
The timing of whole group sessions and routines such as morning tea and lunch needs to be considered in relation to play time needs, both indoors and outside. There are usually several options. Some teachers bring the children together for morning tea on the patio or verandah before tidying up their games indoors. Chatting over morning tea helps children to move from their play mode before returning to the playroom for a different purpose - to tidy or put away.
The teachers use of his or her own time with individuals and groups of children also needs consideration, particularly when the teacher sees the need to be in twelve places at the one time! If children are to get the message that it is OK to play at preschool, teachers have to show children that they are players too. This extract from a teachers diary highlights issues of how and where a teacher should spend time, particularly early in the preschool year when so many children need her attention.
Thursday Sfh March We still aren t talking about our games at the start o f the session. At the moment I would rather see the play behaviour tentativelyJind i t s feet before I focus on any aspect. Somehow itfeels right for me at the present time. It means there are still children watching and walking around, but ideas are beingplayed with. I am not having a
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great deal of input by choice. I want the children to begin their own ideas and see where that goes. The ideas that began today were: Hockeyfield Brent and Sean a Doctors Joe Shop Charles, Chris and Noel House Group of girls and boys Jennifer was verbally engaging me in play as I was playing in some of the other games with Mum,Im just going to school now. OKI would say, You can have tuckshopfor lunch.
Q
1,
Joe was building a doctors surgery and I was helping Sean and Brent with the hockeyfield They made the shape and we found some small ballsfor pucks. Sean actually brought out some small wheelsJi.om the storeroom to use as balls. Then we talked about hockey sticks and I drew them, with the boys cutting them out. Brent had dzficulty cutting (see developmental notes). They hit the balls for a few minutes and then moved on. The doctors surgery evolved into a water pipe area. I asked Chris why he was putting up the p@es and he replied toget the rain water. They re the water pipes.
The doctors surgery evolved into a water pipe area
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The play evolved through a mix of their ideas Thepipes go all around the building. ) my ideas <Are there any taps? I want to speak to the manager. There is a role play leak in the number 2 pipe. Materials used included :cardboard cylinders; sticky tape; masking tape; tools; numbers cut outkom a calendar; wires; old switches, and pieces ofpaper coloured blue by Sean for water, which were stuck to thejoor. Patches were made to cover the leah.
The boys were really engaged in this and I felt it necessary to be there - although I needed to be in other places too! 1 1 seemed an important timefor me to model role playing with these boys and to help them explore the possibilities of the materials as they used their ideas.
Space
If children are to play indoors there needs to be a large amount of vacant floor space at the start of play. In order to provide this space many of the more traditional views of room arrangement must be challenged.
If blocks are required for many buildings which are being constructed in various parts of the room how can they be stored so that they are readily accessible?
If the houses, shops and aeroplanes are to be left up so that play can continue the next day, where are they best positioned so that this is possible? If its a full day program and beds have to be put out, can they be placed among the childrens games and constructions? Finding practical answers to these questions will give your room arrangement a total new look.
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Some practical approaches have proved to be: Storing blocks on movable trolleys (placed back to back so they cant tip) in a more central and accessible position. Giving children access to the storeroom so that a large range of materials can be available but is not taking unnecessary space in the playroom. (Careful organisation of the storeroom then becomes a necessity SO that materials not readily available for children are stored out of reach) Discussing with children where they are going to build their games so that possible problems can be considered before they are encountered. eg Well if you build your food shop there, do you think that will leave enoug hockey players? another space for your food shop?
Careful organisation of the storeroom is important
Negotiating with the cleaner as to how the games will be left and when the floor space will be totally cleared for a thorough clean also needs consideration. Deciding what areas are essential to you as a teacher and where they will be positioned.
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Most play-based teachers agree on these essential areas: a carpeted area for whole group discussions and stories. (This area can be used for puzzles, board games and manipulative equipment that can readily be replaced on shelves when the carpet is needed for group times.) a quiet book corner
a writing area with tables and storage for paper and pens and pencils
an area for easel painting

a collage or making area where a plentihl supply of various tapes, staplers, glue, scissors, mlers, pieces of card and paper, and a range a of art materials and pens are available.
Keeping the carpeted area free of buildings ensures space for meeting as a group
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The use of space on a daily basis needs to be evaluated by the teacher and the children and discussed if necessary. At the end of each play time children have a choice of leaving up their buildings and games so that they can be played with again the next day or putting them away. If the children attend on two or three consecutive days then their games and constructions are generally left up for the period they attend. Most teachers who emphasise play make a point of reviewing the overall use of space, together with the general room arrangement, and, when necessary, make changes. These changes are usually made at the beginning of the term. This extract fiom a teachers diary illustrates such a review.
Friday 3rdApril Thoughts about the re-organisation of the room. I think there is too much choice in relation to the materials availablefor these children at this stage o f the year. They are not making selections based on what they need to act on their ideas. Rather theyfind something and seem to sayl Whatcan I do with this? Im quite happyfor that to happen but Ifeel their choices need to be narrowed so that they can still have the what can I do with this? element but within a more manageable situation. The writing area where it is positioned currently is not being usedfor writing butfor other things. I think it needs moving. Children rarely sit and read books when the group is playing. f boob at other times. I need to consider this, They show their love o and think about re-positioning the books. The storeroom needs a total rearrangement so that there is less choice there as well. I think the children need limiting to about half the storeroom so that it is more manageablefor them
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Materials
Materials need to be plentiful, well organised and readily accessible so that the children know where they can find them. There is really no limit to the materials that can be used in play provided they meet health and safety requirements. Standard preschool equipment can be added to by using all kinds of recyclable materials. Here are some examples Large building materials cardboard boxes large sheets of reinforced cardboard broom handles set in tins of concrete large pieces of fabric dowelling rods hollow blocks big and little saw horses set of small steps (made by apprentices) cardboardplastic tubes and rolls ropes home area furnitur cable coils Small materials for adding detail bags, baskets, cases telephones computer keyboards calculators tools and tool bags plastic flowers table clothes small blocks vinyl floor tiles small ceramic tiles leather pieces furniture off-cuts plastic lids wool/fleece small reels pieces of hose Props and accessories dress-ups for both boys and girls helmet s/head bands gloves, jewellery, badges babies bottles powderhhampoo containers plastic food containers plastic picnic sets stethoscopes bandages large stuffed dolls a dress makers model notebookddiaries
Some teachers like to organise some materials into kit boxes so that materials for particular play themes such as hospitals or hairdressing are readily available. Others, however, prefer to encourage children to make their own props from materials that are available as this ensures that they are representing and clarifying their own ideas in the process. Similarly, it is interesting to think about what bought replicas/toys you will provide and what are their benefits and disadvantages. One experienced teacher commented recently
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that, given her particularly diverse group of children, she is buying more replica type toys such as a microwave oven than she had previously. She indicated that she had taken this option mainly as a management strategy to assist her teaching. Because she feels she needs to be in ten places at the one time she doesnt have the time to spend with each small group helping them think through how they might make a micro wave oven or role modelling cooking using the micro wave oven. By providing the oven she has observed the toy itself providing sufficient stimulus to promote the cooking of a variety of meals, without the need of an adult being present to support play. This provides her with more time to play with other groups.
Although providing a wide range of materials is fundamental in a play based curriculum, the provision of materials by itself is not sufficient. Children have to be helped to use the materials in playful ways and to become aware of the possibilities that are inherent in them.
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This extract from a teachers diary illustrates how one teacher helps children see how materials can be used at the beginning of the year.
Friday 27 March Lester and Brent and David said they were going to be rock stars today and wanted to make guitars. Wefound all the cardboard and necessary things and talked about how we could actually make a guitar. Ifound apicture and we had a good look at that. I ended up drawing a shape for them to cut out which was the head of the guitar. They then put on the keys and glued it to a long block. I then helped them glue on the strings. As we did this othersjoined in and with varying abilities we all had a guitar to play - Sean, John, Sam, Chris, Charles, Joe and Larry. So much time went into making them that there was no time le$ toplay with them but we will do that tomorrow. It was interesting making these. I felt I had to begin with the shape for them or it all would have been too hard and they wouldn thave bothered. They would have pretended they had guitars in their hands toplay. As it was I had to do much talking when it all looked too hard even though they were made very simply. I knew if they could see aJinishedproduct that they had made this would be heIpfu1, both now and at another stage. Many of these children will take the easy option ifthey can.
Having read this section which relates to the provision of time, space and materials for play, what are some issues concerning the physical environment that arise for you in your centre? List some particular aspects of your learning environment that you feel you need to consider further in order to promote play. What changes or adaptations could you make? Given the childrens stated wish to be rock stars in the diary excerpt (27March) would you have encouraged them to make their guitars or would you have let them pretend they had guitars? What do you see as the pros and cons of your decision?
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The psychological environment

The are many factors that contribute to the creation of a safe, secure and socially responsive environment in which children want to play. The diary extracts presented so far have illustrated some of the subtleties of the teachers role in supporting children as they develop their ideas, both in terms of the themes of the play as well as the symbolic use of objects. Similarly, the excerpts reflect the fine line that teachers walk in participating in play in ways that enable children to extend play and let it evolve. In the desire to get play happening it is so easy for a teacher to take over and direct the play. The teachers willingness to be a player and participate in the play is vital in creating the appropriate psychological environment for play but the strategies he or she uses to do this axe also important. This diary extract illustrates how a teacher can provide ideas or scaffolds for play, based on the childrens previous play interest, whilst allowing the children to input their own ideas
Wednesday 251hFebruary Last week we ended the playing session with a group, mostly girls being fairies. This group, who are all makingfiienh and still Jinding out about each other, moved awayfiom weregoing the ball game and becamefairies. As this occurred at the end of the session I said, Wecan playfairies when you come next week. They all thought this was a good idea so today I set up afairy house which had a fairy pathway leading to it that was edged by bloclcs which hadflowers stuck to them. Iput up a sign that said Fairy Dell and le$ a note from the fairy queen in the house. The note said that she had gone on holidays and could they: sweep thefloor make new fairy wings pick thefairy flowers dance in the woods. I wanted to provide open-ended ideas so that they could bring in their own ideas too. They were very busy. - Cathy, Rochelle, Neredith, Jennifer, Cynthia, Sally, Sean, Mandy, Katrina, Brooke, Adriana. I had some silver cardboard out and wings were duly made. All these children managed cutting with little problem. Their play is opening up more. Today aper making their wings they danced in the woods, using the net and the skirts and the scarves.

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The suggestions and provisions for play made in the setting up of the fairy house contribute to a supportive psychological environment for play, giving strong cues to children that play is valued and accepted. The totality of childrens experiences throughout the entire day also needs to be considered when thinking about the nature of the psychological environment in a play-based curriculum. This suggests that opportunities for learning that are inherent in play must be available, not only during play time, but also in whole group situations and routine times. This means that throughout the routines and experiences of the day there must be opportunities for children to: actively contribute their own ideas, knowledge and thinking communicate, share, cooperate with and show their concern for others make decisions, take appropriate risks, consider the consequences of their actions and take responsibility within safe limits
It is possible to provide all these opportunities, even in one of the least loved routines - tidy up. This observation of an experienced play based teacher introducing the children to tidy up in their first week at preschool illustrates how children can be encouraged to contribute their ideas, and communicate and consider things from anothers perspective even as they tidy away!
Tch: Its coming together time.( She goes to the piano and plays a catchy tune) Tch: What do you do when you hear the piano? (With encouragement fiom the teacher and aide the children move towards the carpet and sit in a circle.) Tch: Great you all remembered to come and sit down. What do we do now? Children contributing ideas and knowledge (There are several suggestions fiom different children.... Read a book ... Sing a song... Dance) Tch: Sometimes we do those things but after weve been playing we do something else.
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David: Clean up! Tch: Yes! And what do we do when we clean up David: We put them away Tch: Yes we put things away where they belong. Now what if you dont know where they belong? Promoting communication, sharing, making decisions Sarah: Ask Tch: Yes you could ask Miss T Brian: Ask a friend Tch: Yes. Or you could ask yourself some questions. You could ask yourself, Now where would this go? The teacher holds up a small teapot. Now would this go in the book cupboard? Mandy: No ... in the kitchen Tch: But this is a very little teapot so I think Id say to myself, .It would go in the play house ... and theres a cupboard in there.. so thats where Ill put it.. Taking another perspective Tch: And what about those babies (pointing to the dolls)... Where do they go? Allison: In their beds Tch: Yes! And do you know babies like to be dressed when they get put to bed so can you be sure you put a dress or shirt on the them and some pants so they wont get cold and shivery. And where do the blocks go? Stephen: In the block cupboard Tch: Well I think you know where most things go, and if youre not sure you could say to some one near you DOyou know where this goes? Off we go and tidy up.. .
And they did
Babies dressed for bed
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Copyright Act 1968
Play-based
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Supporting Play
If teachers decide to give emphasis to play in their curriculum then thought has to be given to how play can be fostered. The teachers role in the promotion of play is vital if its functions in learning and development are to be filly served. Although each teacher will have their own unique approach, some common strategies have become evident as play based programs have evolved since the early 1980s. Some of these strategies are outlined here. Because so many teachers ask, How do you get play started? particular attention is focussed on strategies frequently used at the beginning of the year.
Getting play started

Show that you are a player: From :he first day show the children that you enjoy pretending md playing with ideas. For example:
One teacher when encouraging children to come and sit in a circle on the carpet in the first week sat on the carpet herself holding a large stuffed doll Poppy. As the children came to the mat the teacher said: This is my friend Poppy. Can you see how shes sitting with her legs crossed? Can you sit like Poppy? Brooke: Shes only just a little dolly Tch: OH! Dont let her hear you say that. (She gives Brooke a conspiratorial smile and adds, Well talk about that later) When the group is settled in the circle. .. Tch: Poppy is a big puppet doll but she likes to think shes real. And we can pretend shes real too.
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The children took Poppy to their hearts and, within the first few weeks of preschool, Poppy was going for sleep-overs, to childrens homes. She had to pack her bag and take her pyjamas and tooth brush. Poppy also had a diary and on each visit her diary had to be updated with her experiences. Parents were as interested as children in her adventures! Play alongside the children in their play: Playing alongside children enables teachers not only to get to know each child, but also helps them gauge childrens competencies and knowledge. This observation made in the childrens first week at preschool reveals the nature of childrens initial forays into play with others who they are just getting to know.
Larry (dressed in army shirt) to Tch: Im a soldier Charles to Tch: Hey I want to build that boat again Tch: Thats a good idea. Im going to build some shops Three boys converge on the block shelf as the teacher moves there. Charles: We need big ones and little ones. (He starts to build his boat.) Larry: Im an army cop. (He says this as he adds a block to the boat) Charles: That doesnt go there. This goes here. Were making an army boat... Chris (has been standing watching) Thats not a boat. Its a car. Can I get in? (He does without waiting for an answer) Tch goes on helping build the shop nearby talking about what they will need Tch to Joe: Do you need something to put the groceries on? Joe (in shop): We need stamps.. . and we need these. (He collects calculators/keyboards from another cupboard.) We need a helmet and we need purses. (Picks up these items and puts them on the shop shelves.)
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In talking with the teacher about this play episode she said:
Imtrying to stay out of their games at this stage because Im trying to see exactly what they do. Are they building or are they more interested in getting to know each other? They seem to be doing a lot of negotiating-. Heythis goes here ... no put it there It seems like they reexperimenting with materials and with each other. Its as ifthey re working out how they are going to play together.
Respond to children s requests to play in supportive ways: Being responsive to childrens invitations to play is another means of showing children that you value play and that you will actively assist them in their play. In this brief observation, supportive responses such as providing materials, helping recall what had happened on the previous play, and being physically nearby are evident.
Brooke (to Tch) : Could we be doctors again? Tch: Like when you had the clinic the other day? Sure. Brooke: ... and bandaids? Tch: Yes we had bandaids and remember we put that white cloth over the box so we could put the babies on it (Brooke gets the large box and begins to set up the clinic in front of where the teacher is standing.) Brooke: We had little boxes. Tch: Yes and we had pieces of paper. Can you get the boxes and Ill get the paper and pens. By the time the clinic was set up four children had gathered with Brooke. All wanted to be doctors. Tch: I think weve got enough doctors ... but well need some Mums and Dads to bring their sick babies. Brooke (to Tch): Will you be a doctor? Tch: Well I dont think I need to be because youve got lots of doctors. Do you need some pills for your clinic? Ill get some paper and pens so you can make some.. .. Tch: Heres the paper and pens for making the tablets so theyre ready when the doctors need them.(They begin to draw circles.)
Establish expectationsfor play behaviour: Although children are generally motivated by the play itself and their behaviour controlled by the rules associated with the role they are playing, often, at the beginning of the year, they are not always fully in role. This can mean some testing out of limits, or some
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unthinking actions resulting from the excitement of the play. This was the case for Larry as this observation shows.
Whilst Chris and Joe had been fully immersed in their shopkeeper roles, Larry had been more of an observer - standing beside them in the shop but not actually being a shopkeeper. When Charles came near the shop Larry picked up a sandwich blastic one) and threw it at him. The teacher observed this and immediately said, Oh Larry I really dont think its a good idea to throw things. You need to pick it up and keep it in your shop.
Another common off-shoot of this excitement in play can be barking dogs, crying babies, monsters and the like. Whilst there may be some occasions when this form of role playing can be channelled constructively within the context of the play by the teacher, often it is best ignored and/or redirected. This initially ignore then re-direct strategy worked in this instance observed in the first week of preschool.
Larry who has been in the shop with the shopkeepers begins to yap like a dog. He gets down on all fours and says to Chris, Im a doggy Chris: OK you can live with me. Larry continues yapping. Chris: You can live under the counter. Larry curls up on the floor under the counter but as soon as the teacher comes to the shop he is up on all fours, looking directly at her and barking loudly. She ignores him and talks to Chris. Larry: Im a dog. Im a doggy. Tch keeps on talking to Chris: Im terribly sorry but I went to the bank and they said they didnt have a lot of money but they said it would be all right for the shop people to make their own money. So there you are. The teacher hands them paper and scissors. Larry (brushing against teachers leg): Im a doggy Tch to Larry: Could you help Chris make the money because youre going to need a lot of money in the shop. Chris: We need to cut this all up Larry. (Larry immediately sets to work making money) About 5 minutes later.. .. Tch ( w i t hhand to her ear): Ring Ring Im ringing the shop (Chris searches under the counter and picks up a real phone)
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Tch: Hello, Im Mrs Brown. Im sorry to trouble you but Ive been to the bank and they have very little money today and they said I could get some from the shop. Could I get some money from you? Chris: Yes Tch Oh thank you very much Lany(to Chris): But were not finished yet Tch: Oh I can wait till youve cut it all up. Have you got a container to put your money in?
Foster children s representations: Initially in play, particularly at the start of the year there is much gathering of materials. For some children, everything they see is needed for their shop or aeroplane or hospital! Sometimes the teacher needs to help them see how the materials can be used in the context of their play. In this observation of the setting up of the shop there had been much gathering of boxes, plastic h i t s and vegetables, shampoo bottles and the like. Although shelves had been built, all the gathered items were still in piles on the floor. Seeing this the teacher came to the shop as a customer and used her role to help children clarify their representations - to work out what objects were being used for what purposes,
Tch: Oh hello, Im hungry and I wonder what you have that I could eat. Could you put the food on some plates so I could see it? (Plastic food items are all over the shop floor. The children begin to put the food on the shelves.) Larry: Weve got yoghurt, (picking up a container) and bananas, and donuts Tch Have you got a fridge to keep those in? They need to be kept cold. Larry: Heres the fridge (He puts them in a cardboard box) Chris: Heres cheese.(He holds up a small rectangular block) Tch: Oh that needs to go in the fridge too.
Take on a role to getplay started: Once the teacher had seen that the children had sorted out some of their representations in the shop she used her role to model possible ways play might proceed.
Tch: Id really like a sandwich please. How much is that? Lany:$2 Tch: Oh thats OK. Ill buy that. Chris: And theres a drink. (He holds up a cylindrical block) Tch: Oh yes 111have drink too
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Larry(seeing an empty shampoo bottle) Do you want some shampoo? Tch: Oh yes Ill have some shampoo too. How much is that all together? Larry:$6 Tch: 0 Gosh! Ive left my money in the car. Ill have to go and get it. Ill be back. (She goes off as she sees she is needed in another area of the room.) Stacie (directly modelling the teachers behaviour) says to Larry: Could I have this sausage? Larry: Yes its $1. Sean to Chris (arriving at the shop with a plastic port): Ive got you some money. They struggle to open the port and pretend to take out non existent money Chris: Hey weve got more money now.
The notion of pretend is quickly understood by children if they are with other children and adults who also pretend.
Many interesting gifts can be made, bought and wrapped in the gift shop
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Discussing ideas for play.

Most teachers who want to emphasise play in their curriculum have found that a group discussion, at the beginning of the session seeins to help children develop their ideas for play and clarify their thinking about events they wish to re-create.
Sitting in a circle for the discussion
Beginning to discuss ideas with todays 4 year olds is no easy task. Because of the nature and range of the childrens abilities both to express their own ideas and to listen to the ideas of others within the group, many experienced teachers do not even attempt this type of discussion until nearly three months into the year. Even then the reflections in one teachers diary reveal some of the difficulties encountered.
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Thursday 23 April f the discussion group today.- and what The introduction o hard work it was! I had to prompt so much. On thinking about it, it is consistent with this group's spontaneity. They do pick up play ideas, and they gather materials and think what they can do with them, but they do it there and then on the spot. In a sense, the discussion gvoup is about asking children to plan - albeit very simply. The discussion group today showed me that the purposes in these children 'splay are decided on the spot, and their experiences are limited, and that it is an abstract notion to talk about ideas with a lot of them until they can see the ideas made. This is a definite dilemmafor me - but we'll keep on trying.
This teacher identified fiom the practical perspective, one of the fbnctions play serves in learning which is highlighted by Vygotsky. This is the ability to turn an internal thought or idea into external reality. Talking about their ideas for their play - what they could do - or make - is the first step in this process. In order to contribute to this discussion, children have to access the knowledge they have that relates to the idea that is being talked about. Some of the children were able to do this in the initial discussion with the teacher's questions scaffolding their thinking as this diary excerpt illustrates.
Thursday April 23 (continued) Today, eventually, Chris decided to make an aeroplane. This led to a discussion about the food in the aeroplane "How does the food get there?" I said Charles replied, "The ladies make it. 'I "Yes my Dad went in an aeroplane," said Cathy, I' and that's right. The ladies make it and the boys give it to the people on a trolley. I' "But I didn't think there was room on an aeroplane to make the food," I said 2 n d I've seen a big truck pull up and some men wheel a big trolley onto the aeroplane. Why do they do that?" Mandy decided, "They buy the food at the shop and they put it on a trolley and they bring it to the aeroplane and then the ladies and the men give it to the customers." "Well where will we buy our foodJFom? Seems like we'll need a big aeroplane food shop", I said. They all listened to this discussion and seemed to be engaged in thought.
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After the discussion group some of the children were able to build their ideas in reality. The teacher wrote:
Joe, Adriana and Peter set about making the shop an[ I noticed they used the lids for plates as we had discussed. Sean built his own plane and needed buttons. He was quite absorbed. The challenge will be to help them play on with their ideas now they are becoming established. Sean S aeroplane Chris, Noel and Charles were involved building the aeroplane. Cathy built aprincess S house but really didnt go anywhere with this. Joe was reading a book and decided to make one of the animal machines he saw. Cynthia, Bridget and Katrina were painting the woodenflowers. Mandy was wrapping presents. I suggested we might make a gift shop tomorrow. She thought that would be a good idea. Larry was trying to make a puppet theatre but had very little understanding o f what he wanted to do in making it. It really is fiustrating. You need to be everywhere at once. Larry and Chris couldnt understand why no one was coming to the puppet theatre. Wepainted signsfor it. We also decided to make indian hats with feathers tomorrow. This idea camefiom the story. They were looking at the picture o f the hats in the hat shop and Joe said, Heywe could make hats like that.
I visited the Centre the next day and was able to observe the second discussion group prior to the start of play. I tape recorded it and listened to the tape several times. I also talked with the teacher to gain her perceptions of her actions. As a result it was possible to identify a number of particular strategies that were being used for particular purposes.
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These strategies are presented here, not as a how to recipe but rather as a means for stimulating further thinking about the development of your own strategies for promoting meaningful discussion with children. The main purpose of the discussion is to plan for play. For the children the questions are: What can I play?
How can I play? What can Iplay? Children are encouraged to play when teachers help them to think about what they could play or what event they could re-create. Often their ideas stem fiom an interest demonstrated the previous day or a current happening or family experience. In clarifying their initial thinking about what they might play or re-create, children are necessarily involved in drawing on what relevant knowledge they have. Often the teacher has to help them do this with some wondering how type questions. For example I wonder how the food gets there (on the plane?) These kinds of questions help them refine their knowledge. How can Iplay my idea or game? In focussing on this question, teachers help children think about what they could do in their play and how the play might proceed. What will they need to create the setting? If they need a building where could it be built? What materials could be used? Who else will be involved in their game and what might their role be? The discussion also might foreshadow possible problems that could be encountered and what could be done to overcome them.
Although at one level teachers are focusing on the many aspects that promote the what and the how of childrens play they also have to think of the organisational aspects associated with leading a group. These aspects include: keeping childrens attention; fostering listening; promoting sharing and t u r n taking; and encouraging and acknowledging contributions without letting some children dominate.
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Teachers also have to decide what is an appropriate degree of focus. One childs comment can invariably lead to discussion on many other topics not related to the play. Does this comment get followed for interests sake or does the purpose of the discussion then get lost? The complexity of the teachers task is evident from an analysis of the observation of the second discussion of the year to focus on play. Some of the things the teacher did included: seeking childrens ideas
Tch: What do you think we could do in the gift shop? Katrina: Make presents Trudy: We could get the babies presents. We could give them a baby toy. Cathy: Yeah two baby toys and we could wrap them up,-first with paper and then with ribbon.
helping children recall interests

Tch: What do you remember about the indian hats from yesterday? Mandy: We said we were going to make them. Tch: Yes thats right. Do you remember where we found the picture of the indian hats?
re-focussing the discussion

Jennifer: Miss T.. yesterday my mummy and me... Tch: Jennifer is what youre going to say about our games? Because at the moment were just talking about our games.Is it about our games or something at home? Jennifer nods her head Tch: OK what did you want to say?
dealing with perceived problems

Tch: Chris you were having an interesting time yesterday building your puppet show and I remember you were having some bother though. What was the problem? Chris: We couldnt get anyone to come to our puppet show.
offering children choices

Tch: Well Ill just ring someone up who could build a bus stop. Ring Ring. Im ringing somebody who might be able to build a bus stop. Charles : I will. Tch: Oh hello Charles. Would you be able to build a bus stop?
thinking of different ways of doing things

Tch: What does the bus stop look like? Chris: Theres a path underneath. Sam:And a path in front of it and a roof. Chris: Ill show you. Ill draw you one. (He goes off to get pen and paper.)
providing information
Tch: Sean and Charles, does anyone check the engines in your aeroplanes? I think it would be wise to. Ive seen the airport men tow the planes into a big hangar. And theyve pulled the engines apart to make sure every piece is OK
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Extending play
In thinking about how to extend play it is important to consider how you can facilitate the functions play serves in learning. For example:
0
How can play be extended so that children are increasing their use of symbols, re-creating events in more detail and constructing and presenting their ideas in a wide variety of forms?
a How can children be challenged in the context of their play so that they are thinking with more flexibility and creativity, and are enjoying recognising problems and gaining confidence in developing ways to overcome them?
0
How can children be stimulated to build on the knowledge they already have as well as to acquire new knowledge and understandings in the context of their play? How can childrens language and social abilities be fostered as they engage in play with other children and adults? What can teachers do to assist children to jump above their usual level - to move into the zone of proximal development, as they play?
In looking through a teachers diary for some examples of strategies for extending play to present in this section I was again reminded of just how interconnected the functions of play are. As children play, many learnings are closely intertwined. As a consequence it was not easy to find clearly differentiated strategies designed to extend particular learnings. Rather any one strategy seems to promote multiple learnings. This diary extract illustrates the multiple learnings that occur in a play episode and how, by keeping the flow of the play going, the teacher facilitates these learnings.
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Wednesday 27thFebruary What an interesting day. I had collected some pictures ofmachines and shops to show some of the children. This was because Sam had been building a machine and Noel, Charles and Chris had been making a food shop. I introduced apicture of a cleaning truck and we talked about what they were seeing. Isuggested we could make this and away we went. Joe made an interesting attempt to make the brush with blocks. I got him some cardboard and he and Noel stuck it on. Noel had a clever way o f sticking the sticky tape on which he shared with Joe. Noel is a very caring child with a willing way of helping others. There was quite a bit of cross fertilisation in their games. I set up an ofice to receive calls of help to sweep the gutters of the fairies house. Thefairies phoned for help and Iphoned the tyuckpeople who said We cant get the truck to the fairies gutters. WeI1 have to use the robot, Joe said. We got out the old dressmakers model and kitted her up as a robot with an extended cord and an attached brush. Then it began. We (me) moved the robot for them and I spoke as a robot. Obstacleahead, can t enter The children had to work our how to solve the situation. Charles became very involved in this aspect which was good.
I
The cleaning robot
For those with an analytical bent the children were: extending their knowledge as they looked at the pictures, representing their ideas as they constructed their machines, cooperating with and helping each other, talking freely amongst themselves and enjoying solving problems while concentrating for a long period of time. The teacher was assisting the momentum of the play by:
providing the pictures to extend knowledge in a known area of interest, promoting links between games by using real world actions in the course of pretend play and helping children recognise and gain confidence in overcoming obstacles and problems.
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It is not easy to be as analytical as this when one is playing with children. Nor is this type of analysis necessarily helpful for every teacher. Many teachers find that they devise strategies as they go along. Some teachers have this simple guideline for participating in play -Act in the pretendplay situations as ifthey were for real. The use of this guideline can have some interesting consequences as this diary extract shows.
Friday 13*h March At the end ofplaying yesterday Brent and Lester said to me, Will you play dragons with us to-morrow? YesI said, not knowing which way this would go. Today this play showed me how children model, extend and adapt what they are seeing and hearing around them. At one stage the dragons were going to have baby dragons so we found some egg-like containers in the storeroom. We were talking about nests and the mother dragon sitting on nests. Would the eggs break etc. The next thing Cathy, who was in the writing area, waspretending to be a hen. She had crunched up some pieces ofpaper and draped the red cape over her. Youmust be the little red hen I said. Ive always wanted to meet you. Bruck,Bruck, Bruck she said and she scratched around on her nest. Cynthia said she was the farmer and I asked her ifwe could have some eggs for the baby dragons to eat. Brooke and Cathy then delivered eggs to the dragonsfor the next ten minutes and Lester, Brent and David duly responded. Ifeel my taking a role, talking, posing questions and representing is crucial to helping children represent their ideas. At the moment Ifeel this is the best way to extend their Play.
I
This teacher clearly understood the learning inherent in play that she was wanting to promote and was able to devise extending strategies as she played.
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Assisting children to develop a sharedpurpose in play: Sometimes, the extending strategy may be more concerned with developing the play itself. As shown in this diary excerpt, the teacher saw the need to help children develop a shared purpose in play.
Thursday I 9hMarch Quite a mixed group today. Charles, Chris, Joe, Larry and Noel began making an aeroplane. The plane took shape and was goingto the other side o f the world according to Joe. Although it appears they are playing together, infact there are many individuals carrying out very diferent roles. The idea doesn tseem to be commonly shared unless I come into it. Listening to their conversation Ipicked up that someone was goingfishing on the other side o f the world. Iquickly drew an alligator, cut it out andput it in a box and said, Ringring. I would like to go to the other side of the world to take my alligator ,Fred, to the Amazon. With varying degrees they came together. Lester was concerned about what Fred would eat. Joe incorporated some stops on the way so that Fred could have aswim in the oceans. I mentioned I was concerned about seat belts and whether the aeroplane would be bumpy. Larry and Charles organised the seat belts. They and others wanted to make more alligatorswhich we did. Brentparticularly needed help - but they all played with a purpose.

Prornotingproblem solving in play: The final observation in this section highlights an important strategy that can be used both to control over-excited play as well as extend the play. In essence it involves the teacher bringing the players concerned together -having a meeting, outlining the problem and asking the players for practical suggestions as to how the problem can be overcome.
After the puppet show the boys play with their animal puppets became more boisterous and they began attacking other children who were playing nearby. Seeing this the teacher called a meeting. Tch:Lester come over here for a minute and Chris and Noel. Ive called this meeting because there seem to be a number of animals in this town, and the people in the town have told me that they are afraid to take their children outside because theyve seen bears and crocodiles. Joe: And platypuses
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Tch: Well the people rang me because theyre worried. They said, What will we do about this? and I said I would ask you. What do you think we can do to stop the animals frightening people? Chris: Put them in cages Tch: Thats an idea. You could build cages for them Do you have any wood that you could make cages from? Joe: Yeah! You could use the blocks Tch: That sounds like a great idea. Youve got some space at the back of the puppet theatre here to build some cages. Ill look after your animals until the cages are built. (She collects the puppets from them) Ill look after them very carefully The boys set about building their cages. Joe: Miss T. Theres only three blocks left. Tch: Well look around and see what else you could use. Did you see these ones over here? She brings over some smaller blocks and Joe starts to place them to enclose his cage Joe: Can I have my puppet now as my cage has got bars. (The teacher gives him his platypus.) Joe (to himself): Hell need water (Joe gets strips of paper and carefully colours them blue)
By encouraging the children to come up with their solutions to a problem play is extended and learning promoted.
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Exploring content (foundation learning areas) in play

Just as there is confusion for some teachers and parents about combining the notions of curriculum and play, so too, there is some doubt that curriculum content can be covered if children are encouraged to play. Some teachers feel that if the preschool curriculum is to cover content as defined in the foundation learning areas in the Preschool Curriculum Guidelines then content has to be taught in a more structured away.
A closer examination of the Preschool Curriculum Guidelines view of the foundation learning areas however, shows this perception to be wrong. For instance the Guidelines (p.33) state that the foundation learning areas are
based on the view that children learn fiom birth about themselves, others and the world by engaging in ever-widening and increasingly complex social contexts. Learning takes place as children make sense and share their understandings of the world.
Play is the major means whereby young children make sense of their world and share their understandings of it.
Thinking and communicating which are the essential elements underpinning the foundation learning areas are also essential elements in play. When children are playing with others, they are thinking and communicating. Other foundation learning areas: sense of self and others; health and physical understanding; social living and learning; cultural understanding; and understanding environments are also explored as children play.
Teaching as children play

It is beyond the scope of this resource to show in detail how play enables a rich and complex exploration of all these foundation learning areas. A number of extracts from a play based teachers diary, however, will be presented alongside statements of learning outcomes fi-om the Preschool Curriculum Guidelines so that you can see how play contributes to the achievement of desired learning outcomes.
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29 April Joes news about his accident, his tooth hanging on a thread, his trip to hospital and subsequent operation took up quite some time in the discussion this morning because the main item of discussion differed for diffierent groups. Joe wanted to talk about his operation and all that had happened to him whereas Cathy and Jennifer were much more interested in how the tooth fairy would have found him in hospital. Every detail that Joe came up with highlighted another detail for the fairy folk. At one stage Joe said he went to sleep and had a dream. Immediately Cathy said, Maybe you saw the tooth fairy in your dream. As interesting and bstrating as it was to have this double-sided conversation, it certainly highlighted just what a child focuses on. All the details were irrelevant to Cathy and Jennifer unless they were about the tooth fairy. As for Joe he would retort at appropriate times, Yeah Yeah the fairy found me. But for Cathy and Jennifer the mystery -the hows and wheres were much more fun.
Learning outcomes Thinking: As children continue to develop and extend their thinking abilities, they are beginning to use a range of critical and creative thinking processes in everyday situations. They are beginning to solve a variety of problems as they create and participate in purposeful experiences (and discussions). Communicating: Children demonstrate their growing competence as communicators as they express their needs, feelings and ideas in a range of different situations and for different purposes. Health & physical understanding: Children are beginning to develop a sense of responsibility for their personal safety and recognise features of growth and change in themselves and their abilities. They are beginning to demonstrate healthy practices.
I watched Mandy today. She really wanted to play in the house but Jennifer, Cathy, Jasmine and Trudy were there. She walked around for a while watching them and then came over to me. I think what stopped her playing with them was the assertiveness in their voices. Although all these girls are quite friendly, their actions are confident, their voices assertive. Once I said I would come over with her she was fine. I think we need to have a discussion about loud voices and how children are feeling about playing with others.
Chris and Lanys game was interesting. They began building a house that needed another room which Chris built. This had a desk. We are high school boys and we need to do homework they told me. Charles wanted to play too and sat down at Chris desk. I explained that Chris had built an extra room and he could do the same and I would find a desk. Charles did and really applied himself.
Sense of self and others: Children demonstrate their developing sense of self and others as they communicate about themselves and others in a positive way. They seek to be part of social interactions and indicate their enjoyment and friendships. Social living and learning: Children develop socially as they participate and, cooperate in a range of groups within and beyond their family. Children demonstrate a strengthening sense of responsibility to others in these groups and respect for themselves, others and property. Social living and understanding: Children become aware of people and the roles they play in the community.. . They are beginning to match their behaviour to the needs of different social situations. They are beginning to share, take turns, negotiate and resolve conflict. In meaningful situations they become aware of fair play
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30 April I really wanted to play with the girls who were playing in the house so I wrote them a letter saying, Come to the baby show. Please dress your babies. Draw a picture of them .It will be at the shopping centre. There was much discussion about it all. Mandy said that we didnt have a shopping centre and Well have to build one Peter and Sean decided they could build it as they had built the biggest house. However, after the discussion they became interested in the turtles and didnt build it. Back in the house Jennifer was wanting the show to start. I was trying to let the others do their drawings and dressing but Jennifer was only interested in playing the game. She said, Oh Im not going to play any more. Its too hard. I said, Whats too hard? I thought you were really looking forward to playing. She said, Well where is the baby show. Lets play it now. She just couldnt wait. The preparing to play does not interest her. She did stay mainly because I asked her to come and help me set up the show while Katrina, Cathy, Jess, Trudy, Mandy and Cynthia were involved preparing. At the show the babies had to walk, crawl and roll a ball. I gave them numbers. They all participated well. Mandy said, LWecould have two baby shows which I think was her way of saying, Lets keep playing this.
Social living and learning: Children communicate, play with and respond positively to other children and adults in a range of situations. Communicating: Children are developing an understanding that society shares some forms of communication and that symbols, including print, are used for creative and functional purposes in every day life. Sense of self and others: Children are beginning to make choices and decisions independently and are beginning to express their own needs and feelings. They are becoming sensitive to the needs and feelings of others. Children persist with tasks, experience success and demonstrate that they can cope with their less successful attempts. Social living and learning: Children are beginning to understand the purpose of group rules and begin to match their behaviour to the needs of different social situations. Thinking: Children are exploring patterns and relationships as they play and engage in real experiences involving a wide range of materials, resources, people and interactions.
The name tag shop was used a lot today. All the babies had name tags and each of the Mums. I had put up a large sheet of painting paper in the shop with the names of everyone in the group and they made their name tags by copying from the sheet. The gym was another interesting idea developed by Lany, Chris and Noel. It began with them taking pieces of foam and saying they were practising boxing. I said, Yes they often do that at a gym. Thats where were doing it, said Chris. We talked about other exercises to make their muscles strong. We set up a special place on the patio where they did their exercises and they drew and painted some pictures of their exercises to put on the wall.
Communicating: They seek opportunities to engage with texts and experiment with print as a source of pleasure and sharing information, in meaningful play and real life situations.
Health and physical understanding: They are developing an awareness of the growth of their own and others physical abilities and seek opportunities to use and extend these abilities in their environment. Thinking: As they are beginning to be aware of their thinking processes, they may use actions, language or other symbolic processes, such as drawing, to explore, recall and record their thinking strategies.
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By looking more closely at what children are doing as they play and considering their experiences in relation to the specified learning outcomes of the foundation learning areas, it is apparent that the curriculum content is not only being covered, it is being richly explored.
Pla.ying with d ough or counting the stars?
A play -based curriculum 0 enables teachers to be accountable * assists children to achieve the learning outcomes specified in the Guidelines - and more 0 supports the natural processes of development and learning
A play-based curriculum does not just happen. As the result of a teachers decision making, the curriculum evolves and emerges over time, in response to the interests, abilities and needs of the children. Whilst the diary excerpts on the previous pages present the teachers reflections on what for her were some of the salient features of the day, they do not detail the planning and decision making that the teacher made before the commencement of each session.
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Planning in a play-based curriculum

How do you plan for play? This question is frequently asked by teachers. In the past, some writers have argued that after setting the stage for play, a teacher should stand back and just let the children play. There are two major problems with this approach. The first relates to a growing concern based on anecdotal evidence fi-om many experienced preschool teachers, that there are some children entering preschools to day who do not seem able to play. This transcript from a teachers discussion group exemplifies this:
Jane: Atthe start of the year I had numerous children whojust wandered around the room. When I suggested they could build a house @om the blocks or boxes, they looked at me blankly. I had to work with them ... Theyjust had no idea.
Sarah: Mineseemed to be excited by all the materials they could have. But theyjust went around collecting things. Bits of cardboard ... pieces o f foam. They dgather everything they could ... but thenjust pile it into a heap ... unless I was there to talk them through what they could do.
David: Some of my children were like that ... And others ...they had great ideas. They were going to build castles and rockets.. . everything they could think o$ But theyjust ended up sitting in a box and calling it their rocket.
The second problem associated with the approach of just letting children play is that some children become over-excited and feel that they can do anything they like. This kind of boisterous and sometimes dangerous play does not serve any positive learning functions and has no place in a play-based curriculum. Teachers must plan for and be involved in childrens play if they are to provide an effective play-based curriculum.
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Just as teachers bring their own personal approach to teaching, so they must bring their own approach to planning. There can be no one format! One teachers format is included here in the hope that it will help teachers to develop their own unique format. This teacher developed her format based on the knowledge of her own teaching and from her interpretation of The Preschool Curriculum Guidelines. (See example next page.) The childrens generation of ideas and the expression and communication of them are fundamental to this teachers way of supporting play. As shown in the format, these are the first two aspects addressed in her daily planning and are totally compatible with the foundation learning areas of thinking and communicating. In her practical planning document she writes brief notes about how she will foster this thinking and communication with her group of children on a daily basis and in the context/situation column notes the situation in which it is likely to occur.
Fostering a supportive social environment is a major focus of attention for this teacher and she saw this heading encompassing two foundation learning areas - sense of self and others, and social living and learning. Again the planning focuses on how the teacher assists children in becoming contributing members of a group and when and in what context she will do this.
For this teacher, the development of particular skills is important. She not only thinks of physical skills but sees skills in terms of abilities associated with all aspects of learning. To be skilful also means that children must be knowledgeable. She understands that there are different ways of knowing and that knowing how to swing on the monkey bars is just as important as knowing how to see similarities and differences in the environment. This teacher feels that this heading enables her to cover the kinds of learning and understandings highlighted in the foundation learning areas of health and physical understanding and understanding environments. Although intertwined with other aspects of planning, a separate section for fostering literacy and numeracy is included so that she can clearly demonstrate ways this learning is promoted.
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Planning for 30thA ril
Context/ setting
Fostering thinking as children generate ideas
Context/ setting
Fostering the expression and communication of ideas
Fostering a supportive social environment
Context/ setting
Fostering the development of particular skills
I & II&n\ccdlOdLz
t . . t w
Context/ setting Fostering literacy and numeracy
&
~ c o z 4
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Context/ setting
Fostering and supporting understanding of diversity
Context/ setting
Context/ setting
Particular teacher strategies
wfL!h M
6kaUd&
wW&$wL~.toa~l*l*.tRit?
R&a*ML&/uzL-
Fostering and supporting understanding of diversity is an integral part of this teachers curriculum with consideration being given to both cultural and individual diversity as emphasised in the Guidelines.
The remaining two headings in this planning format- whole group experiences and particular teacher strategies reflect other important aspects of this teachers decision making. As indicated in the section describing a play-based curriculum, there are times when children come together as a group and participate in teacher led story and music sessions. The section- whole group experiences, allows the teacher to plan for these times. The section -particular teacher strategies, is used to note down specific ideas for handling particular situations or for working with individual children. (More detailed records and observations of individual children are kept separately.)
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Teachers providing play-based curriculum find these forms of documentation helphl:
A reflective diary This is written daily and outlines aspects of the day and happenings that need to be followed up or thought further about. A plan for each group This planning is based on the reflections and evaluations made in the diary and makes specific suggestions as to how interests and needs can be extended or met. Its format ensures that the foundation learning areas highlighted in the Guidelines are considered on a daily basis.
Individual records Dated observations with follow-up plans and actions are made for each child on a regular basis. These are placed in a folder along with other samples of work which document development and progress throughout the year
B
1.
Samples of art work in a childs folder.
U
1.My favourite thing at the
Science Centre -the rocket. 2.Sports day. 3.Going on the bus.
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Curriculum
Understandings of children that come from Play

I asked an experienced teaching colleague whether she felt that observing and engaging with children in play helped her in coming to understand children better. She provided this reflection which clearly shows her answer to be yes.
Peter and Sean have become goodfiiends at preschool. Who knows what has drawn them together, I would hazard a guess that Peter and Sean would not be able to tell me why, other than to say, Hesmy jhiend. As much as I as a teacher theorise, observe, plan and implementplans, their innermost reasonsfor becoming JFiendswill probably not be revealed - or will it?
When Ifirst met Peter he was a very quiet, unsure member of the group. Sean was very much his own person with, it seemed, very definite thoughts about what he was going to do at preschool. For me as their teacher, these observationspresent a signijkant teaching conundrum: When do I say I know Peter and what do I say I know about him? Am I right in describing Peter as quietand unsure? Is that really Peter? Should I go lookingfor more observations that show Peter in situations where he is quietand unsure? Im sure Ill find them. But what do I do with observations that contradict this view? The other day Sean found the cleaningrobot in the storeroom on one of his explorations. HeyPeter, come here. Ive found the cleaning robot, he said. The two boys excitedly ran into the storeroom and met up with the robot. I remembered they had been the last two to play with it as we cleaned diflerent games in the room. Miss T said Peter, the cleaning robot wants to come and live with
us.
1)
Doeshe? I said. Yeshe does, said Peter. Where do you live? I asked Weregoing to make a house, arent we Peter said Sean Yessaid Peter, over there.

My second teaching conundrum: Im seeing two sides to Peter -unsure in some situations, quite sure in others. I begin to think to muse8 well thats life. Arent there times when I feel quite sure of what Im doing and quite unsure at other times? But -for which side of Peter do Iplan?
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Today we were making some drawings o f ourselves, Although this activity was open-ended there was some expectation that children would have a go. I cant draw that, said Peter. Couldyou try,do you think? I said. No! said Peter. Okay, I said. n e morning play continued. Peter and Sean wentfishing in a boat and I was the weatherforecaster at the weather station. Thisis the weather bureau to the boat, I said. Peter v e v animatedly pretended to hold a telephone. This is Peter. Hello, he said. What do you want? This is the weather bureau. Do you have apencil andpaper? I said. No.I I1 get one. Peter jumped out of the boat and got paper and a felt pen. Yes,I ve got it. Thesky is very black and there 11 be rain, I said. Justa minute I need a black pen, said Peter jumping out of the boat again to get one. Yes, he said. Wellthe sky is very black and there I1 be rain, I reiterated. He quickly drew linesfor the black sky and lines coming down in blue for the rain. I might be busy at the weather bureau, could you draw me some weather maps ifit gets sunny, or windy, or ifthere is any more rain? I said. I le$, but obsewedfiom a distance because I wanted to see what they would do. Peter and Sean drew weather maps to their hearts content. They drew all types o f weather carefilly selecting diferent colouredpens for different weather - tornadoes, snow - weather we hadnt talked about.

I thought more about my teaching conundrums. What was I knowing about Peter and in what ways was I coming to know it? It seemed fairly clear to me that all the traits I was observing in Peter were influenced, to some extent, by the situation and time across the day at preschool. The Peter I saw as he played, however, somehow showed me the innermost being of Peter.
What is it about play that allows children to reveal so much more of themselves? When they were playing boats, the idea o f weather maps could be interpreted by Peter just exactly as he wanted. As his teacher I got the bene$t of seeing his interpretations and ideas. This gave me more information to think about alongside his response, I can tdraw that. This view of Peter in play also helps me set the I cant draw that piece of information in context and I think I can make a more
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useh1 interpretation of it. It seems that when there is the slightest sense ofpressure or external expectation, Peter becomes unsure and doesnt want to tryjust then. Having seen Peter as being self-assured and unsure, depending on the situation, I am in a better position to put my teaching ideasfor Peter in place. I still have questions though! Because Peter and Sean were really into it in the boat play, Ifelt I didn twant to say too much. They talked about how the storms were sending lightening and hail, and Ohno! Our boats sinking! As they talked they drew. Peter chose diferent colours as he represented his ideas in the pictures. Was this a more complex use of materials by Peter? Was it occurring because i n play they werefiee to make their own responses and interpretations?
They also began to share what they could and could not do. Sean said, I cant draw clouds. Can you? Yeah. Thats easyl said Peter. Icant draw snow. Can you? Yeah!Like this said Sean. In play Peter was feeling safe and sure enough to reveal to hisfiiend Sean not only what he could do but also what he couldnt do. Indirectlyl again throughplayl Peter was revealing his adequacies and inadequacies to me his teacher.
This leads me back to myjrst teaching conundrum: When do I say I know Peter and what do I say I know about him? Nearly six months into the year I can say I know Peter far better than I did when I described him as quiet and unsure but I am not so bold as to predict a time when I will sayl I know Peter. Similarly what I know about Peter i s continually being extended. In one sense what I know about Peter depends on what he chooses to reveal about himself In my experience, play has been the medium through which children reveal the most of themselves. I know that I would not know or understand my children so well $I did not encourage them to play.
Do you see different sides of children at different times and in different situations?
Do you think it is important to provide opportunities for children to reveal something of their inner selves? What kinds of opportunities do you provide?
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Communicating the value of a play-based curriculum

In Chapter 6 of her excellent book Marketing Play, Rosemary Milne reminds us of the importance of keeping parents, colleagues and the community informed on the educational value of play and suggests many practical ways of doing this. (This book is well worth having in your professional library.)
Talking with parents about play

Here are a number of strategies experienced teachers use to explain their play based programs to parents.
Hold open days: In OctoberbJovember when arranging enrolments for the next year, hold several open days so that parents can come with their children and see the preschool in action. Your play approach will be obvious as they spend time in your centre. Try to look at it through the eyes of new parents. What will they see and wonder about - the children wearing dress-ups, selecting materials fiom the storeroom, their buildings and their role playing? Think about what learnings you might need to highlight that will reassure parents that a play-based curriculum is educational. Provide written information: Include a brief outline of your philosophy and teaching approach in the Centres information booklet Arrange gettingto know you sessions: At the start of the year hold information mornings/evenings for new parents and talk about your teaching approach in more detail. Its good to get the parents asking questions so you know what their interests and possible concerns are when sharing your information. Its great if you can have some parents fiom the previous year attend these sessions. Parents often check out the program with other parents to reassure themselves it is OK! Aim to talk with parents on a daily basis about their children: Although this may not always be feasible it is vital to build a rapport with each parent and reassure them about their childs progress and activity in the centre. Share information about what children are playing and learning in the process: In addition to chats with or notes to parents, take photos and make books which can be taken home, or use photos in wall displays. Pictures speak volumes and with some simple captions beside them go a long way in explaining your play-based curriculum. Presenting a report at
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the P&C meeting on what the children have been learning in their play is also of interest to parents and can lead to some valuable discussion.
Show parents how a play-based curriculum builds on children s strengths:

Talking with a parent about how you are helping a child to extend on their strengths or particular abilities in their play is reassuring. In the process of acknowledging their childs strengths you can also discuss how you are helping to develop other skills that their child may need to develop further.
Invite parents to participate and contribute: Parents are individuals too and will respond to your invitation to participate in your centre in many different ways. Some enjoy seeking out interesting materials to add to the storeroom, others like to become involved in the play, whilst others are terrified at the thought and prefer to observe from a safe distance. Encourage parents to become plaYJi.1too: Several teachers have recounted how, as parents have come to enjoy being a part of the centres play-based curriculum, their own playfihess has been rekindled. The planning of fundraising activities has been entered into with enthusiasm and creativity, craft groups have been formed and there have been many volunteers for helping make childrens Christmas presents. Remember children are plays best advocates: If they have built a building or a boat, children are often keen to show their Mums and Dads. Arrange arrival and departure times so that there is an opportunity for children to share something of their play with their parents. When children have engaged in meaningful play experiences and discussions at preschool this will often be talked about at home too. Sometimes it is important to tell parents what issues have been explored so they can understand situations or comments made at home by the children.
As a teacher, enjoy the playfulness of play yourself!
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References
Berk, L.E. (1994) Infants and Children: Prenatal through Middle Childhood Needham, MA: Allyn & Bacon. Bodrova, E. and Leong, D.J. (1996) Tools of the Mind: The Vygotskian Approach to early Childhood Education, Englewood Cliffs, New Jersey: Prentice Hall. Connelly, F.M. and Clandinen, D.J. (1988) Teachers as Curriculum Planners: Narratives of Experience, New York: Teachers College Press. Guha, M. (1988) Play in the primary school In Blenkin,G.V. and Kelly, A.V.(eds) Early Childhood Education: A Developmental Curriculum, London: Paul Chapman. Jones, E and Reynolds, G.( 1992) The play 's the thing - Teachers ' roles in children 'splay. Teachers College Press, Columbia University, New York, 1992. Lay Dopyera, M. & Dopyera, J. (1990) Becoming a Teacher of Young Children, New York: McGraw-Hill. Mandler, J.M. (1979) Representation. In J.H.Flavel1 and E.M. Markman (Eds) Cognitive Development. Vol3, Handbook of Child Psychology, New York: John Wiley and Sons. Milne, R. (1997) Marketingplay, Free Kindergarten Association of Victoria, Richmond. Nelson. K. ((1981) Social cognition in a script framework. In J.H. Flavell and L. Ross (Eds) Social Cognitive Development: Frontiers andpossiblefitures. Cambridge: Cambridge University Press Perry, R. (1988) An examination of two contrasting approaches to teaching preschool children and their effects on linguistic and social behaviour, Unpublished Ph.D thesis, Brisbane University of Queensland. Perry, R. (1996) Communicating and cooperating in play. In ERIC Document Reproduction Service (EDRS) PS024504 Queensland School Curriculum Council (1998) Preschool Curriculum Guidelines, Brisbane: Open Access Unit. Vygotsky,L.( 1962) Thought and Language. Cambridge, MA: M.I.T. Press (Original work published in 1933). Vygotsky, L. (1978) Mind in Society: The development of higher mental processes Cambridge, MA: Harvard University Press (Original work published in 1933). Rogers$. and Sawyers, J. (1988) Play in the lives of children. Washington, DC: NAEYC. Smith, D.L. and Lovat, T.J. (1991) Curriculum: Action on reflection, Wentworth Falls, NSW: Social Science Press
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ISBN 1 86435 416 X

Planning in a play based curriculum ................. 5 3

.............58 Communicating the value of a play-based curriculum..... 61

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Play-based curriculum: A matter of emphasis

o Talking with parents and colleagues about play

Thinking more about play

~e$~ free r e - players have a sense of freedom

~ o n ~ r o lby l ethe ~ players

are not real enjoyable

often in preten~ OF 8s i f mode

T r y to find several examples for each characteristic? Or, think of some

Making a tool for the workshop

Were going to the ball in our beautiful dresses.

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The teacher must

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The doctors surgery evolved into a water pipe area

an area for easel painting

The psychological environment

And they did

Babies dressed for bed

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Getting play started

Discussing ideas for play.

Sitting in a circle for the discussion

helping children recall interests

re-focussing the discussion

dealing with perceived problems

offering children choices

thinking of different ways of doing things

The cleaning robot

For more information please contact

Exploring content (foundation learning areas) in play

Teaching as children play

Pla.ying with d ough or counting the stars?

Planning in a play-based curriculum

Planning for 30thA ril

Fostering thinking as children generate ideas

Fostering the expression and communication of ideas

Fostering a supportive social environment

Fostering the development of particular skills

Fostering and supporting understanding of diversity

Particular teacher strategies

Teachers providing play-based curriculum find these forms of documentation helphl:

1.My favourite thing at the

Science Centre -the rocket. 2.Sports day. 3.Going on the bus.

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Understandings of children that come from Play

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Communicating the value of a play-based curriculum

Talking with parents about play

Show parents how a play-based curriculum builds on children s strengths:

As a teacher, enjoy the playfulness of play yourself!

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