BTEC Childcare Unit 3
Learning A
Types of play and the influence upon early years provision
Play is a leisure activity which pure purpose is for enjoyment, relaxation and it’s the way
children learn. Play encourages children to socialize and engage with other people.
When children play imaginary games or games such as hide and seek, their brain learns
to develop, and problem solve which plays a crucial role in the child’s development from
birth. ‘It is in their play that children show their intelligence at the highest level of which
they are capable. Play opens up new possibilities in thinking and develops emotional
intelligence that makes feelings manageable’ It helps a sense of self and relationships
with others’ Tina Bruce (2001). Often adults use play as a vehicle for learning. Children
are known to preserve at a self-chosen activity, concentrate and repeat skills if the play
is fascinating and pleasurable. Play can be used as a form of learning new skills to help
them as they grow up, it also helps children think outside the box and be creative. Adults
who use play as a tool for learning know that children will more likely be motivated to
learn if it is in a play experience. In the UNCRC Article 31 states ‘Every child has the right
to relax and play’. The United Nations Conventions on the Rights of the Child is a legally
binding international agreement setting out civil, political, economic, social and cultural
rights of every child, regardless of their race, religion or abilities. Article 31 of the UNCRC
creates a specific right for all children to have rest and leisure, to engage in play and
recreational activities appropriate to their age and to participate freely in cultural life
and the arts. Play also helps children to improve physical and mental health as it
requires active engagement. In the last three decades it is known that the time children
have to play is decreasing as technology is improving parents prefer their children
staying indoors and playing on phones and tablets or watching television as they feel
playing outside is not that safe which leads to poorer mental health for children as they
always cooped up inside and also poor physical health. Taking playtime away from
school children as punishment might be counterproductive. According to a 2009 study in
the Journal Paediatrics, children behave better in the classroom when they have a
chance to relax and blow of some steam on the playground during the day. Researches
has shown that the children ages 6-8 years who have had more than 15 minutes a day of
breaks behaved better during lesson time. Active children who learn to play from young
grow up to be active adults as this will decrease the chance for a sedentary lifestyle such
as heart disease, obesity etc. Outdoor play is more beneficial than indoor play. One of
the 12 features of play. Tina Bruce believes that play is an active process rather than
something that reaches a goal or produces a providing, providing toys is not necessary
because children can come up with their own props using simple materials such as
sticks, pebbles and blocks. Tina also uses a term called free flow play which is used to
consider the way that children bring together their experience, skills and relationships to
create play. The 12 features of play are:
, BTEC Childcare Unit 3
Learning A
1. Children use first-hand experiences from life
2. Children make up rules as they play in order to keep control
3. Children symbolically represent as they play, making and adapting play props.
4. Children choose to play- they cannot be made to play.
5. Children rehearse their future in their role ply
6. Children sometimes play alone.
7. Children pretend when they play.
8. Children play with adults and other children cooperatively in pairs or groups
9. Children have a personal play agenda, which may or may not be shared.
10. Children are deeply involved and difficult to distract from their deep learning
as they wallow in their play and learning.
11. Children try out their most recently acquired skills and competences, as if
celebrating what they know.
12. Children coordinate ideas and feelings and make sense of relationships with
their families, friends and cultures.
Play has an important role in the promotion of skills and learning in the main
development areas. The EYFS have the 7 areas of learning and development. The 7 areas
are split into 2 parts, prime areas- this for all children and will always be the main focus
of our planning and activities for babies and children under 3. Specific areas- which are
mostly for children over 3 but is also relevant for younger children. The three prime
areas are: Personal, social and emotional development- this development relates to how
your children manages their feelings and behaviour, make friends and an is confident
and self-assured. The next part is the physical development, which relates to how the
child, moves and uses its gross motor skills, develops fine motor skills and manages elf
care independently. The next prime area is communication and language this relates to
how the child, listens and pays attention, communicates with others and develops
vocabulary and speech. The four specific areas are literacy, Mathematics, Understanding
the world and Art and design. In literacy, this area relates to how the child, enjoys
reading books, likes making marks and starts to explore phonic and letter sounds. Next is
mathematics, this area of development relates to how the child, learns about numbers
and counting, explores measures, capacity, space, shape during play. Understanding the
work relates to how the child, find about nature and the world around them, talk about
people and their local community and learn about similarities and differences. Lastly, Art
and design relates to how the child enjoys being creatives, sings, dances and makes
music, plays imaginatively and uses colours to express themselves.
Physical Play
Learning A
Types of play and the influence upon early years provision
Play is a leisure activity which pure purpose is for enjoyment, relaxation and it’s the way
children learn. Play encourages children to socialize and engage with other people.
When children play imaginary games or games such as hide and seek, their brain learns
to develop, and problem solve which plays a crucial role in the child’s development from
birth. ‘It is in their play that children show their intelligence at the highest level of which
they are capable. Play opens up new possibilities in thinking and develops emotional
intelligence that makes feelings manageable’ It helps a sense of self and relationships
with others’ Tina Bruce (2001). Often adults use play as a vehicle for learning. Children
are known to preserve at a self-chosen activity, concentrate and repeat skills if the play
is fascinating and pleasurable. Play can be used as a form of learning new skills to help
them as they grow up, it also helps children think outside the box and be creative. Adults
who use play as a tool for learning know that children will more likely be motivated to
learn if it is in a play experience. In the UNCRC Article 31 states ‘Every child has the right
to relax and play’. The United Nations Conventions on the Rights of the Child is a legally
binding international agreement setting out civil, political, economic, social and cultural
rights of every child, regardless of their race, religion or abilities. Article 31 of the UNCRC
creates a specific right for all children to have rest and leisure, to engage in play and
recreational activities appropriate to their age and to participate freely in cultural life
and the arts. Play also helps children to improve physical and mental health as it
requires active engagement. In the last three decades it is known that the time children
have to play is decreasing as technology is improving parents prefer their children
staying indoors and playing on phones and tablets or watching television as they feel
playing outside is not that safe which leads to poorer mental health for children as they
always cooped up inside and also poor physical health. Taking playtime away from
school children as punishment might be counterproductive. According to a 2009 study in
the Journal Paediatrics, children behave better in the classroom when they have a
chance to relax and blow of some steam on the playground during the day. Researches
has shown that the children ages 6-8 years who have had more than 15 minutes a day of
breaks behaved better during lesson time. Active children who learn to play from young
grow up to be active adults as this will decrease the chance for a sedentary lifestyle such
as heart disease, obesity etc. Outdoor play is more beneficial than indoor play. One of
the 12 features of play. Tina Bruce believes that play is an active process rather than
something that reaches a goal or produces a providing, providing toys is not necessary
because children can come up with their own props using simple materials such as
sticks, pebbles and blocks. Tina also uses a term called free flow play which is used to
consider the way that children bring together their experience, skills and relationships to
create play. The 12 features of play are:
, BTEC Childcare Unit 3
Learning A
1. Children use first-hand experiences from life
2. Children make up rules as they play in order to keep control
3. Children symbolically represent as they play, making and adapting play props.
4. Children choose to play- they cannot be made to play.
5. Children rehearse their future in their role ply
6. Children sometimes play alone.
7. Children pretend when they play.
8. Children play with adults and other children cooperatively in pairs or groups
9. Children have a personal play agenda, which may or may not be shared.
10. Children are deeply involved and difficult to distract from their deep learning
as they wallow in their play and learning.
11. Children try out their most recently acquired skills and competences, as if
celebrating what they know.
12. Children coordinate ideas and feelings and make sense of relationships with
their families, friends and cultures.
Play has an important role in the promotion of skills and learning in the main
development areas. The EYFS have the 7 areas of learning and development. The 7 areas
are split into 2 parts, prime areas- this for all children and will always be the main focus
of our planning and activities for babies and children under 3. Specific areas- which are
mostly for children over 3 but is also relevant for younger children. The three prime
areas are: Personal, social and emotional development- this development relates to how
your children manages their feelings and behaviour, make friends and an is confident
and self-assured. The next part is the physical development, which relates to how the
child, moves and uses its gross motor skills, develops fine motor skills and manages elf
care independently. The next prime area is communication and language this relates to
how the child, listens and pays attention, communicates with others and develops
vocabulary and speech. The four specific areas are literacy, Mathematics, Understanding
the world and Art and design. In literacy, this area relates to how the child, enjoys
reading books, likes making marks and starts to explore phonic and letter sounds. Next is
mathematics, this area of development relates to how the child, learns about numbers
and counting, explores measures, capacity, space, shape during play. Understanding the
work relates to how the child, find about nature and the world around them, talk about
people and their local community and learn about similarities and differences. Lastly, Art
and design relates to how the child enjoys being creatives, sings, dances and makes
music, plays imaginatively and uses colours to express themselves.
Physical Play
