Elize Bridewell Unit 21 04/02/2019
Unit 21: Children’s Imaginative Play and Creativity.
Effective environments for creative and
imaginative play:
Learning environments can be organised to maximize creativity
and imagination. For example, within the time that I have spent in
the baby placement I have noticed that they ensure that all are
within the setting are accessible for the children, such as the role
play area and the ‘food’ that goes with it is always at the
children’s height for them to act out a scenario in the kitchen, I have seen a few of the children
act out what they do within their routine. For example, washing the hands in the sink, before
they eat their food, which is what they do before snack and lunch time.
However, in my school placement to maximize their
imaginative and creative play, they have got a stage in their
reception room, they usually have a story that they will have
learnt about will be encouraged to be acted out on the stage,
so they have an idea of what to act out. However, I am
planning on creating a rocket for the reception class, sharing a
story with the children and then leaving the children to their
own imagination to create and act out a short play on the stage to develop their skills. This
gives the children their own opportunity to be the ‘star’ of their own show and not have any
rules to what they need to act out, only that they need to link it to the rocket and space.
If the environment is dull and not very interesting, the children will not feel invited to be
creative and imaginative. For example, the practitioner's attitudes are a big part within the
environment for the children, this is because they need to make the learning and teaching
interesting and exciting, so the children don’t feel like they are doing math’s, as not many
children enjoy math’s, if they feel like they are playing rather than doing a math’s lesson then
they will be more intrigued to take part and reflect on what has happened.
It is important that child-initiated play is a part of play, it can be used to promote their
creativity and imagination in many methods. This is because it gives the children a sense of
independence within their own learning, they can develop skills on how to solve their own
conflict, become more social when sharing or helping other children with their tasks and it is
able to introduce freedom in a way because they feel like there are less/ no rules to follow as
they are following their own lesson.
(P3) In floor plan A you can see that there are many areas that support creative and imaginative
play. As you walk through the door in the
baby room, you can see that there is a tuff
Unit 21: Children’s Imaginative Play and Creativity.
Effective environments for creative and
imaginative play:
Learning environments can be organised to maximize creativity
and imagination. For example, within the time that I have spent in
the baby placement I have noticed that they ensure that all are
within the setting are accessible for the children, such as the role
play area and the ‘food’ that goes with it is always at the
children’s height for them to act out a scenario in the kitchen, I have seen a few of the children
act out what they do within their routine. For example, washing the hands in the sink, before
they eat their food, which is what they do before snack and lunch time.
However, in my school placement to maximize their
imaginative and creative play, they have got a stage in their
reception room, they usually have a story that they will have
learnt about will be encouraged to be acted out on the stage,
so they have an idea of what to act out. However, I am
planning on creating a rocket for the reception class, sharing a
story with the children and then leaving the children to their
own imagination to create and act out a short play on the stage to develop their skills. This
gives the children their own opportunity to be the ‘star’ of their own show and not have any
rules to what they need to act out, only that they need to link it to the rocket and space.
If the environment is dull and not very interesting, the children will not feel invited to be
creative and imaginative. For example, the practitioner's attitudes are a big part within the
environment for the children, this is because they need to make the learning and teaching
interesting and exciting, so the children don’t feel like they are doing math’s, as not many
children enjoy math’s, if they feel like they are playing rather than doing a math’s lesson then
they will be more intrigued to take part and reflect on what has happened.
It is important that child-initiated play is a part of play, it can be used to promote their
creativity and imagination in many methods. This is because it gives the children a sense of
independence within their own learning, they can develop skills on how to solve their own
conflict, become more social when sharing or helping other children with their tasks and it is
able to introduce freedom in a way because they feel like there are less/ no rules to follow as
they are following their own lesson.
(P3) In floor plan A you can see that there are many areas that support creative and imaginative
play. As you walk through the door in the
baby room, you can see that there is a tuff
