Unit 3.1 Understand the value of
play in early years

Time: 10 mins
How many different types of play or play activities can you think
of for each of the letters in the words CHILDREN’S PLAY?
LO1. Understand the role of play and LO3. Understand play at
different stages of children’s development 1.1, 3.1
C H I L D R E N S P L A Ya
i
n
t
i
n
g
Starter Activity

Learning outcomes
• Explain the innate drive for children to play
• Analyse how play is necessary for the development of children
• Identify the rights of children in relation to play as detailed in the UN
Convention on the Rights of the Child
• Explain how settings meet the right for children to play

• Play is very difficult to define as it is something
that is carried out very regularly within the
workplace.
• Play is an important part of a child's day as it
provides them with a number of new
experiences.
• Play can often be mistaken for being recreational
and relaxing, however despite it being a very
social activity the children are often very
stimulated whilst they are playing.
• Play not only supports a child's development but
it also supports their learning process.
What is play?
LO1. Understand the role of play 1.1

Monday Tuesday Wednesday Thursday Friday
Time: 10 mins
Thinking about a week in your setting, how many opportunities
during the day are available for children to play?

• There are a number of benefits of play for children, some of
which are easy to identify, some which are quite subtle.
• Play allows children time to learn and develop their skills
further including their physical, intellectual, language,
emotional and social skills. http://www.teachers-
media.com/videos/learning-and-
development#video_title_bar
• Note the benefits of play in which you see
on the clip
The benefits and drive of play

• Play helps to develop a child's imagination. Quite often we see children
playing and simulating things that they have seen taking place during a
day. For example, a child who plays with the cars may recreate a
conversation that they have had in the car on the way to the setting.
• Providing children with time to play helps to develop their understanding
of the world around them. For example, children who like to dress up and
play doctors and nurses are using props that allow them to listen to heart
beats, take temperatures and measure height.
• Play is open to everyone and is a fantastic way of ensuring that everyone is
included. The less academic child may struggle with reading or writing but
can create fantastic models with the play dough.
The benefits and drive of play?
LO1. Understand the role of play [AC 1.1]

Time: 10 mins
Look at the picture below.
• What skills is the activity helping to develop?
Look at the laminated cards
List the learning that is taking place
through each type of play
Make links to SPICE

Time: 10 mins
Look at the picture below.
• What benefits would come from the child playing in this
scenario?

• In 1989 leaders from around the world came together to
decide on the human rights that every child under the age of
18 years should have.
• Once they had all agreed they signed the UN Convention on
the Rights of the Child (UNCRC).
• Since this was signed, UNICEF have carried out a lot of work to
promote these rights and work for children.
https://www.bihr.org.uk/crc-
hub?gclid=CJTs9_fotcsCFUORGwodAq0Ksg
UN Convention on the Rights of the Child
LO2. Understand children's rights in relation to play [AC 2.1]

Time: 30 mins
• Carry out further research into the United Nations Convention
on the Rights of the Child (UNCRC) and the work that UNICEF
does.
• Produce a leaflet from your findings.
• Make a note of your sources.
www.ohchr.org/EN/ProfessionalInt
erest/Pages/CRC.aspx

• Every child has a right to play and to be stimulated during the
days.
• Play supports children's educational needs and it opens up a
number of opportunities to implement skills in relation to
making relationships, developing feelings and growing in
confidence.
Children’s rights to play

• Depending on the age of the children, settings will
accommodate play in different ways.
• Whilst children are in a nursery setting they will become used
to having clear set areas where different types of play takes
place.
• Since the implementation of the Early Years Foundation
Scheme (EYFS), nurseries have invested a lot of time into
ensuring that children have the opportunity to learn and
develop their skills through play activities.
How do settings accommodate play?
LO2. Understand children's rights in relation to play 2.2

Time: 15 mins
Think of your last placement list all of the ways in which they met the
requirements of the UNCRC share this list with your partner

Can you link these to the 5 aspects of development?
Aspects Types of play
Social
Physical
Intellectual
Emotional
Communication

It is important that the areas of play and development are not
restricted as children make the transition to primary school.
• In the early classes of school children are still given the opportunity
to experience learning through play.
• As children move through the stages of school the play
opportunities change and become more structured and routine for
the children.
• Space unfortunately does not allow for the designated area to be
set up permanently, however the classroom space is often utilised
through more table top activities that can be set up when required.
How do settings accommodate play?

Time: Ongoing
Collect photographs of different settings with their play activities
set up so as to be able to compare the different ages and how
play can be accommodated.
Age ranges Suitable play activities
0-3
3-5

Summary
 We have looked at the role, benefits and drive of play.
 We have explored the UN Convention on the Rights of the Child.
 We have understood how settings meet the right for children to play.

Summary: plenary activities
1. Using 50 words or less, identify the role of play for children.
2. Can you list the benefits of play that we have discussed?
3. Share your leaflet on the UN Convention on the rights of the Child with
someone else and discuss what you have found out
4. Write two ways in which a nursery setting and a school accommodate
children's rights to play.

Time: 5 mins
• Thinking back to last lesson, talk to the person beside you and
together write a short paragraph that summarises everything
that you have learnt about play so far.
• Share your paragraph with the rest of the group.
Starter Activity

Learning outcomes
• Explain the characteristics of
• child-initiated play
• adult-led play
• Identify how children’s play needs and preferences change in relation to
their stage of development

• Child-initiated play is an essential part of play that young
children need to experience in order to explore the world
around them and experiment with new experiences.
• Child-initiated play is instigated by the child, this means
that they chose what they want to do and what they want
to play with.
• It is important that we allow children this opportunity so
that they can try out new things and a variety of different
resources, developing their understanding in the process.
Child-initiated play
LO3. Understand play at different stages of children’s development
3.1

• The Early Years Foundation Stage (EYFS) encourages child-
initiated play to be taking place as it helps the child’s
confidence.
• It allows children to try new things in an environment that is
safe and secure yet also challenging.
• Opportunities for child-initiated play should be both indoors
and outdoors so that the child can move freely between the
two areas.
Child-initiated play and the EYFS
3.1

• Although as the adult in the setting we do not want to interfere
with children making their choices and playing with what they
chose, we need to be there to interact with the child in the way that
they would like us to.
• This interaction with the child has to be led by the child and you
must listen carefully to their guidance. For example, a child playing
in the home corner may appreciate you joining in but you must wait
to be told what role in the play that you are taking. If the child does
not offer you a role then you must listen carefully so that you can
offer an appropriate role.
• For example a child playing with the dolls in the home corner may
appreciate you offering to be the cook or another family member in
the play scenario.
Child-initiated play and the adult
3.1

Time: 10 mins
Think about the role of the adult in child-initiated play. What
would you have to do to support this type of play taking place?
Key things to think about:
• What would you need to do before the day begins?
• What would you need to do during the day?
• What would you need to do at the end of the day?
Use examples from your own placements to support you to
complete this question.
3.1

As the adult in the setting it is our role to:
• Ensure that the areas in the setting are clearly defined
• Clearly label the resources and store them at child's height so that
they can be accessed with ease
• Keep the resources clean and up to date and replace them when
necessary
• Have discussions with the children to see what they would like to
have available
• Consider health and safety, such as signs if areas are limited to how
many children can use them at once.
• Monitor and observe the play taking place so that areas can be
changed regularly when they are no longer being used.
Child-initiated play and the adult
LO3. Understand play at different stages of children’s
development 3.1

Time: 10 mins
Think back to your last day in placement.
• Did you support child-initiated play so that it could take place?
• Did you do the things that have been discussed? If so, what
did you do?
• Is there anything you did not do that you think you would do
next time?
3.1

• Adult-led play is also an essential part of play and
holds a very important place within the child's day.
• The difference with adult-led play is that there is an
adult present who is offering support and direction to
the children.
• Although this type of play is often carried out so as to
achieve a specific outcome it can still accommodate
children’s independent thinking.
• For example, the children may be creating cards for an
occasion. The adult would lead by explaining that they
will be making a card and showing them how to do
this, but the children can choose the colours and how
they decorate the card.
Adult-led play
[AC 3.1]

• Adult-led play should be planned and the resources should be
ready for the children to use.
• Careful consideration should have gone into health and safety
and the risks involved in the activity, and appropriate
provision put into place so as to ensure that the activity is
safe.
Adult-led play
[AC 3.1]
https://www.youtube.com/watch?v=yC2IrZTd4
t0&list=PLdeekopL3RezE7l104PptsGSNUK6kU9
uA

Time: 30 mins
Complete the table on the worksheet provided, comparing the
different characteristics of child-initiated and adult-led play.
[AC 3.1]

• As you observe children in a setting you will notice how their
needs and preferences change as they grow and develop.
• It is then that you need to be aware of new interests and
make sure that the play opportunities that are provided for
the children suit their level of development and their learning.
How children's play needs change in relation to their stage of
development
3.2

Time: 5 mins
Think about a baby (birth–18 months), toddler (18 months–3
years) and a young child (3–6 years).
In pairs, decide which toys would be suitable for each age range
from the list below.
• Train and train track
• Soft activity cube
• Wooden blocks
• Activity gym
• Musical instruments
[AC 3.1]
• Paints
• Wrist and feet rattles
• Ride-on toys
• Dressing up clothes.
(2)

Along with the play needs of the child changing the adult’s role also alters to
accommodate this. The table below shows a basic outline of how the adult can
support the child’s play as they develop.
How children's play needs change in relation to their stage of
development
Babies Toddlers Young children
The adult needs to provide an
environment where the baby
can explore safely and develop
knowledge of new places,
textures and materials.
environment that allows the
child to take risks safely,
explore a variety of new ideas,
try different types of play and
allow children to start to
develop their social skills.
environment that is safe, has
opportunities for new
experiences such as pretend
play with enough space to
move around in a safe way and
chose what they would like to
do.
3.2

Summary
 We have explored the characteristics of child-initiated play and adult-led
play.
 how children’s play needs and preferences change in relation to their
stage of development

1. Complete the sentences:
a. Child-initiated play is…
b. Adult-led play is…
2. List two ways in which a child’s play needs change as they develop.
3. Is the following statement true or false?
‘The adult’s role in supporting children's play is to tell them what they
should be doing and guide them through playing with set toys and
activities.’

Time: 5 mins
Look at the images below and identify which shows physical
play, creative play, imaginative play and sensory play.
LO4. Understand different types of play for all children 4.1

Learning outcomes
LO4. Understand different types of play for all children
• 4.1 Describe benefits of:
• physical play
• creative play
• imaginative play
• sensory play.
• Explain the principles of heuristic play.
• 4.3 Evaluate the resources for
• physical play
• creative play
• sensory play.
• Heuristic play

There are many benefits to children playing:
• Play allows children time to explore the world around them
and allows them to engage in new and different activities.
• Play helps children to develop in other areas such as their
physical and fine motor skills.
• Play allows children to take risks that they may not take
normally.
As we explore four different types of play, take some notes so
that we can put together a play booklet by the end of the lesson.
The benefits of play
LO4. Understand different types of play for all children 4.1

You will take part in a number of play activities for each activity
list the benefits of play for:-
• physical play
• creative play
• sensory play.
Task
In pairs

Creative Play
(Finished products)
Creative play
includes
•Painting
•Singing
•Dancing
•Writing
•Mark making
•Chalking
•Card making
•Cutting
•Collage making
Creative play
supports children
to develop
•Fine motor skills
•Hand eye co
ordination
•Essential for
writing
•Helps them to
express thought
and feelings
•Creating own
work
•Sharing ideas and
opinions
•Learn about
colour, shape and
texture

Lets see this in action!
http://www.youtube.com/watch?v=vSP5buWOh
7s
Watch the clip
What are the Children learning?

Imaginative Play
Imaginative play
includes
•Puppet shows
•Drama
•Dancing
•Playing with
dolls/action
figures
•Role play
•Singing
•Music and
movement
Imaginative play develops
and supports children to
•Use their imagination
•Imitate adult roles
•To practice grown up
skills
•To pretend to be
others/animals
•Think about other people
views/roles
•Provides understanding
of job roles

Physical Play
Physical Play includes
•Outdoor activities
•Obstacle courses
•Bike riding
•Hoops
•Skipping
•Hopping
•Swimming
•Running
•Slides
•Tunnels
•Threading
•interlinking
Physical play develops and
supports
•muscles and gross motor
skills
•Improves appetite
•Important for health and
well being
•Important for mental
stimulation
•Encourages good sleep
patterns
•Fine motor skills
•Hand eye co ordination
•Spatial awareness

Messy/sensory Play
includes
•Paint
•Playdough
•Cornflour
•Jelly
•Beans
•Custard
•Water
•Sand
•Shaving foam
Messy play is good
because children
can
• explore and
experiment with
different texture
•It can be very
soothing
•Learn to share
equipment with
others
•Use fine motor
skills
•Use hand eye co
ordination

Time: 30 mins
Put together an information booklet on ‘The benefits of play’ using the
information that we have covered this lesson, along with some further
research of your own.
Your booklet must contain:
• A page each for physical, creative, imaginative and sensory play
• A short description of what the type of play is
• The benefits of each type of play
• Examples of each type of play that you do in placement
• A list of resources and things to consider with each type of play
• At least two quotes to support your work with a bibliography.
LO4. Understand different types of play for all children [AC 4.1]

• Heuristic play is when children are given the
opportunity to explore everyday objects and
items in a safe, secure and supportive
environment.
• Heuristic play allows children to make
choices and get excited about discovering
new ways of using items along with the
properties of different objects.
• Settings often have a ‘Treasure Basket’ that
contains a number of items that are available
for children to play with in an heuristic way.
Heuristic play

• The equipment that is used during an heuristic play session is
very important as this allows children to explore new objects.
• There should be a variety of everyday items available for the
children that are made out of a range of different materials.
• For example, pots and pans of different sizes and shapes,
cooking utensils such as wooden spoons or silicone whisks,
items from the laundry or the bedroom such as hair brushes
or combs.
https://www.youtube.com/watch?v=a0QpDgUdP_Q
The type of equipment used in heuristic play

• This may be a slightly different role to ones that you have
taken before.
• In an heuristic play session you will need to provide the
equipment and the safe space but then step away and allow
the children to play in whatever way that they feel they would
like to.
• You need to be far enough away to allow them to explore but
close enough to observe so that you can intervene and
redirect children if required.
The role of the adult in heuristic play

Time: 10 mins
This, to us, is simply a set of kitchen utensils.
• What could a child use these for during a heuristic play session?
• What would they learn from playing with them?

Time: 10 mins
The kitchen pans and bowls could be used for:
• Drumming
• Wearing as a hat
• Using as a guitar
• Sitting or standing in.
From playing with the utensils children could learn about:
• Shiny materials
• The feel of metal, wood and plastic
• The sounds that can be made
• The weight of metal, plastic and wood.

Time: 15 mins
In pairs, look at the image below.
• What could these be used for in an heuristic play session?
• Can you identify what the children could learn from playing
with these objects?
• Are there any health and safety issues that may need to be
considered?

Time: 10 mins
• Design your own treasure box for heuristic play.
• What items would you put in it for the children to explore?

Extension activity
Use your hand-out provided to Evaluate resources used for
Task 4.3

Summary
 During the lesson today we have described the benefits of physical,
creative, imaginative and sensory play. This has included reflecting on
what we provide children with in placement.
 We have explained the principles of heuristic play and you have had the
opportunity to think about this further so that you could plan your own
heuristic play session in your setting.

1. List the benefits of physical play.
2. Identify two different resources that could be used in creative play.
3. Define heuristic play in 20 words or less.

Time: 5 mins
Complete the following sentences:
Physical play is _______________________________________
Creative play is _______________________________________
Imaginative play is ____________________________________
Sensory play is _______________________________________
Heuristic play is ______________________________________
Starter Activity

Learning outcomes
• Summarise inclusive play practice in relation to current
frameworks
• Analyse how play supports the interests and abilities of
children

• Inclusion is all about providing opportunities for all in our care.
• This means that all children, regardless of their ability,
background, culture and age, should be given the equal
opportunity to participate in the planned sessions.
• Inclusive play is when we provide a range of play activities for
the children that are going to incorporate all of these
requirements, yet still provide opportunities for play, learning,
socialising, risk taking and challenge to be taking place.
Inclusive play
LO5. Understand inclusive play practice 5.1

• As the adults in the setting, it is our role to promote inclusion
amongst the children but also within our working practice.
• The EYFS outlines how inclusive practice is important in
relation to improving the child's experience and their overall
outcome within the setting.
• As a result of the criteria within the EYFS, many settings now
have either an inclusion policy or a play policy that outlines
how all children will be included within the area of play.
Inclusive play in relation to the EYFS

Time: 15 mins
Have a look at the image below.
• Thinking back to the types of play that we looked at last week,
how could this child be included in all five types of play?
(physical, creative, imaginative, sensory and heuristic.)

Our role is to make sure that the play opportunities that we
provide do not become boring or regular. We need to make sure
that we keep our practice current and exciting for the children so
that they have the opportunity to explore new ideas.
Inclusive play in practice

Time: 10 mins
Have a look at the play policy from your setting.
• In pairs, discuss what the policy says.
• Highlight the areas of the policy that you see taking place
when you are there.
• Can you identify what your setting does in order to adhere to
this policy?
LO5. Understand inclusive play practice [AC 5.1]
(1)

Time: 30 mins
Carry out some further research on inclusive play practice.
• Create a leaflet that summarises what you understand about
inclusive play.
• Your leaflet must include the information on what the EYFS
states in relation to inclusive practice.
• You could also include some examples of inclusive practice
from your placement.

It is important that the provision that we provide for our children
is one that they enjoy. The current EYFS framework has put a lot
of emphasis on providing a more flexible, free early education
where child-initiated learning is at the heart of what we do.
How play supports the interests and abilities of children

Time: 10 mins
How could you find out what the interests and abilities are of the
children in your setting? Complete the worksheet provided.
• List the different ways that you could find this information
out.
• List the people who could support you in providing these
activities for the children.
(2)

When getting to know the interests of children there are a
number of things we can do, including:
• Speak to the children (depending on their age)
• Observe children and log what they like to do or what they
regularly chose to play with
• Speak to the families of the children to find out some
background information on things that the child likes to do at
home.
How play supports the interests of children

When we look at supporting the abilities of the child we may need to
some additional input. This may be from:
• Observing the child to see what they can or can not do.
• Speaking to the family of the child, especially if the child has a
particular need that needs to be considered in the planning of the
activities.
• Seek further guidance from other practitioners within the setting
who may have had experience with certain abilities in the past.
• Seek further guidance from external agencies or professionals who
could guide you on supporting the abilities of the children in your
care.
How play supports the abilities of children

Time: 10 mins
Reflect on your own practice. Thinking about the last activity
that you carried out, answer the questions below:
• How did you ensure that all the children were included?
• Did you have to do anything different to ensure everyone
could take part?
• Did you need any support for this and if you did, who did you
get it from?

Summary
 Inclusive play is when we ensure that everyone in the setting is included
in the activity regardless of their ability, background, culture or age.
 In order to support the interests and abilities of children we need to get
to know them through speaking to them, observing their actions and
including the family in order to ensure that we provide them with
activities that they will enjoy and learn from.

1. Create a poster all about inclusive practice to summarise what you have
learnt this lesson.
This could either be done in the classroom or given as an extension activity
to complete at home before next lesson.

Assignment Due Date’s
1. Please upload your Assignment to Oracle by 6/6/16
2. Check all ‘Be able to’ criteria for year one units
3. Book your one to one to ensure you have completed everything you
need to gain the Certificate
4. Please ensure your Longitudinal Study is complete by 19/5/16
5. Hand in Dates for units SO3, 3.14, 3.15, 19/5/16.

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