Early years experts like Tina Bruce, author of Early Childhood Education [Hodder & Stoughton, 2005] and Janet Moyles, author of Just Playing? [Open University Press, 1987] have long advocated the importance of learning through play – providing opportunities for children to explore, imagine, create and solve problems in a way that comes naturally to them.
Learning Through Play
Thankfully, the merits of learning through play are now officially recognised and have been embedded into the English early years education system, on a national scale. Young children's schooling is, therefore, likely to involve lots of play! This is good news for parents because their children are likely to settle relatively easily into a child-centred, play-based setting, and it is even better news for children themselves as they get to learn and have fun at the same time.
There has been much debate about the value of play and some might argue that it is not “real work”. Parents should be reassured, however, that play occurs on differing levels and can fulfill a variety of functions, all of which are valuable in terms of children’s learning and development. Even rather repetitive play (for example, using a jug to fill, pour and empty water) can still present a valid learning opportunity. In the case of the water tray, children investigating pouring and filling are likely to be deepening their understanding of shapes and measures, volume and capacity, conservation and the properties of materials.
Settling-in on the First Day of School
Children are likely to settle more quickly into new surroundings if they are engaged and stimulated by what is on offer. Early years classrooms are usually arranged with interesting activities such as painting, construction, computers, sand, stories, songs, music, pretend- play and outside play. Although not all of these activities will be led by an adult, they will have been planned to meet specific learning outcomes.
When children arrive on their first day they will be shown where to hang their coats, bags, lunch boxes and so on. Settings often stick a picture next to children’s pegs to help them find their names. Toilets are usually within easy reach of the classroom(s) so that children can go when they need to, and build up their independence.
Structure of the Day
Depending on the size and layout of the building, activities and events may happen alongside one another, so that the day has a more “fluid” nature than a typical curricular timetable. This allows children longer periods of sustained play (building their concentration) and avoids the unnecessary upheaval of stopping and starting, and endless tidying-up.
There may be a snack table available for children to access, with healthy options such as fruit, vegetables and milk.
Daily Phonics Teaching
Most schools in England currently follow the Letters and Sounds programme (DfEs, 2007) which recommends short, daily teaching sessions for those children who are ready to learn phonics (Reception pupils). These sessions are likely to be delivered to small groups of children so that settings can cater for all children by matching pace and level of difficulty to individual needs.
Other adult-guided activities may also be planned in small groups, as this enables practitioners to give children enough support and attention. Such activities may include literacy and number work, or focused activities from any of the six areas of learning and development in the EYFS.
Outside Play
Another feature of the EYFS is that of outdoor play – giving children continuous access (where possible) to high quality outdoor provision. It is no longer considered sufficient for children to be taken out en masse for 15 minutes of “letting-off steam”. Although there are practical considerations such as staff supervision and building layouts, settings should endeavour to provide a safe, stimulating outside play area – an outdoor “classroom”.
Modern early years settings are based on the principles of child-centredness and play-based learning. Learning is hands-on, multi-sensory and active, so expect children to be very busy – right from day one.
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