As parents and professionals working in the early years, we hope that every day is full of fun, laughter, friendships and success for every child. Our youngest children sometimes rely on or benefit from adults keen to support and enable deeper, richer learning by being partners in their play. Read this article to find out how to let love lead learning.
The Power of Play
At the heart of our play lies the children. Our children should be our first consideration as we set up the play. They should know we love them, care about them and want to spend time with them.
We should consider the engagement we noticed that highlights the children’s needs, interests and ideas. For example, the actions we noticed yesterday or earlier and build on that.
If we look for each child to have a sense of well-being and fulfilment as they play, their engagement should see them active in mind, body and heart. As a child engages, as they explore and discover they are thinking – their brain is actively working. If they are intrigued or enchanted by their environments, they will likely feel an emotional response; the heart is activated. If our spaces are full of opportunities for manipulating, then each child will be physically involved, and their body will ‘feel’ the memories being created.
Enriching Environments
As a child plays in a rich environment, we open a world of possibilities. We can play a part in providing a meaningful construction around them, where they can engage their senses and mind.
Take these fascinating loose parts pieces. These beautiful sets allow children to engage in unstructured free play, making choices and decisions, and challenging themselves to combine, align, carry, transport, stack and classify in multiple ways.
As each child manipulates and engages, we will notice their actions lead them to construct small worlds, use them in symbolic and transformational ways, and develop mathematical thinking and stimulate language – both critical in the early years’ developmental stages.
We highlight new thinking and challenges as we add extra invitations to engage.
As the children begin to collaborate, extending each other’s ideas, we will begin to notice their actions and decisions, how they communicate and articulate their thoughts and how they shape their joint thinking into a deeper and broader understanding of the world they are surrounded by.
Pause, Step Back and Watch
As a child engages, they will feel and see the success of their endeavours. With this, they will grow in confidence. As they grow in confidence, they master the use of their skills. These will be skills they can call upon each time they try something new or repeat an action or decision. This will strengthen their confidence and self-belief. They will then be eager to take them these skills forward and use them in other activities and play. As the children collaborate and work together, pause, step back and watch.
Children engage easily in a world with a lot to discover and be curious about. Where their engagement is deep and full of questions to be asked with not just one answer. I think someone once said – for every question you want to ask a child, they are likely to have over a hundred they want to ask you.
Recognise the Questions
It is also important for us to recognise that their questions may not always be verbal. As they think, they will be having an internal dialogue about their own engagement in how they may respond.
They could be designing how they intend to use the manipulative materials and creating a plan of other resources they need to construct their response. They could be wondering, hypothesising and comparing two previous attempts to create with their chosen materials before organising and deciding on how to interact at this point.
As our children play with loose parts open-ended materials, it is tricky to know when to step in and when to step back when the best moment to involve ourselves in their interaction is. We never always get it right, but as long as we have that little pause and ask ourselves, we are trying.
Let Love Lead Learning
We should always interact with warmth and attentiveness and highlight to each child how effective their contributions are. This develops the bedrock for their social, emotional and educational wellbeing.
Sensitive and timely interactions ensure dispositions for play can blossom. Using these interactions to model language builds skills and understanding and helps with linguistic confidence. Bandura suggests that if children don’t have the opportunity to hear the linguistic utterances of models.
Love is the most important consideration to ensure we are tuning into our children’s wellbeing. If we focus on play, fabulous rich play where children become deeply involved, this love will lead their learning.
Article written by Alice Sharp
Early Years Specialist
