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CHC08 Community Services Training Package Version 3
Learner guide
Edition 1
Training and Education Support
Industry Skills Unit
Meadowbank
Product Code: 5751
CHCPR301C Provide experiences to
support children’s play and learning
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CHCPR301C Provide experiences to support children’s play and learning
© TAFE NSW (Training & Education Support, Industry Skills Unit Meadowbank) 2012
Acknowledgments
The TAFE NSW Training and Education Support Industry Skills Unit, Meadowbank
would like to acknowledge the support and assistance of the following people in
the production of this learner resource guide:
Writer: Contributors:
Christine Seery Jenni Fisher, Sarah Murray
Teacher, Children’s Services Teachers, Children’s Services
TAFE NSW TAFE NSW
Reviewer:
Lynette Hope
Teacher, Children’s Services
TAFE NSW
Project Manager:
Gail Horwood
Education Programs Manager
TAFE NSW
Enquiries
Enquiries about this and other publications can be made to:
Training and Education Support Industry Skills Unit, Meadowbank
Meadowbank TAFE
Level 3, Building J,
See Street,
MEADOWBANK NSW 2114
Tel: 02-9942 3200 Fax: 02-9942 3257
ISBN 978-1-74236-460-5
© The State of New South Wales, Department of Education and
Training, TAFE NSW, Training and Education Support Industry Skills
Unit, Meadowbank, 2012.
Copyright of this material is reserved to TAFE NSW Training and Education
Support Industry Skills Unit, Meadowbank. Reproduction or transmittal in
whole or in part, other than for the purposes of private study or research, and
subject to the provisions of the Copyright Act, is prohibited without the written
authority of, TAFE NSW. Training and Education Support Industry Skills Unit,
Meadowbank
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CHCPR301C Provide experiences to support children’s play and learning
© TAFE NSW (Training & Education Support, Industry Skills Unit Meadowbank) 2012
Table of Contents
Introduction ............................................................................................. 5 1. General introduction ........................................................................... 5 2. Using this learner guide ...................................................................... 5 3. Prior Knowledge and Experience .......................................................... 7 4. Unit of competency overview ............................................................... 8 5. Assessment ..................................................................................... 14
Section 1 - Understanding development, play and learning .................... 15 The importance of play and leisure ........................................................... 15 Development and play ............................................................................ 16 Types of play ......................................................................................... 25
Section 2 - Creating suitable play and learning environments ................ 35 Providing quality play and learning environments ....................................... 36 Outdoor Play ......................................................................................... 41 Health and safety considerations .............................................................. 48 Providing challenges ............................................................................... 50 Creating time for play ............................................................................. 53 Group times .......................................................................................... 55 Resources ............................................................................................. 57
Section 3 - Guiding, encouraging and facilitating play and learning ....... 71 Skills for supporting children’s play .......................................................... 72 Organising excursions ............................................................................ 93
Section 4 – Sustainability in children’s services ................................... 111 Answers to Activities ............................................................................ 121
Section 1 ............................................................................................ 121 Section 2 ............................................................................................ 122 Section 3 ............................................................................................ 127
Appendix .............................................................................................. 131 Recipes ............................................................................................... 131
References ........................................................................................... 133 Resources ............................................................................................ 134 Other resources.................................................................................... 138 Resource Evaluation Form .................................................................... 143
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CHCPR301C Provide experiences to support children’s play and learning
Section 1 - Understanding development, play
and learning
Elements and performance criteria:
This section relates to the following elements and performance criteria:
All elements and performance criteria.
It particularly addresses aspects of essential knowledge and skills.
The importance of play and leisure
Play is what children do to learn about themselves, other people and their
environment. Play allows children to become whatever they wish. Through play
children are able to fulfil fantasies and at the same time acquire and practice new
skills. By offering children in our care experiences that provide choice, interest,
enjoyment and challenge we can foster a child’s growth across all areas of
development.
Maria Montessori believed that ‘play is a child’s work.’
As children play they are learning much about the world around them and
themselves. With quality play experiences we are providing opportunities for
children:
to use up energy and express feelings
to share their ideas and explore wider options
to express their feelings and thoughts
to learn about other people and how they do things in the world
to learn new skills and refine existing skills
to work as part of a team both as a leader and follower
to develop an awareness of themselves and those around them
Play and leisure are an important part of both children’s and adults’ lives as they
provide us with an escape from the everyday pressures of life. Through play and
leisure we can be physically active doing things we enjoy such as playing sport,
going for a bike ride or a bushwalk and this contributes to our fitness and health.
Play and leisure are therefore a lifelong part of human development.
The National Physical Activity Recommendations for Children and Youth suggest
that infants, toddlers, pre-schoolers and school aged children be given plenty of
opportunities throughout the day to enjoy physically active play.
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CHCPR301C Provide experiences to support children’s play and learning
Play is considered to be so important for children that it is a ‘right’ according to
the ‘United Nations Convention on the Rights of the Child’.
The number and type of play experiences you can offer children are only limited
by your own imagination and that of the child’s. By ensuring that children are
provided with play and learning experiences that are suitable, interest based,
exciting, challenging and creative we are ensuring that the children are
developing as a ‘whole.’ This means that all developmental areas are considered.
Development and play
Good quality play experiences will encourage and extend a child’s overall
development. At the same time the child’s level of skill development will affect
how children play and the types of play activities they choose.
As has already been suggested, there is a very close relationship between play
and a child’s development.
The traditional areas of development or developmental domains include: Physical,
(gross and fine motor skills), language, cognitive, social and emotional
development.
In the NSW Curriculum Framework for Children’s Services these areas include:
Sense of Self – this is how the child views him/herself. “It is important that
the child view him/her self as powerful, valued and as constructive contributors to their community.”
The Communicating Child – the child develops the ability to both give messages and receive and interpret messages from others
The Thinking, Investigating, Exploring, Problem Solving Child –
children have an innate need to explore their world around them and to
make sense of that world. They gain great pleasure from making discoveries and having an active approach to their learning
The Healthy, Physically, Active Child – children learn about what it takes
to be a healthy person and to develop and have confidence in using their physical skills.
The Social Child – social interactions are a major aspect of a child’s life.
Children learn to be part of a group and the skills required to function amongst others, such as empathy, caring, social justice etc.
The Feeling Child – the child learns how to recognise and accept his/her
feelings, express his/her own feelings appropriately and the ability to read others
The Creative Child – children develop the ability to express themselves
creatively, appreciate individuality and work collaboratively to solve issues creatively
The Spiritual and Moral Child – children develop the ability to respect and enjoy their natural environment and appreciate the beauty around them
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CHCPR301C Provide experiences to support children’s play and learning
Play will allow children to develop skills in each of these areas. Each time a child
plays, s/he interacts with others and his/her environment. Skills develop based on
skills that have been previously learnt and meld together to create an overall
picture of the child. If you look at each area of a child’s development, not just the
traditional areas, you will gain a deeper, more comprehensive understanding of
the child in all his/her complexity.
When focusing on these areas when observing children we are able to establish a
good overall picture of the child and their capabilities. We use our knowledge of
child development and we take observations of children and documentation to
help us develop experiences that are relevant to their skills and their interests.
Activity 1.1
The National Physical Activity Recommendations for Children and Youth
suggest that infants, toddlers, preschoolers and school aged children be given
plenty of opportunities throughout the day to enjoy physically active play.
Read through the guidelines put together by the National Association for Sport
& Physical Education on the website below. Summarise the main points for
infants, toddlers and preschoolers.
http://www.aahperd.org/naspe/template.cfm?template=ns_active.html
Infants
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CHCPR301C Provide experiences to support children’s play and learning
Activity 1.1 continued
Toddlers
Preschoolers
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CHCPR301C Provide experiences to support children’s play and learning
Beliefs about child development
When creating a play and learning environment for children that is safe, non-
threatening, challenging and stimulating you must be aware of typical patterns of
development and some of the basic theories and beliefs about child development
and learning.
Jean Piaget believed all children learn through active exploration of their
environment. During infancy they grasp, pound, smell, suck, crawl around and
over everything and develop the idea that all objects have weight, colour, volume
and texture. Early learning occurs as a result of sensory and motor exploration.
As children move into the next stage they add to the information gathered in the
earlier stage. Pre-schoolers learn through manipulating objects and symbols. As
the children’s learning expands so does the importance of the environment and
the experiences provided in it. The richer the environment and the experiences
provided, the more opportunities exist for children to interact with others and use
a wide range of materials.
Lev Vygotsky sees children as active participants in their learning as does
Piaget. However, one major difference is that Vygotsky places a great emphasis
on the social interaction that takes place during play. He emphasises the
importance of the adult or a more mature peer being there to facilitate play or to
‘scaffold’ the learning by supporting and extending a child’s thinking and abilities
beyond what they could achieve alone.
Erik Erikson provides a framework for understanding children’s social and
emotional development. In his theory, Erikson outlines eight stages that people
must go through from birth to old age. In the age group birth to twelve years,
children are expected to go through the first four stages:
Stage 1: Trust versus Mistrust relates to infants.
Stage 2: Autonomy versus Shame and Doubt relates to toddlers.
Stage 3: Initiative versus Guilt relates to preschoolers.
Stage 4: Industry versus Inferiority relates to school-aged children.
The types of interactions that occur within the environment determine either a
positive or negative outcome for the person and will affect the next stage of their
development.
Abraham Maslow believes that we have a ‘hierarchy of needs’ which is outlined
in figure 1.1 below. It is based on the idea that we must first have our basic
needs met before we can go on to attain higher level needs.
This is just a sample of some of the theories and beliefs about child development
that have shaped caring and learning practices in children’s services for many
years. Most services draw ideas from a number of theories and beliefs.
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CHCPR301C Provide experiences to support children’s play and learning
If you would like to know more about these child developmental theorists and
their beliefs you should refer to the resource section at the back of this learner
guide.
Figure 1.1 Maslow’s hierarchy of needs
Level 5
Self
actualisation
Level 4
Esteem – respect and
approval
Level 3
Belonging and love – family,
community, friendship
Level 2
Safety and protection
Level 1
Physiological – food, water, shelter, rest
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CHCPR301C Provide experiences to support children’s play and learning
Parten’s stages of play
In the 1930’s Mildred Parten observed six categories of play that children
progress through. Each stage involves more complexity of play than the previous
stage.
They are:
1 Onlooker Play – This is used by children of all ages as they watch other
children playing from a distance without joining in. They may later use their
observations to imitate the play that they observed earlier.
2 Solitary Play – This is also used by all ages at various times. This type of
play occurs when a child is completely absorbed in what they are doing,
without demonstrating any awareness of others. This type of play clearly
shows the child’s egocentric nature. Infants and toddlers often engage in this
type of play.
3 Parallel Play – This is a common type of play observed in toddlers. Children
will play alongside other children usually playing with the same equipment
but no meaningful interaction occurs. The child will be focused solely on
his/her game.
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4 Associative Play – This type of play is more common as a child approaches
age 3. Children will now engage in play together sharing equipment and ideas
however, this play does not develop into complex role-playing. An example is
when children make cups of tea in the sandpit or home corner together.
5 Co-operative Play – Generally seen in children aged 4-5 years. This type
of play is co-operative in nature and has leaders, followers and rules. The children
interact together having a common goal. The play is more complex with each
player having a different role within the plot.
6 Competitive Play – This is seen in school aged children though cooperative
play is still common. The children now have rules associated with their play
and there are usually winners and losers. For example, board games and
running races.
Children will progress through these stages at different times.
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CHCPR301C Provide experiences to support children’s play and learning
Cognitive stages of play
The way children play also reflects their intellectual or cognitive development.
There are two useful ways to classify play according to the cognitive ability it
reflects. One classification system was developed by the well-known theorist Jean
Piaget and the other by a more contemporary developmentalist Sara Smilansky
(Nixon and Gould, 1999).
The following table shows the relationship between the two cognitive play
classification systems.
Child’s age Piaget’s play stages Smilansky’s play stages
0-2 years Sensorimotor play
This involves the child using their
motor skills and senses to explore
objects in their environment.
Children gain pleasure from
repetitive use of their physical
and sensory skills.
Functional Play
A form of repetitious play where
the child explores and acts on
objects in the environment
(including the child’s own body).
It is characterised by the
repetition of simple actions like
poking, dropping, banging and
throwing.
18m –5yrs Symbolic play
This is when children use one
object to represent another. It
signals a significant change in
thinking as it indicates children
are thinking using an internal
representation or idea.
Constructive Play
This is when the child
manipulates objects in a
purposeful way to achieve a
result.
Dramatic Play
This is similar to Piaget’s
symbolic play but also includes
games of pretence where
situations are imagined and
roles are taken on by the
players. With younger children it
begins with simple imitations of
adult behaviours.
From about
age 6
Games with rules
Children are involved in complex
and structured rule-governed
games or activities, and show
acceptance of the rules and
cooperate with others in play.
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CHCPR301C Provide experiences to support children’s play and learning
Activity 1.2
Read carefully over the descriptions of the stages of cognitive play and see if
you can come up with an example of each type of play.
Sensorimotor
E.g. a baby picks up a rattle, shakes it, sucks is then bangs it on the floor
several times.
Functional
Symbolic
Constructive
Dramatic
Games with rules
It is essential while you look at these stages of play that you recognise that
children do not progress from stage to stage in a set order. Older children can
go back to any stage at any time without compromising the skills they have
acquired. The stage a child chooses to participate in may also be influenced by
the child’s temperament, personality and social abilities.
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CHCPR301C Provide experiences to support children’s play and learning
Types of play
As well as thinking about play as occurring in stages, it is also important to have
an overall view of the many types of play that children enjoy.
Some possible play types are described below:
Sensory Play
This is typical of babies and toddlers who use their senses and their growing
physical skills to explore their world. Older children also enjoy certain types of
sensory play. It includes tasting, mouthing, smelling, hearing, seeing and using
touch to explore a range of objects and materials.
Materials suitable for sensory play for babies include mobiles and rattles – both
commercially available and homemade. Other materials for the more mobile child
include finger paint, dough, clay (for older children), natural materials, goop,
slime, water, sand, papier mache, lux flakes and rice. Some shop bought sensory
toys are useful and items to help children manipulate the materials like spades,
shovels, bowls, moulds, plastic tubes, old saucepans and kitchen utensils etc.
(See recipes in the appendix).
For sensory play children also need:
Opportunities and time to explore and manipulate the materials.
Encouragement and acknowledgement when they participate. (Praise is no
longer in the UOC)
Access to safe, pleasant and responsive environments.
Exploratory play
This is a term that describes a variety of types of play across all age groups. It is
when children are exploring and examining their environment, and objects and
materials in their environment. One form of exploratory play is ‘mix and mess’
when materials like sand and water, dirt and mud, cooked spaghetti/macaroni,
shredded paper and other interesting materials are made available for children to
experiment with. Explorative play is often messy. In exploratory play children are
exploring the properties of the objects and materials in a meaningful way. For
example, they may be weighing and measuring materials that they have collected
while on a nature walk. Another form of exploratory play for older children is
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