All About Playgroup - Playgroup Victoria

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LEARNING AND DEVELOPING THROUGHPLAYParent’s role in playParents and playChildren laugh as a dad plays rough and tumble withsome toddlers. A few parents exchange ideas over acup of coffee. A grandmother cuddles a baby as shepoints to the pictures in a book. A young mum pushesher child on a swing. These are common scenes atplaygroup.Closer observation will show that the role of adults inchildren's play falls into five distinct styles.1. PlannerThis adult observes the child at play anddetermines their interests and abilities. They planintentional play experiences to support andextend the child’s holistic development based onthe child’s preferences, values and abilities. Everyopportunity is taken to involve the child in theplanning process.2. DirectorThis adult organises the play and directs the child.They will take the child to the activity, show thechild how and what to do and stay close by tomonitor the child’s progress.3. FacilitatorThis adult centres their attention more on thechild than on the play. The child is encouraged tochoose the activity and play independently whilethe adult stands back without getting involved.The adult is an encouraging and supportiveresource person who attends to requests forassistance from the child.4. PartnerThis adult plays with the child as an equal.Sometimes the adult and sometimes the childinitiate and choose the play direction. The adultand child negotiate about ideas and leadership.The adult becomes a playmate in the real sense,neither dominating nor encouraging, but activelyjoining in the play.5. ObserverThis adult gives the child freedom to play alonewith little or no interaction. The adult allowstime and space for the child to play independently.Children create their own play opportunities andsocialise freely with other children and adults.A balanced mix of the five styles in a playgroupsession is ideal. Each style has its advantages anddisadvantages.Plan time for adults to chat and enjoy friendships.This is an important part of the playgroupexperience. Playgroups are not just aboutchildren’s play.SupervisionMake sure when a family starts at your playgroup theyunderstand that they are responsible for supervisingeach child they bring. It is not the responsibility of thecoordinator or session leader. Supervision at playgroupis about duty of care, behaviour guidance, safety andfair play that is fun for everyone.Inappropriate behaviour that hurts other people ordisrupts another child’s play needs to be handled bythe parent or caregiver so that the child learns tointeract within acceptable limits.At the most basic level, supervision contributes toprotecting children from hazards, however adequatesupervision occurs when each child is being observedconstantly, actively and diligently by the adults in theplaygroup.As adults supervise they observe their child and learnhow their child plays and relates in a group setting. Bybeing on hand they are available to guide and supporttheir child’s play.Essentials of supervisionBe sure everyone understands that no baby, child orgroup of children may be left unsupervised in a car,room or outdoors.Children must be taken, not sent, to the bathroom.Potential danger areas such as the kitchen, storeroomor offices need barriers to keep children safe.When a parent or caregiver is on a rostered duty theyneed to make arrangements with another playgroupmember to supervise their child.Children who are in danger or in conflict need to beremoved from the situation by the nearest adult andtaken to their parent or caregiver.Adapt the level of supervision to the circumstance.When there is potential danger such as swings, waterplay, scissors or climbing equipment, the adult’s fullattention is necessary. Visual contact and being closeby may be adequate in the home corner or sandpit.38 Playgroup Manual
LEARNING AND DEVELOPING THROUGHPLAYMultiple IntelligencesA relatively new theory of learning suggests there aremultiple intelligences in different areas of the brain.Human beings have all the multiple intelligences, buteach person has their own unique combination. Thistheory broadens the perspective of a single intelligencethat is given a score according to an I.Q. test.Many schools now apply the multiple intelligencesconcepts in their classrooms. Playgroups can alsobenefit by incorporating this theory to their planningand setting up for play.Multiple intelligences – a simpledefinition• Linguistic the intelligence of words• Musical the organisation of sounds and rhythms• Logical/mathematical exploring objects and whatthey do• Spatial pictures, patterns and images• Bodily/kinaesthetic the skilful use of our physicalbody• Interpersonal social relationships• Intrapersonal self knowledge• Naturalist learning from natureMost people display competencies in each of theintelligences but have greater strengths and talents intwo or three.For playgroup parents and caregivers workingtogether to make their play program valuable forbabies, toddlers and preschool children’s growth anddevelopment, the multiple intelligences theory helpswhen planning, choosing equipment and respectingeach child’s uniqueness.PlanningThe multiple intelligences theory simplifies planningplaygroup activities. It shows how children learn andgives a blueprint for the type of activities that nurtureeach child’s interests and innate love of learning.Consider all the multiple intelligences when you planyour play program and set up toys and equipment.When you put out activities to cover all theintelligences and allow children to be self-directedthey can both develop and apply their learning withintheir preferred method and have a chance to trydifferent ways of learning.Choosing equipmentGetting together playgroup toys and equipment issimplified because there is a checklist to ensure you areproviding a balance of experiences. Try to have at leastone playgroup activity for each intelligence. Many playexperiences incorporate several intelligences and somecover all the intelligences.Respecting each child’s uniquenessKnowing the multiple intelligences means you can bemore understanding of children’s preferences in play.You are more relaxed if some children want to beoutside most of their time while others want toexplore or create indoors. You have greaterunderstanding of a child who wants to be alone whileothers prefer to play in groups.On the following pages there are some basic activitiesthat nurture each intelligence, keeping in mind thatthe multiple intelligences interweave in complex waysand that children bring to all the intelligences their funloving playfulness, unique personality, avid curiosity,vivid imagination, endless creativity, exceptionalwisdom, inventiveness and vitality.Here is a P-L-A-Y-G-R-O-U-P acrostic you can easilyapply to check that all the intelligences are beingcovered and you are catering for each child’s individuallearning preferences.Ask yourself. Did my child….P – have plenty of physical activitiesL – use and hear languageA – have time to explore, analyse, think and reasonY – have space to be alone, by yourselfG – have group time with one, two or more friendsR – enjoy rhythms and musicOU – spend time outdoors exploring nature or bringnature indoorsP – picture and imagine then create or construct?Above all, was playgroup fun?If the answers are “Yes” you can be assured that yourplaygroup is providing plenty of opportunities forlearning through play.Playgroup Manual 39
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All About Playgroup - Playgroup Victoria

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