The Loop December 2015 Web

Our observations of children’s interests, developmental themes, family life and
culture can guide our selection of materials. Recently a toddler group, keen to
pick up and transport learning materials were busy with suitcases.
Provisioning the learning space to extend children’s
interests demonstrates toddler’s point of view.
If we take their point of view, planning and children’s
exploration and learning may be more joyful!
Materials that are open-ended
and that can be transformed
have the potential to prompt
children’s imagination in
multiple ways.
A Vintage
Collection to
explore!
Introducing the juice bar
providing real tools and real fruit!
When materials are offered in matching
containers, it allows children to see the items
and communicates respect for the materials
in the learning space.
Children each day make fresh
orange juice for all of the
children in the group!
PLAY
EXAMINING AREAS OF CONCERN THAT
MAY BE ABLE TO BE IMPROVED
In early childhood settings, sometimes on a regular basis,
educators experience ’a moment in time’. No matter how
well we have coached children in the use of a play and
learning space, or how expertly we have labelled our
resources, there comes a point where we look up from
what we are doing to find that in a short time the learning
space has gone from a well organised opportunity to a sea
of resources on the floor!
LEARN
I will meet you
at the coffee shop
‘Moments in time’ often provide
opportunities to reflect on how we
might keep traditional play and
learning spaces alive!
Now let’s wash up!
AN INVITATION TO CONTEMPORARY LIVING – REFLECT, IMAGINE AND ENJOY!
REFERENCES:
Bryce-Clegg, A. (2013) Continuous Provision in the Early Years.
Curtis, D., Carter, M. (2008) Learning Together with Young Children.
Curtis, D., Carter, M. (2015) Designs for Living and Learning.
Fewster, C., Harris, G. (2015) Postcards of Possibilities. An Invitation to Contemporary Living. (In Print).
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