Child-Initiated Play and Learning shows how a creative approach to learning that allows for spontaneous adventures in play through child-led projects can lead to rich learning experiences that build on children’s own interests. This second edition has been fully updated in light of policy and curriculum changes and features new material to help practitioners make informed decisions around digital technology and how children engage with it.
Including scenarios and provocative questions for reflective practice, this book looks at planning and considers the possibilities that should be encouraged when playing alongside young children. Drawing on practice from Reggio Emilia, New Zealand, Scandinavia and in settings in the UK, the book covers all aspects of planning including:
- how to enable and empower children to lead projects;
- organisation of indoor and outdoor materials and space;
- inclusive practice and contemporary research;
- learning through managing risks and adventurous play;
- working with parents and carers;
- challenging teams to explore what they actually believe about possibilities of play.
In a busy setting it can be difficult to adopt a flexible, creative approach to planning that embraces the unexpected rather than relying on templates or existing schemes of work. This book will give readers the confidence to adopt a flexible approach to planning that will better meet the needs of the children in their care.
The authors are experienced lecturers, practitioners, advisors and managers. Working with students, visiting placements, training teachers and early years professionals, they provide a sense of real purpose in their optimistic writing and enjoyment in the themes made explicit throughout this book.
Table of Contents
Introduction Contributors 1. Planning for endless possibilities 2. Planning for possibilities with parents 3. Exploring the possibilities of children’s voice 4. Exploiting outdoor possibilities for all children 5. Planning for risky possibilities in play 6. Play as a space for possibilities 7. The possibilities for assessment 8. Leading possibilities
Annie Woods has recently retired from Nottingham Trent University where she held a number of roles as an early years lecturer, programme leader and academic team leader. She developed a number of programmes and routes to early years qualifications and has been an external examiner in three universities. Prior to working in higher education, Annie taught in foundation stage and has been an assistant head teacher.