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ОглавлениеWhat should a four-year-old know?
‘I was on a parenting bulletin board recently and read a post by a mother who was worried that her four-and-a-half-year-old did not know enough. “What should a four-year-old know?” she asked. Most of the answers left me not only saddened but pretty soundly annoyed. One mom posted a laundry list of all of the things her son knew. Counting to 100, planets, how to write his first and last name, and on and on. Others chimed in with how much more their children already knew, some who were only three. A few posted URLs to lists of what each age should know. The fewest yet said that each child develops at his own pace and not to worry.’
Written by a preschool teacher in the US
As both a parent and also an Early Years educator myself, I think I would have felt pretty annoyed by those mums’ postings. Maybe you have a toddler or a preschooler, perhaps your child or children are older now, or maybe you’re about to be spending some time with a young child, but whatever your situation, think of that child at four years old. What do you think they should know?
Here in the UK, the question ‘What should a four-year-old know?’ is being answered on a slightly larger scale than on a parenting bulletin board, as the current Government and its advisors are suggesting reforms to our education system that will focus on getting four-year-olds ‘school ready’. That means a bigger emphasis on them knowing basic reading, writing and arithmetic before they even start in Reception. There’s even talk of a new baseline test for five-year-olds in England – adding a competitive twist to the whole thing; just as the mums were doing on that preschool bulletin board. So, reading, writing and arithmetic – that’s what the Department for Education think our four-year-olds should know.
Many Early Years experts, teachers, nursery staff and parents – myself included – are fighting back with a counter opinion. What we think four-year-olds really need to know is that they each have a brilliant talent; one that will absolutely get them ‘school-ready’, but not by achieving certain levels in the 3Rs. Instead, this talent will help them gain the skills they really need to start school. These include social and emotional skills to get along with others, curiosity about the world, practical skills, the ability to listen and understand instructions from grown ups, independence with personal care and the ability to spend time happily engaged with objects or in an activity without their parents.
And the talent? Well, it was my daughter, aged six, who put it very clearly. ‘Mummy,’ she told me, ‘you know, all children have a talent.’ When I asked her what that talent was, she replied – very matter of fact – ‘All children can play. That’s their talent.’
And I believe that’s what a four-year-old should know; that they can play.
In her response to those parents on that bulletin board, the US preschool teacher also recognised the talent of a four-year-old. She knew it had little to do with reading, writing and arithmetic levels and all to do with their brilliant skills at play. Here are a couple of things she felt a four-year-old should know:
‘He should know his own interests and be encouraged to follow them. If he could care less about learning his numbers, his parents should realize he’ll learn them accidentally soon enough and let him immerse himself instead in rocket ships, drawing dinosaurs or playing in the mud.
‘She should know that the world is magical and that so is she. She should know that she’s wonderful, brilliant, creative, compassionate and marvellous. She should know that it’s just as worthy to spend the day outside making daisy chains, mud pies and fairy houses as it is to practise phonics. Scratch that – way more worthy.’
This happy talent of children – play – can actually be seen from birth. When they’re not sleeping or feeling sleepy, feeding or feeling too hungry, or feeling colicky or uncomfortable because they need a nappy change, babies are instinctively and naturally playing. Play is the language of infancy, toddlerhood and the preschool years. So, if you want to properly understand your under-five and help them to know what any child of their age should really know, you’d better learn the language of play. And this book is where to do just that.
As a teacher and creative play specialist with over twenty years’ experience working with children and their families in a variety of educational settings, I am evangelical about the power of play to promote learning. I have seen little ones simply thrive physically and mentally when their days, weeks and months are, above all else, playful.
Over the years I’ve worked with thousands of children in a huge variety of locations – from classrooms, gardens, woodland, parkland and playgrounds to museums, art studios, venue foyers, libraries, kitchens and even school dining halls. Whether I’m producing materials and ideas for families to use together in a gallery or at home, or I’m leading a session for a group in a herb garden, my raison d’etre is to provide young children with an enabling environment – somewhere Early Years Foundation Stage (EYFS) guidelines describe as a place where they feel safe, comfortable and ‘at home’; where they can investigate, explore and learn in a way that is best for them. And that is always through play.
As an Early Years practitioner, these EYFS areas of learning and development guidelines inform all the sessions I plan, all the materials I produce – and because over many years I have experienced how young children learn best, I always deliver Learning and Development objectives with playful teaching methods and through playful activities.
For example, if I’m thinking about how to include the teaching of Communication and Language in my sessions, I’ll plan for plenty of playful opportunities for families to talk and sing together, where a little one can talk with their grown up, learn new words, experience non-verbal communication and listen to rhymes, songs and stories. When considering Physical Development I try to include opportunities for the children to playfully practise their fine motor skills and gross motor skills doing practical activities. I teach Personal, Social and Emotional skills during my sessions too, and offer plenty of opportunities to develop skills like sharing, taking turns, listening to others and recognising others’ feelings while playing. I also make sure I develop slightly more formal EYFS Specific Areas of Learning – things like Numeracy, Literacy, Expressive Arts and Design and Understanding the World – which can all be promoted through play.
Throughout my professional work, wherever I’m teaching, play is central to my planning and practice. This way, I know that the children in my care are happily and naturally learning, gaining all those essential skills that will make them really ready for school when the time comes.
By now, you might be thinking – hang on a minute, all this play sounds well and good for a teacher doing their job, but how exactly does this fit in with parenting? Family life is just too busy for all that play-planning and all those ‘Areas of Learning and Development’. I know, I know. This was my thinking too. When I became a parent of two young children – only seventeen months apart – and then went back to work, albeit part-time, I also wondered how on earth I could integrate all this great and important play, in which I strongly believed and promoted professionally, into our everyday family life. I remember thinking that, sometimes, it would just be easiest to hand over my phone to my toddler when on a journey to the supermarket, for example. And what about the TV? How handy was that for keeping them still and quiet while I dashed off those vital emails, or loaded the washing machine?
It was then that I decided to change the conversation just as Don Draper from Mad Men would say. Instead of trying to fit all this play into our busy life, I decided to flip it on its head and instead try to see our busy life as a series of opportunities for play. Play was so important to me professionally, I just knew I could make it work personally. In fact, using this approach transformed my experience of parenting two young children into a more joyful, fulfilling and memorable experience than I ever could have imagined.
Using play didn’t mean that I suddenly became the in-house entertainer, and it didn’t mean I played with my children all day long. No, I just wanted to get my children involved and learning, thinking and growing, helping and cooperating as a matter of course throughout our normal busy day – and I realised that I could do this all under a kind of banner of play.
So, for example, loading the washing machine became a playful activity that my toddler just loved. Sometimes, he would help with a fun socks-sorting game and sometimes we’d sing a silly washing machine song as we worked. (There will be much more singing in this book, so be prepared.) And if I needed to make a phone call or try to get his baby sister to sleep, for example, instead of putting on the TV, I might surprise him with a little tote bag containing a few unexpected things – just some small toys he’d forgotten about. As I experimented with more and more ways to weave play into our everyday life I began to realise that some of these ideas actually freed me up a fair bit, because once I’d set them off with something irresistible to play with, my children would often find their flow and they became really rather good at playing independently. Some of the ideas actually saved my sanity – like when I arranged their clothes into silly positions on the floor in the mornings. When they were laid out like that, there was never again an argument about what to wear, and when to get dressed. I was so pleased because those arguments had been proper two-year-old ones, with rage and tears and stamping – you know the kind . . . Now they just laughed, said ‘silly Mummy’, and got dressed.
Parenting with play really paid off for me. I realised how much easier it was to motivate my children, and get good behaviour from them, when I applied playful positivity to the situation, rather than by trying to be all authoritative and go down the battle-of-wills route. My feisty and smart two-year-old got that I was being playful, of course, but because she, like all children, had this innate desire to play, she was more than happy to comply – to help tidy up, or clean her teeth or whatever – because it was all done in a fun and gentle, playful and mutually respectful way.
So this was me, beginning to find my feet as a parent, bringing my teaching experience to bear when I could, experimenting with different ways to make play shape our everyday. Some ways to play were time savers, some were sanity savers. Some were ideal for filling a bit of time, instead of putting on the TV, and some brought out top-notch creativity in my children or developed their independence. I discovered a sense of peace, purpose and fun in parenting despite hearing so many others with children of similar ages bemoaning the ‘terrible twos’, shouting at their kids, ignoring unwanted behaviour with a ‘boys will be boys’ comment or just going on and on about how hard it all was.
Yes, these are the messy years; yes, things get pretty hectic and, yes, sometimes there are tears and tantrums – but by identifying and implementing ways to parent with play I developed an approach to parenting that really worked for me. And it will work for you too.
When I was asked to write about this approach to parenting I knew I had a fantastic opportunity to reveal the secret to a happier, calmer and more creative experience of parenting under-fives. And, of course, you’ve probably guessed that, put very simply, the secret is play; play in all its glorious forms.
When I started analysing how I integrated play and playfulness into my family’s life I realised that there were, in fact, just seven different ways.
Sometimes I would use play to enable me to complete the household chores.
When I needed a minute to myself I would initiate play in super-quick time with a tempting toy or object.
Whenever we had more spare time, I would invitingly set out a few toys or objects they hadn’t played with for a while.
If we had a free afternoon, I would encourage my children to get creative and play in a messy way.
I always listened out for my children’s call-to-craft moments, and on these occasions I would use playful tactics to help them make things.
I would try to make time every now and again to actually stay and play a game or two with them.
I would use playful strategies to help keep my children’s behaviour on the right track at potential flash-point times of the day or in particularly challenging situations.
The aim of this book is to explain and offer lots and lots of examples of these seven ways of parenting with play to help you adopt this peaceful and positive approach.
In summary, the 7 Ways to Play are as follows:
Chores: not bores Household chores will always need to be done; it’s about inviting your preschooler to ‘help’ you – or play alongside – while you tackle domestic tasks.
10-second set-ups This is perfect for when you need your children to play by themselves for a while; it’s about offering them a super-quick, irresistible stimulus to encourage a period of happy independent play while you get on with something else.
Invitations to play For this way to play you take just a few minutes to set up and demonstrate/model the activity before you step away and witness some wonderful open-ended play.
Invitations to create The idea of this is not what they make; it’s that they make – it’s all about the process – giving them the materials and opportunity to explore different media and to get creative without necessarily finishing a piece of art or craft.
Make and take Through this you can be with your child to make (or bake) something together, perhaps for a special occasion or particular time of year. For this activity, it is okay for the child to be aware that the aim is to create a finished product.
Stay and play This is when you make time to simply play with your child. Often this way to play is special time with stories and books, games or song-based play.
Sanity savers This is when you use quick-thinking tricks and play to keep children behaving as you would like, but with fun and games rather than stern discipline.
The Playful Parent is a guide to managing and enjoying your busy family life with play. It will help you identify, observe and initiate play, and enable you to integrate it into your everyday routine. It will help you feel more confident about encouraging a mix of activities from across the broad spectrum of play to fulfil your family’s particular needs in most situations, from a spare five minutes to the times when something playful can absolutely save the day. It’s a book to dip into again and again for details of practical and fun ideas to help you use play throughout your day, or to simply get some inspiration.
You’ll be fluent in the language of play in no time, and you’ll begin to really enjoy – not endure – those messy, marvellous and magical toddler and preschool years. It doesn’t matter if you feel you have forgotten how to play; babies, toddlers and children instinctively know how to do it. It doesn’t matter either if you think you haven’t a creative bone in your body – children are the most creative people on the planet. And it doesn’t matter if you feel you don’t have the time or the inclination to be the family entertainer – children are naturally great at entertaining themselves. All you have to do is give them opportunities to play along the way, every day – and these can be found in the many tried-and-tested ideas in this book.
Use the 7 Ways to Play to plan your day
Planning play is like planning meals; just as you aim to provide your child with a balanced diet of food, you might aim to offer a balanced diet of play too. So, in the same way that you wouldn’t want their diet to be all bread and cereal, say, their play shouldn’t be all make and take. Some people like to create weekly plans for their meals, others like to take it one day at a time; the same principle can be applied to planning your play. When you’re familiar with all the different ways to play you can begin to pick and mix the ideas to give your child variety; you can plan by selecting the right kind of play at the right time — to suit you, your situation and the needs of your child – and, of course, come up with your own ideas. If you wish, you could then make these into a daily or weekly play planner – just like a meal planner.
The key thing to consider when planning your play is how much time you have. If you really need your little one to be getting on with something by themselves or perhaps to be helping you get on with something, happily and cooperatively, then choose an idea from Chores: not Bores, 10-Second Set-ups or Sanity Savers. If you want to set up an activity that engages them while you merely supervise, choose an Invitation to Play. If you can be around to help them a bit, choose an Invitation to Create; if you have enough time to actually join in, then try a Stay and Play or a Make and Take activity.
Also, when choosing ways to play, think about the mood your little one is in. Are they full of beans? Can you stay and play? If they’re bouncing around when you need to make a phone call, or you’d just like them to play by themselves for a while, choose an active 10-second set-up, like the balloon solution, or an active invitation to play as.
If your child is feeling poorly you could try a gentle stay and play – perhaps reading to them. Then, depending on how they’re feeling, you might set them up with a gentle invitation to create – maybe with some play dough, or with an audio book – or a simple invitation to play – perhaps using small figurines and a little play scene on their duvet.
Whatever your situation – whether you want to mark high days and holidays with some kind of art or craft, have a cosy day at home because you’re feeling unwell, fit play into a hectic morning of shopping and travelling, use it to cool down on a hot day or simply to get them outside for a while – there is a way to play in this book that will suit.
Family Favourites
You might like to make your own collection of playful-time favourites by trying out a few of the ways to play and making a note of any that worked particularly well in the Favourite Play chart at the back of this book. As your repertoire expands, and you add ideas of your own, you can check with this list and revisit those favourite activities when you’re stuck for an idea. By continuing to add more winning ways to play to your list of tried-and-tested, go-to ideas, you will create a bespoke play-planner that’s perfect for your family (see here).
A quick guide to baby and preschool play
How can we recognise play?
Young children have a natural drive to be playful and to find every opportunity to play; they have a talent to be totally and busily absorbed in whatever they’re playing. It can be hard for us grown ups to recognise play sometimes – let alone define it – as we’re often so busy ourselves, or feeding, changing and cleaning up around our little ones that we don’t really see what’s going on. But just take a moment, when you next get a chance, to observe your child at play – I still find it pretty captivating to watch my own children. Look at that tiny infant kicking her legs or watching the light bounce off the reflection in a window – she’s playing. Look at that baby sitting up and crinkling some noisy fabric – he’s playing. Look at that toddler digging a hole with a stick – she’s playing. Look at those preschoolers with pillowcases round their shoulders, picking up leaves and taking them to a tree stump – they’re playing. Look at that little girl tapping her water bottle along the park railings – she’s playing. As I might watch a talented artist sculpting or a chef cooking, I’m often in bewildered awe at the sight of babies, toddlers and preschoolers playing. For me, their ingenuity, creativity, imagination and their ability to be fully immersed in their game is a wonder to behold.
What do they play?
What babies, toddlers and preschoolers actually play can be grouped into categories, which can help us begin to recognise play when we observe it, giving us a little window into their special, wonderful world. Children often exhibit more than one category of play at a time, and there are acknowledged to be around sixteen types, so it can get a little confusing, but to help you identify what your little one might actually be doing when they’re, say, ripping up your newspaper or making those two pebbles talk to one another, here’s a summary of some of the different categories of play in which your little one might be immersed.
Imaginative/fantasy play
In these games a large cardboard box will become a car, a tea towel a superhero cape, or the sofa a volcano with the carpet as the lava, or you might be made cup after cup of ‘tea’, or a toy hammer and screwdriver will be tucked into the top of shorts, a hard hat popped onto a head and your kitchen will be measured-up and ‘mended’. This category of play begins as imitation of what the grown ups do in a kind of role-play, but later it can take on a more filmic, adventurous quality. It’s immersive and full of improvisation, and children are experts at this kind of play from as early as two years old.
Small world play
This is similar to the imaginative/fantasy play described above, but in small world play the child is the ‘puppet master’ – controlling the world and the action. Using play figures or toy cars, or even sticks and stones as characters, a child will act out their story or sequence of activities. Sets and scenes for the characters are useful (like dolls’ houses, garages, farm sets, etc, and can even be made by older children) but they are not essential – a child’s imagination is often enough.
Object play
This type of activity refers to the playful use of objects. These can be dolls, blocks, toy cars and puzzles as well as non-toys such as plastic bowls and empty cardboard tubes, wooden spoons and a silky scarf, or loose parts such as pine cones and giant buttons, as well as natural objects such as shells, leaves and pebbles or a few root vegetables. These objects are played with and explored, manipulated and lined up. Sometimes children over three years old will use objects imaginatively, as substitutes for something else – so a rectangular block might become a telephone, while a cardboard tube becomes a tunnel for a small car.
Books and stories
This is a well-loved form of play for babies, toddlers and young children who adore being told stories from books or in a grown up’s own words, and this magical, special category of play is very important in developing listening, language and pre-literacy skills. Young children in particular find picture books irresistible, and they can very quickly learn the techniques of page turning and ‘reading’ the story (often out loud) to themselves.
Creative play
This is when children respond creatively, using a wide range of media, to different stimuli in order to make something: mark-making, music-making, art-making, sculpting, construction and model-making. Activities involve painting, sticking, cutting, tearing, rolling, printing, scraping, colouring, spraying, flicking, squeezing and moulding. Dancing and dramatic play are also examples of creative play.
Sensory play
This is a very important category of play for babies and toddlers as they do most of their learning about the world around them via their sense of touch and taste (that’s why they go through that phase of ‘mouthing’ everything). Sensory play is about using all of the senses, so listening to music, and tapping and hitting things to create sound is included in this category. Sensory play is also playing with play dough, water, paper, plastic balls, leaves, mud, corrugated cardboard, wooden shapes, fabrics and shaving foam. It’s looking into mirrors, through coloured cellophane, at pictures, faces, the sky and watching the washing machine spin. Many examples of sensory play are multi-sensory.
Outdoor play
Considered by many to benefit the health and development of little ones more than any other form of play, outdoor play is not all about rough and tumble, running wild and getting up close to nature, although developing gross motor skills and experiencing flora and fauna first-hand is an important part of it. Most categories of play can be transferred to an outside arena and are more fulfilling and memorable for it.
How do they play?
How little ones play, and with whom, will change as their social and emotional skills develop. Babies and toddlers will mainly play alone, but sometimes they will do so in parallel with other children – they will play near to one another in a similar way but do not engage in play together. When they’re a little older children enjoy social play – making up all kinds of collaborative games with other children. Babies, toddlers and preschoolers will enjoy playing with us grown ups too, of course; from the earliest games of Peekaboo, to sharing a ‘cup of tea’, to having a kick-about in the garden as they really find their feet and get moving. Young children love it if they can get an adult to join in the fun.
Why should we let the children play?
The crucial beginnings of the brain’s building process occur between 0 and 3 years of age when there is a rapid production of connections between brain cells (synapses). By the time a child is three years old around 80 per cent of this development has already taken place; 90 per cent by the time they are five. Since play offers huge amounts of brain stimulation, it makes sense that it has a massive impact on the emerging cognitive, motor and social skills of young children. It’s through a kind of prism of play that children, using their natural creativity and amazing imaginations, make important cerebral connections and basically learn everything; developing personal, social and emotional skills, communication, language and emerging literacy, problem-solving, reasoning and emerging numeracy, knowledge and understanding of the world and all their physical skills – a whole spectrum of thinking and knowing and learning. And to think they’re just playing!
Before we begin . . .
It’s at about the time when a baby reaches toddlerhood that our homes might begin to fill up with numerous flashing, noisy, plastic, branded gadgets and toys. This is far from necessary, and actually can be a bit of a barrier to accessing the 7 Ways to Play. Rather than buying toys that do more and more of the thinking for them, now’s the time to seek out those toys that really stimulate your children’s brilliant imaginations and which will promote open-ended play. If this means having a toy audit and giving away, or at least putting into storage, a lot of their stuff – now’s the time to do it. Honestly, those flashy plastic things won’t be missed a jot. The 7 Ways to Play method will result in you actually needing fewer, not more, toys for your toddler and preschooler, which they will play with more and for longer periods of time.
Preparing for play
The 7 Ways to Play method supports the idea that toys are just one of the many things children need when playing. You will find that they will use more art supplies and general household stuff in their play. Non-toys – or real objects – are often fantastic playthings and, as long as they’re clean, are not sharp or pinch hazards, or left out all the time, they can make for really interesting and useful tools and toys in play.
Here are a few things to look out for, and make room for, after all those bleepy, flashy plastic things have been adios-ed. It’s all about experiences rather than specific equipment, though, so do adapt this list; make use of what you have – make it work for you, and your family, in your home.
Toys that promote open-ended play – things that don’t do all the thinking for them; like Lego and other construction toys, imaginative-play toys and books.
Practical-life equipment – such as an extra washing-up bowl, cloth and sponge, a dust-cloth, clothes pegs.
A child-sized soft-bristled broom and dustpan and brush.
A sand-timer.
Some child-friendly kitchen equipment: jug, grater (we invested in a kid-friendly grater, as seen on the CBeebies cooking show I Can Cook), juicer, pestle and mortar, wooden spoons, measuring spoons, bowls and children’s scissors. (Really small children will need supervision with some of these sharper items.)
Some child-sized basic gardening equipment: a small watering can, trowel or spade or fork, and an outside broom.
Lots of clean, interesting, plastic, polystyrene and cardboard packaging that is otherwise destined for the recycling box.
Clean and empty plastic food containers, tote bags and baskets.
An acrylic (safety) mirror tile or two.
A set of beanbags.
Balloons.
Play-silks and other large pieces of fabric, including a blanket or two.
Natural objects – such as shells, driftwood, pebbles and leaves, sticks, dried grasses and seeds.
Some child-friendly tools of investigation – tape-measure, plastic magnifying glasses, torches, plastic tweezers.
Basic art and craft supplies, the smaller and messier of which should be stored out of reach of little ones, and used only under supervision: good-quality poster paints, watercolours, PVA glue, sticky tapes – double sided, masking (painters’), colourful tape – children’s scissors, paintbrushes, paper – on a roll, A4, coloured and watercolour paper – thin card, paper plates, paper bags, stickers, pipe-cleaners, beads, buttons, feathers, sequins, googly eyes, glitter, Blu-tack, crayons, washable felt-tip pens, chalks and craft foam sheets.
A scrap-paper collection: save sweet and chocolate wrappers, used wrapping paper, old greetings cards, ribbons, greaseproof paper, foil and magazines with lots of colourful child-appropriate images for cutting out.
A selection of brushes – of various sizes, soft and hard, for all kinds of play.
Loose parts: cotton reels, pine cones, tubes, big buttons, mini pom-poms, corks, small blocks, pieces of fabric.
A collection of child-friendly musical instruments.
A good-quality set of face-paints.
A ball of string.
Make way for play
The 7 Ways to Play method supports the idea that your child’s play shouldn’t be restricted to just their bedroom, an area in the living room or a playroom. However, this doesn’t mean that there’ll be mountains of toys in every room, nor does it mean you have to convert your home into some kind of soft-play gym. Rather, it’s about making way for play in your home by adapting the spaces you already have to accommodate play; play that’s appropriate to that particular space. This adaptation of your home doesn’t have to be permanent and it needn’t be expensive. As IKEA interior designer Raphael Bartke says, ‘Children aren’t small forever . . . and your home will soon transform again.’ And, of course, you don’t need to reorganise your whole home at once – take it one way to play at a time and adapt as you play.
Ideas to get play started
Here’s how you might make way for play in your home. Try just one or two ideas initially; you’ll be amazed at the changes in how your little one interacts with the spaces in your home.
Buy sink steps or step-stools for each sink in your home.
Source a low bench or kids’ table for your kitchen (or fix a fold-down table at your child’s height if you’re short of space).
Put placemats, plastic plates, bowls, cups and cutlery somewhere low and within easy reach of your little one.
Fix hooks for coats at child height, and place some accessible storage for shoes near your front door.
Sort out your storage: a lot of art and craft supplies, toys and playthings can be stored out of sight and reach of your little one. Buy some cheap storage boxes, and buy twice the amount you think you’ll need. Label them if they’re not transparent – you will want to be able to access their contents quickly and easily. Display those that you do want left out on low shelves and in lots of small baskets and tubs.
Make some, carefully considered, toys and playthings accessible in small storage stations all over your home – the bathroom, the hall, the master bedroom, the kitchen and garden – as well as in the living room and your child’s bedroom.
Find a space for construction play.
Find a space for physical play, like target practice, inside.
Look out for spaces for temporary dens and book-nooks.
Have small baskets or boxes of picture books all over your home – don’t just store them on one bookshelf.
Create a dress-up area with a mirror.
Make a creative/making station.
Find a space for a listening station – with an easy to use CD player, cushions and a few audio books.
Provide at least one designated doodle area.
Make any outside space as safe and as interesting a place to play as inside – think accessible storage stations with kid-friendly tools and toys, a low work-bench, places for temporary dens – not just as a place for running around and other physical activity.
Find space outside for those messy or wet-play activities – and, if possible, somewhere for digging.
You can prepare for play when you’re out and about too. This doesn’t mean you need to take a suitcase full of toys with you wherever you go, rather, it’s about taking along a basic kit to encourage play. What you pack will depend on your outing, of course, but whether it’s a small toy or two, a roll of Sellotape, some paper and crayons, a torch, a take-a-look book, or a little bucket for collecting things, you can initiate some wonderful play by handing over something other than your smartphone when you’re out and about to get your child thinking, learning and playing in the real world and engaging appropriately with their environment.
So, now we’re ready, we’re set. Let’s play!
