3.2.2 Resources support play-based learning


Resources, materials and equipment allow for multiple uses, are sufficient in number, and enable every child to engage in play-based learning.

The checklist below covers the basics of meeting the NQS Element. You need to be doing all of this or you may receive a working towards rating for this element. The most important part of the checklist is to ensure ALL EDUCATORS can do and show great practice plus they understand the element and can describe to other people and make them understand why you do things to meet the outcome of the element

The NQS wants us to design and create learning environments with resources that support ‘play based learning’ to encourage children to explore, solve problems, create and construct. Our job as an educator is to provide challenges for children by choosing equipment and materials that can be used in multiple ways, and allowing the indoor and outdoor learning environment to be regularly rearranged or adjusted with the help of children.

Case Study – Airplanes
During free play Miss Eliza and Thomas engaged in a game of travel using the toy airplanes to visit different destinations around the preschool room. This play session related back to Will’s visit to Tasmania he discussed on Tuesday. Thomas stated, “airplanes have tyres you know!” Miss Danielle carefully listened to Thomas’ attempt to expand on his thinking through conversing and questioning him “why?” “The tyres make the plane roll before it takes off” Thomas stated. It wasn’t long before the topic of airplanes became a group discussion where the children made connections between experiences they had with airplanes that related to the conversation.
“Airplanes work with an engine that helps them fly. I know because my mum said that” shared Leo. The children actively contributed to the group discussion about airplanes and explored ideas with one another as to how an airplane is built, how it operates and who works on the plane to ensure safe/enjoyable flights for passengers. “The plane has a driver and someone that helps the driver!” stated Laura. “The driver is called a pilot” added Tom. “There are passengers on the plane that need to go to school for 3 hours, so they go in the plane and see what’s in there. When they’re on there they can see planets like Jupiter and Saturn!” Jasmine told her friends.

After researching information on the smart board, the children suggested we make our own airplane in the room and that we could fly to Big W. Miss Eliza and Miss Rhiannon challenged and assisted the children with building an airplane made solely with material and resources found in the room. This activity provided the children with a task that required investigating ideas through trial and error. Miss Eliza became involved with the children during this activity by following instructions to help construct the Preschool Room airplane. “The tables can be the walls and the chairs can be the seats!” suggested Will C. “We could use pillows as the tyres” said Oliver. “And then this bucket for the pilot to use to drive” said Thomas. Together the pre-schoolers resourced their own learning through connecting with one another to build the plane.

Learning new skills with natural material
Finley investigated a new idea today through play by learning how to weave with natural material. Miss Kerrie provided Finley with access to a range of plant material from the environment to assist her learning process. Finley engaged in the activity of weaving which required lots of hand and eye coordination as she learnt to place the branches over one string and under the other.

While Finley was busy weaving, Miss Kerrie modelled appreciation for the environment by saying “Finley, these are native plants which grow in our environment and don’t use a lot of water. Some of the plants are grevilleas, wattle, native jasmine and Miss Kerrie pruned them yesterday so that they would come back bigger next spring. Finley, this one is salt bush. See how the leaves are a different colour. This plant is one the cows eat in the drought.”
Miss Kerrie ensured that Finley experienced pride in achieving a new skill by responding “Finley, you have learnt this skill really quickly. Miss Kerrie is very proud of you. Did you enjoy it?” Finley acknowledged non-verbally by nodding her head.

Practice is shaped by meaningful engagement with families and community

The case study below shows us how to solve two problems. Firstly, the room has a group of busy boys that come four and five days a week. These boys get bored and don’t always like being in the room or centre. This has resulted in the room having ‘on the spot excursions’ to get them out and about before difficult behaviours occur. Secondly, see how the educator Rhiannon has skillfully weaved in the new exceeding theme 3 Engagement with families and communities. The service’s use and organisation of space and resources:

⦁ reflects the unique geographical, cultural and community context of the service
⦁ welcomes, respects and draws on the voices, priorities and strengths of the children and families at the service
⦁ engages in sustainable practices within the service and support environmental awareness and responsibility across the service community. Great work Rhiannon.

Case Study – Busy boys…
This morning Archie noticed that the Preschool children were not in their room. “Where did preschool go Miss Rhiannon?” asked Archie. “Preschool went on an excursion to a big school,” explained Miss Rhiannon. “Can we go on an excursion?” asked everyone excitedly at the same time. “Of course we can,” replied Miss Rhiannon. The children shared happiness and satisfaction as they put their vests on and found a place on the rope ready to leave. During our excursion we walked around the Business Park, having conversations about all the businesses and what we could see. As we walked past the smash repairers Patrick noticed there was an ambulance. “Look there’s an ambulance,” said Patrick. Miss Kerry explained, “the ambulance is over there so it can be fixed fast and work again.” “Yeah, the ambulance helps us get better when we’re sick,” replied Ava, exploring the connection between people in the community (LO 2.3).
The children noticed that there was some rubbish on the ground during our walk. “Why is there lots of rubbish on the ground? That’s not good for the animals,” said Ella. Miss Rhiannon discussed the ways the life and health of living things are interconnected (LO 2.4) as she explained, “that’s right Ella. If we put rubbish on the ground it will make the animals sick because they will eat it and it will make the grass sick as well and it won’t grow, and that’s why we have to put our rubbish in the bin.” This concept of where our rubbish goes will be explored further in the coming days.


Leave a Reply

Your email address will not be published. Required fields are marked *