What does the EYLF say about play?

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Below are the ways  the EYLF uses the word play.

  1. PLAY & Learning
  2. EYLF has a specific emphasis on PLAY-based learning and recognises the importance of communication and language (including early literacy and numeracy) and social and emotional development
  3. PLAY-based learning: a context for learning through which children organise and make sense of their social worlds, as they engage actively with people, objects and representations
  4. PLAY allows for the expression of personality and uniqueness
  5. PLAY enhances dispositions such as curiosity and creativity
  6. PLAY enables children to make connections between prior experiences and new learning
  7. PLAY assists children to develop relationships and concepts
  8. PLAY stimulates a sense of wellbeing
  9. Partnerships also involve educators, families and support professionals working together to explore the learning potential in every day events, routines and PLAY so that children with additional needs are provided with daily opportunities to learn from active participation and engagement in these experiences in the home and in early childhood or specialist settings
  10. Educators plan and implement learning through PLAY
  11. Educators are also responsive to children’s ideas and PLAY, which form an important basis for curriculum decision-making
  12. Responsiveness enables educators to respectfully enter children’s PLAY and ongoing projects, stimulate their thinking and enrich their learning
  13. PLAY provides opportunities for children to learn as they discover, create, improvise and imagine
  14. When children PLAY with other children they create social groups, test out ideas, challenge each other’s thinking and build new understandings
  15. PLAY provides a supportive environment where children can ask questions, solve problems and engage in critical thinking. PLAY can expand children’s thinking and enhance their desire to know and to learn
  16. PLAY can promote positive dispositions towards learning
  17. Children’s immersion in their PLAY illustrates how PLAY enables them to simply enjoy being
  18. Early childhood educators take on many roles in PLAY with children and use a range of strategies to support learning
  19. They actively support the inclusion of all children in PLAY, help children to recognise when PLAY is unfair and offer constructive ways to build a caring, fair and inclusive learning community
  20. As children are developing their sense of identity, they explore different aspects of it (physical, social, emotional, spiritual, cognitive), through their PLAY and their relationships
  21. Children feel safe, secure, and supported
  22. Children confidently explore and engage with social and physical environments through relationships and PLAY
  23. Children initiate and join in PLAY
  24. Children explore aspects of identity through role PLAY
  25. Educators provide opportunities for children to engage independently with tasks and PLAY
  26. Children explore different identities and points of view in dramatic PLAY
  27. Children and Educators engage in and contribute to shared PLAY experiences
  28. Educators organise learning environments in ways that promote small group interactions and PLAY experiences
  29. Educators model explicit communication strategies to support children to initiate interactions and join in PLAY and social experiences in ways that sustain productive relationships with other children
  30. Children cooperate with others and negotiate roles and relationships in PLAY episodes and group experiences
  31. Children understand different ways of contributing through PLAY and projects
  32. Children are PLAYful and respond positively to others, reaching out for company and friendship
  33. Educators ensure that children have the skills to participate and contribute to group PLAY and projects
  34. Children use PLAY to investigate, project and explore new ideas
  35. Routines provide opportunities for children to learn about health and safety. Good nutrition is essential to healthy living and enables children to be active participants in PLAY
  36. Educators challenge and support children to engage in and persevere at tasks and PLAY
  37. Educators show enthusiasm for participating in physical PLAY and negotiate PLAY spaces to ensure the safety and wellbeing of themselves and others
  38. Educators draw on family and community experiences and expertise to include familiar games and physical activities in PLAY
  39. Educators use PLAY to investigate, imagine and explore ideas
  40. Children initiate and contribute to PLAY
  41. Educators join in children’s PLAY and model reasoning, predicting and reflecting processes and language
  42. Children use the processes of PLAY, reflection and investigation to solve problems
  43. Educators think carefully about how children are grouped for PLAY, considering possibilities for peer scaffolding
  44. Educators explore ideas and theories using imagination, creativity and PLAY
  45. Educators engage in enjoyable interactions with babies as they make and PLAY with sounds
  46. Educators use language and representations from PLAY, music and art to share and project meaning
  47. Children contribute their ideas and experiences in PLAY, small and large group discussions
  48. Children exchange ideas, feelings and understandings using language and representations in PLAY
  49. Educators engage in enjoyable interactions with babies as they make and PLAY with sounds
  50. Children exchange ideas, feelings and understandings using language and representations in PLAY
  51. Children take on roles of literacy and numeracy users in their PLAY
  52. Educators engage children in PLAY with words and sounds
  53. Educators join in children’s PLAY and engage children in conversations about the meanings of images and print
  54. Children use language and engage in PLAY to imagine and create roles, scripts and ideas
  55. Educators join in children’s PLAY and co-construct materials such as signs that extend the PLAY and enhance literacy learning
  56. Children use symbols in PLAY to represent and make meaning
  57. Children identify the uses of technologies in everyday life and use real or imaginary technologies as props in their PLAY
  58. Educators integrate technologies into children’s PLAY experiences and projects

Reflect on the ways the EYLF uses PLAY and how you are currently seeing PLAY in your centre.


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