Scheme of work
This scheme of work is provided to help you make the most of your planning time. Customise it by adding your own activities/lesson ideas to the ‘Activities’ column.
Guided learning hours (GLH): 60
Number of lessons: 30
Duration of lessons: 2 hours
Lesson / Unit content* / Activities / Resource checklist1 / Unit introduction / ● Teacher presentation (approx. 10 minutes) to introduce the unit: Outline the nature of the learning aims and inform learners of the number of assignments that they will be expected to complete. / Specification
Centre-devised assignments or use authorised assignments from Pearson.
Learning aim A: Understand the links between play and children’s development
1
(cont.) / Introduction / ● Teacher presentation: introduce learning aims for Unit 2. Outline aims for this unit overall but then detail learning aim A.
● Whole group discussion: Share experiences to assess any prior learning/knowledge.
2 / The importance of play to children’s overall development as it naturally prompts children to practise and develop skills and knowledge across each of the five areas of development. / ● Teacher presentation: Recap previous session and discuss findings. Recall five areas of development covered in Unit 1.
● Whole group activity: Mind map to collate group evidence, followed by discussion. Ask for examples linked to placement to back up evidence.
● Small group activity: Define the meaning of play and why play is important.
● Teacher input: Show a range of video clips to demonstrate children engaged in different types of play.
● Individual activity: Learners to see how many different skills/areas of development they can see being promoted by each type of play. Learners to make notes and feedback to the whole group. / Video clips
Interactive whiteboard/flipchart
3 / The benefits of child-initiated play to overall development to include developing independence, confidence and concentration, enabling involvement in own learning, encouraging imagination and creativity. / ● Teacher presentation: Introduce the aims of the lesson
● Teacher input: Recap previous session and reiterate ideas on importance of play.
● Paired activity: Learners (a) discuss and agree a definition of child initiated play and; (b) discuss the benefits of child-initiated play.
● Teacher-led activity: Teacher to collate ideas on interactive whiteboard/flipchart.
● Teacher-led activity: Show film clips of children involved in child-initiated. Learners discuss their observations and note down how this type of play promotes:
- independence
- confidence
- concentration
- involvement of own learning
- imagination and creativity.
ICT/Internet
Interactive whiteboard/flipchart
Film clips
4 / How children’s play might change according to their age/stage of development, including the way that over time children become interested and able to play with others as noted by Mildred Parten’s social stages of play. / ● Teacher input: Recap previous session and introduce aims of this session.
● Small group activity: Learners refer to observations of children and discuss how play might change depending on age and/or stage of development.
● Teacher input: Mildren Parten’s social stages of play; supervision ratios; how factors such as disability, cultural background, socioeconomic status and availability of resources, etc. could impact on children’s play.
● Teacher-led activity: Show film clips of children involved in different stages of play. Learners discuss and identify the social stages of play that children have reached.
● Paired activity: Learners to discuss and suggest ways to overcome factors that may affect the way that children play.
● Whole group activity: Feedback to whole group. Teacher to collate ideas on interactive whiteboard/flipchart. / Interactive whiteboard/flipchart
Film clips
5 / How play can support children’s physical development to include practising skills that lead to increased coordination, stamina, balance, fine and gross movements. / ● Teacher input: Recap previous session and introduce aims of this session. Explanation of stages of physical development 0–8, to include how gross motor skills develop and how fine motor skills develop. Description of the skills that lead to increased coordination, stamina and balance.
● Teacher-led activity: Show film clips of children involved in physical play (use of both gross and fine motor development). Learners discuss and identify how the play leads to increased coordination, stamina, balance and fine and gross movements.
● Individual activity: Learners record observations of film clips.
● Small group activity: Learners discuss the role of play in promoting physical development and note the main points of their discussion.
● Small group activity: Groups to research ways in which play can support children’s physical development, factors that can affect development, and how development can be promoted through play (each group to focus on one of the following age groups): 0 – 1 years, 1 – 3 years, 3 – 5 years, 5 – 8 years.
● Whole group activity: Feedback to whole group. Teacher to collate ideas so learners have information for all age groups. Keep the notes from each group for the next lesson. / ICT/Internet
Book box
Interactive whiteboard/flipchart
Film clips
6 / Practical session
Link to 3B.P3: Explain how types of play support the development of young children: physical play. / ● Teacher input: Recap previous session and introduce aims of this session.
● Individual activity: Learners use notes from lesson 5 to plan a physical development activity for at least two age groups. One to be used in their placement. One activity plan to be completed then evaluated on implementation at placement. Plans should be linked to EYFS or National Curriculum outcomes, aims and objectives according to age range. References to be included in activity plan. / Assorted practical equipment
Copies of EYFS/curriculum outcomes or access to the Internet
7 / How play can support children’s social development to include sharing, cooperating, building relationships. / ● Teacher input: Recap previous session and introduce aims of this session.
● Small group activity: Groups to research ways in which play can support children’s social development, factors that can affect development, and how development can be promoted through play (each group to focus on one of the following age groups):
- 0 – 1 years
- 1 – 3 years
- 3 – 5 years
- 5 – 8 years.
● Small group activity: Provide learners with observations of three children aged between 1-3 years, 3-5 years and 5-8 years, including at least one child whose social development is delayed. Learners discuss the expected stage of social development for each child and suggest how play could be used to support their development.
● Individual activity: Learners record observations and group discussions
● Independent research: Learners carry out observations of the social development of two children of different ages in their own placement to use in lesson 8. / Interactive whiteboard
ICT/Internet
Book box
Observations
8 / Practical session
Link to 3B.P3: Explain how types of play support the development of young children: social development. / ● Teacher input: Recap previous session and introduce aims of this session.
● Individual activity: Learners to use own observations to plan an activity for at least two age groups that supports social development. The activity should be used in their placement. Activity plan to be completed then evaluated on implementation at placement. Plans should be linked to EYFS or National Curriculum outcomes, aims and objectives according to age range. References to be included in activity plan.
● Independent research: Learners to implement at least one planned activity in their own placement. / Assorted practical equipment
Copies of EYFS/curriculum outcomes or access to the Internet
9 / How play can support emotional development to include making sense of the world including the significance of difference, freedom to make mistakes, helping children with transition and those who have experienced trauma. / ● Teacher input: Recap previous session and introduce aims of this session.
● Paired activity: Ask learners to discuss the play they enjoyed when they were young, which helped them to explore the world around them including how this helped them to understand the significance of difference. Ask them to give examples of play where they felt free to make mistakes and why this is important.
● Guest speaker: Invite a play therapist to talk to learners about the role of play for children experiencing transition or trauma.
● Individual activity: Learners review case studies of: a 3-year-old with delayed language; a 10 month old reluctant to leave his mother; a 5-year-old advanced for her age intellectually/physically but finding it hard to make friends. Learners to suggest play activities and methods to support emotional development.
● Group activity: Learners discuss the role of play in promoting emotional development and note the key points of the discussion.
● Independent research: Learners carry out observations of the emotional development of two children of different ages in their own placement to use in lesson 10. / Interactive whiteboard
ICT/Internet
Book box
Guest speaker
10 / Practical session
Link to 3B.P3: Explain how types of play support the development of young children: emotional development. / ● Teacher input: Recap previous session and introduce aims of this session.
● Individual activity: Learners to use their own observations to plan at least two activities that support emotional development. One to be used in their placement. One activity plan to be completed then evaluated on implementation at placement. Plans should be linked to EYFS or National Curriculum outcomes, aims and objectives according to age range. References to be included in activity plan.
● Independent research: Learners to implement at least one planned activity in their own placement. / Assorted practical equipment
Copies of EYFS/curriculum outcomes or access to the Internet
11 / How play can support children’s cognitive development to include learning concepts and problem solving and, with early years professional input, develop sustained and shared thinking and higher-level thinking skills.
How play can help children’s communication and language development to include extending vocabulary, language structure and dialogue as children have a reason for learning and using language as they join in play or use talk to organise their own actions while playing. / ● Teacher input: Recap previous session and introduce aims of this session.
● Whole group activity: Provide each group of learners with a game, e.g. a matching game, a counting game. Ask learners to play the game and list the learning concepts and problem solving skills that children can develop through playing the game. Ask learners to discuss ways that an early years professional can support the development of sustained and shared thinking and higher level thinking skills through the game.
● Teacher-led activity: Show learners film clips of children involved in play that promotes cognitive development and language. Learners discuss the aspects of cognitive development that are being promoted in the play.
● Indivdiual activity: Learners record their observations and group discussions.
● Small group activity: Groups to research ways in which play can support children’s cognitive development and children’s communication and language development, to include extending vocabulary, factors that can affect development and how development can be promoted through play (each group to focus on one of the following age groups):
- 0 – 1 years
- 1 – 3 years
- 3 – 5 years
- 5 – 8 years.
● Independent research: Learners carry out observations of the cognitive and language development of two children of different ages in their own placement, for use in lesson 12. / ICT/Internet
Book box
Interactive whiteboard
Selection of games
12 / Practical session
Link to 3B.P3: Explain how types of play support the development of young children: cognitive development.
Issue Assignment 1, Task 1 to cover 3A.P1, 3A.P2, 3A.M1.
Use centre-devised assignment.
Alternatively, use the authorised assignment from Pearson. / ● Teacher input: Recap previous session and introduce aims of this session.
● Individual activity: Learners to use observations from placements to plan activities that support cognitive development for at least two age groups. One to be used in their placement. One activity plan to be completed then evaluated on implementation at placement. Plans should be linked to EYFS or National Curriculum outcomes, aims and objectives according to age range. References to be included in activity plan.
● Teacher presentation: Overview of assignment requirements, nature of assessment and time line for completion/submission.
● Individual activity: Learners to complete assignment independently and submit on agreed date. / Assorted practical equipment
Centre-devised assignment or use the authorised assignment from Pearson
Learning aim B: Understand how a range of play activities and opportunities can support children’s learning and development
13 / The meaning of the term ‘types of play’ as a way of grouping play activities into five broad types according to the particular developmental benefits that they offer, including physical, imaginative, sensory, creative and construction. / ● Teacher presentation Recap learning aim B and the aims of this session. Recap previous session.
● Whole group activity: Discuss different types of play. Outline their importance, giving examples.
● Paired activity: Learners to identify the types of play they have used in placement and state advantages for each type. Each pair to move around the room experiencing for themselves each type of play as they may not have had any experience in placement. Teacher to provide experience of creative play, imaginary play, constructive play, sensory play, etc.
● Extension activity: Discuss how the activities and resources identified in AS 6 support holistic development. / Equipment for various types of play
14 / Resources that might be used to support different types of play and learning opportunities indoors and outdoors to include physical play, imaginative play, sensory play, creative play, construction play, treasure basket play and heuristic play.
The importance of all resources and objects being safe for children to handle. / ● Teacher presentation: Introduce aims of this session.
● Teacher-led activity: Show learners a selection of resources (or pictures shown on the interactive whiteboard), e.g. a fireman’s/policeman’s helmet, resources for sand or water play, a hoop or ball, a puppet. Lead discussion asking learners how each might be used to support indoor and/or outdoor play. Ask them to suggest other resources that could be used with the resources shown to develop play.
● Teacher led activity: Show learners film clips of children involved in two different types of play. Learners discuss answer questions, e.g. are the resources appropriate? Do the resources support development and how? What other resources could be added to extend play?
● Teacher input: What considerations need to be taken into account (i.e. age range, health and safety, barriers, etc.)?
● Individual activity: Learners to create an illustrated booklet for parents including information about a range of resources for indoor and outdoor play. It should suggest which age range the resources are suitable for and which type of play they support, including advice on providing safe objects. / Equipment/resources for various types of play
Flip-chart paper
Marker pens
Creative materials, play equipment catalogues
Computers/printers to produce booklet
Film clips
15 / How physical play supports children’s learning and development, including the promotion of physical skills, confidence and social skills.
How imaginative play supports children’s development, including the development of communication and language, social skills, identity through the taking of different roles.
How sensory play supports children’s learning and development, including the development of fine motor skills and hand–eye coordination, exploration of early mathematical concepts of volume and shape, and interest in textures and properties of different materials.
How creative play supports children’s learning and development, including the development of fine motor skills and hand–eye coordination, expression and release of emotion.
How construction play supports children’s learning and development, including the development of spatial awareness, hand–eye coordination and curiosity in structures and how things work. / ● Teacher input: Recap previous two sessions and introduce aims of this session.
● Teacher input: On a flip chart or interactive whiteboard, write headings for each of the types of play (physical, imaginative, sensory, creative and construction). Create a mind map with the whole group to compile a list of different play activities and decide which heading each one goes under.
● Teacher input: Take one type of play from the list (e.g. imaginative) and identify all the aspects of learning and development that are supported by that type of play (e.g. communication and language, physical skills, social skills, cognitive skills identity).
● Small group activity: Divide whole group into smaller groups. Each group to consider one of the remaining types of play and the activities listed beneath that heading. In groups each learner should share an example of play from their own placement identifying all the aspects of learning and development that are supported by that type of play. Teacher to circulate among the groups and be ready to prompt with concepts as necessary, i.e. hand–eye coordination, release of emotion.
● Whole group activity: Feedback an example of one type of play from each learner to the whole group. / Interactive whiteboard/flip chart
16 / Play and learning opportunities for babies and children from birth up to 2 years including treasure basket play, heuristic play and adult-initiated games including peek-a-boo and roll-a-ball.
How play opportunities provide babies and children with opportunities for interaction, exploration and the development of physical skills. / ● Teacher input: Recap previous session and introduce aims of this session.