A Unique child: Practice in pictures - free-flow play

Photographs courtesy of SIREN FILMS

Niaz (three years old) is part of a group of children creating and developing a story with Nadine, the practitioner. Niaz is totally engaged, listening intently to Nadine and the other children and contributing to the story. He acts out with his hands his suggestion that the dragon will push the door to get to the princess.

A little later, he is outside and continues to engage Nadine in his story as he plays. He sets off for the 'castle' and directs her to come with him. As well as incorporating a slide into his game, he also embarks on a hazardous climb across the climbing wall to reach the princess. The play continues seamlessly when he goes back inside and develops the story further with small-world toys.

GOOD PRACTICE

1. Although the storytelling session was initiated by Nadine, the children were fully active in creating the story.

She skilfully guides them as they decide on the details and the ways in which the story of the princess and the dragon develops.

The comments and contributions of the group show that these children were already quite knowledgeable about story structure and had something on which to base their suggestions for plot and characters.

Niaz seems to have a confident familiarity with dragons, princesses and castles. Elements of other well-known stories are woven into his plot and he describes the emotions and feelings of characters as the story is played out through his choice of activities later.

The story doesn't have to be completely new for it to be original. These children are drawing on a wealth of previous information and experience that comes from a whole range of story experiences which will include listening to stories, being read to from picture books and watching films, cartoons and TV programmes.

With the sensitive and enthusiastic guidance of a practitioner, they are able to create a meaningful story collaboratively, long before they are physically capable of writing it down. Yet this experience is fundamental to the process of them becoming readers and writers. The sense of empowerment they gain from taking control of the story and making it their own is so important in building a sense of what it means to be a writer and storymaker.

Even more important in the current educational climate, perhaps, is the way it builds positive dispositions towards reading and writing, making a powerful difference to the enthusiasm and motivation that children bring to literacy activities as they grow older.

2. The story for Niaz doesn't finish when he leaves the carpet. Once outside, he is still fighting dragons and saving princesses and is keen to involve others, including Nadine, in his game. This is a perfect example of 'free-flow' play in the truest sense.

As Niaz continues to explore and bring understanding to the experience, he uses the learning environment to suit his own purposes. He makes the choice to be indoors or outdoors and selects the resources (including people) he wants to use to develop his story. When he is outdoors, the equipment and features of the nursery garden provide exactly what he needs to respond to his story in a physical way.

He uses his whole body as he hitches a ride to the castle on someone else's bike, goes down the slide to get to the dragon and attempts the physically challenging climbing wall to get to the princess.

Later, indoors, the story is still active in his mind as Niaz plays with small-world toys and he tells Nadine about the baby who is crying because of what happened to the princess. Not only is he involved as a 'player' himself in the story, he is also introducing new characters and commenting as a 'narrator' on their emotions and feelings.

3. The organisation of the learning environment has had a big part to play in enabling Niaz to work to such a high creative level.

He has had a long, uninterrupted period of time for playing in a sustained way, both inside and out, exactly as he chooses. Just as importantly, the 'continuous provision' style of the environment includes a wide variety of equipment and resources outdoors to stimulate his role play, and small-world materials inside to prompt and extend his exploration.

The opportunity to incorporate movement and whole-body exploration in their play is important for all children. For a lively and physically active boy such as Niaz, it can make a tremendous difference to his ultimate achievements and self-esteem.

If the storytelling session had moved straightaway into an adult-directed formal activity inside, for example, he probably would not have continued to engage with it at such a high level or provided the practitioner with such powerful evidence of real, embedded learning.

Throughout the session, Niaz made lots of connections: with his previous experience of stories and imagery; with his physical skills; with language and communication through his emerging bilingualism; with emotions and feelings of bravery, fear and sadness.

4. The sensitive guidance and interactions of the practitioner, Nadine, have also had an important part to play.

Nadine seems to know Niaz well enough to interpret his comments most of the time and where she is not sure, she perseveres and helps him to make himself understood. He is very keen to involve her in his play and seems confident that she will respond.

This is the kind of secure attachment relationship that a key person approach can build. Nadine listens actively to Niaz and gives him time to lead and direct the play. She goes with him at his request (he takes her hand) and is ready to assist him in the challenging physical tasks he sets himself on the climbing wall.

She stands close by, encouraging him, but not intervening, allowing him to physically solve problems for himself and ultimately achieve his goal unaided.

Skilfully, she does all of this while still paying close attention to other children and keeping physically close to a needy little girl who wants to hold her hand all the time!

5. Niaz is a bilingual child living in two languages. His first language is Bengali and he is using English at nursery.

Although he is not yet fluent in English, he has a good grasp of key words and is able to communicate well with Nadine and the other children. He talks with confidence and exuberance and perseveres until he is understood.

Once again, joining him in his free-flow play provides an excellent opportunity for assessing not just his developing skills in English, but also his comprehension, his understanding of narrative and story structure, and his ability to communicate on so many levels.

REFERENCES AND FURTHER READING

Film notes to 'Supporting Early Literacy' by Jennie Lindon, published by Siren Films

Further information

The stills are taken from Siren Films' 'Supporting Early Literacy'. For more information, visit Siren Films at www.sirenfilms.co.uk or call 0191 232 7900

LINKS TO THE EYFS GUIDANCE
- UC 1.1 Child Development
- PR 2.3 Supporting Learning
- EE 3.3 The Learning Environment
- L&D 4.1 Play and Exploration
- L&D 4.3 Creativity and Critical Thinking