Our Bright Idea - Building on experience

When I observed one little girl walking around with a mallet shouting 'bang, bang, bang' while hitting an array of objects in her path, it made me question her reasons for doing this. Was she fascinated by the noise that the mallet was making, or was she was actually looking for something to hit so she could see the effect the mallet had on it?

TAKING ACTION

I decided to find answers, and also support her child-initiated learning, by providing opportunities for the children to handle some real tools.

The following statement in Managing Risk in Play Provision: a position statement (2002) puts into words our approach to risk-taking: 'Children need and want to take risks when they play. Play provision aims to respond to these needs and wishes by offering children stimulating, challenging environments for exploring and developing their abilities. In doing this, play provision aims to manage the level of risk so that children are not exposed to unacceptable risks of death or serious injury.'

Naturally, the safety and well-being of the children was at the forefront of my mind before start of the activity. I encouraged the children to help me formulate a set of values and rules emphasising the importance of keeping safe.

Our rules included:

1. No more than three children can play at the work bench at any one time.

2. Children exploring tools should have lots of space and not be distracted by others.

3. Children should listen to the Special Carers rules about how to use the tools safely. (They already understood that if tools were not used properly and respected, they could become dangerous.)

4. Children should be supervised at all times while they are exploring the tools and equipment.

All the rules were respected throughout and no accidents occurred. These rules greatly helped to minimise risk and so enhance learning and development opportunities (see below.)

PARENTS AND CARERS

Parents and carers have been impressed to see their children engaging in such activities safely and with such interest. Harvey's grandmother, for example, was amazed to see him handling a hammer and coping saw with confidence and watched in awe for 20 minutes as he attempted to build a 'big tower'. She said she would encourage him to help his granddad in the shed that very afternoon, as she had never had the confidence to allow him to engage in such activities before. She felt that witnessing this activity had changed her opinion and perception of her grandson's abilities.

NEXT STEPS

We are planning to allow the children to explore the tools further before creating a 'construction yard', which will enable them to role-play scenarios such as mixing cement or building walls.

Houses are being built nearby, so we are planning to visit the site so that the children can watch the various stages of construction and make connections with the activities they are engaging in within the nursery and how they impact upon the world around them.

Resource list

• - work bench
• - assortment of different sized nails and screws
• - hammers
• - screwdrivers
• - coping saw
• - G-clamps
• - spirit levels
• - tape measures
• - books

LINKS TO THE EYFS

Personal, social and emotional

• Seek & delight in new experiences

• Show confidence in linking up with others for support and guidance - Display high levels of involvement in activities

• Persist for extended periods of time at an activity of their choosing - Be confident to try new activities, initiate ideas and speak in a familiar group

• Take pleasure in gaining more complex skills

• Feel safe and secure & show a sense of trust

• Demonstrate flexibility and adapt behaviour to different events and social situations

• Work as part of a group or class, taking turns and sharing fairly, understanding that there need to be agreed values and codes of behaviour to work together harmoniously

• Have an awareness of the boundaries set and of behaviour expectations in the setting

Communication, language and literacy

• Respond to simple instructions

• Build up vocabulary that reflects the breadth of their experiences

• Interact with others, negotiating plans and activities and taking turns in conversations

• Talk activities through, reflecting on and modifying what they are doing

• Use talk, actions and objects to recall and relive past experiences

• Use talk to organise, sequence and clarify thinking, ideas, feelings and events

Problem solving, reasoning and numeracy

• Describe solutions to practical problems, drawing on experience, talking about their own ideas, methods and choices

• Use developing mathematical ideas and methods to solve practical problems

Knowledge and understanding of the world

• Investigate objects and materials by using all of their senses as appropriate

• Investigate various construction materials

• Realise that tools can be used for a purpose

• Join construction pieces together to build and balance

• Begin to try out a range of tools and techniques safely

• Select the tools and techniques they need to shape, assemble and join materials they are using

Physical development

• Engage in activities requiring hand-eye co-ordination

• Use one-handed tools and equipment

• Understand that equipment and tools have to be used safely

• Manipulate materials to achieve a planned effect

• Show an understanding of how to transport and store equipment safely

• Handle tools, objects, construction and malleable materials safely and with increasing control

Creative development

• Develop preferences for forms of expression

• Express and communicate their ideas, thoughts and feelings by using a widening range of materials, suitable tools, designing and making

Laura Wayman is deputy manager at Busy Bears Children's Day Nursery in Durham. She spoke to Jean Evans.

REFERENCES AND FURTHER READING

Managing risk in a play provision: a position statement was published in 2002 by the former Children's Play Council for the Play Safety Forum, and redesigned and reprinted by Play England in June 2008. See www.playengland.org.uk

Gleave, J (2008) Risk and Play: a literature review @ www.playday.org.uk