All about... heuristic play

The guidance for the Early Years Foundation Stage tells us that 'when children have opportunities to play with ideas in different situations with a variety of resources, they discover connections and come to new and better understandings and ways of doing things'.

Heuristic play, when offered to babies and young children in the way that Elinor Goldschmied et al intended, is one such play experience.

Heuristic play is a term that can be confused with the term 'holistic'

(planning for and meeting the needs of the whole child) (Hughes, 2006). But the two terms are quite distinct.

'Heuristic' is derived from Greek word 'eurisko', which means to 'discover or gain an understanding of' (Goldschmied & Hughes, 1992). Elinor Goldschmied's work promoted heuristic play as it is mostly widely understood. For many early years practitioners, it is the introduction of 'Heuristic Play With Objects' (Goldschmied and Hughes, 1992) in the video of the same name and her book People Under Three: Young children in day care (1993) written with Sonia Jackson, with which we are most familiar. It is in relation to the ethos and spirit of Goldschmied's view of heuristic play that young children can derive most benefit.

Development and importance

'Put simply, it consists of offering a group of children, for a defined period in a controlled environment, a large number of different types of object and receptacle to play with without adult intervention' (Goldschmied and Jackson, 2004, p128).

According to Goldschmied and Jackson, 'Studies of day nurseries and childminders suggest that children between one and two get the least planned attention and are considered to be the most difficult age group by caregivers. ...Often seen as disruptive, having lost interest in baby toys but still too young to be involved in the...activities provided for older children...This second year is one of extraordinarily rapid growth and development, but unless careful thought is given to how their needs can be provided for, the experience for children, especially in group care, can easily be negative and limiting' (Goldschmied and Jackson, 2004, p.111).

Approach

In the film 'Infants at work' (Goldschmied, 1992), Elinor Goldschmied introduces her notion of a 'treasure basket'. She guides the viewer carefully into the world where natural materials are offered to babies who can 'sit up but not yet crawl'. She makes no apology for the very specific instruction of how to plan for the use of the treasure basket, the dimensions of the basket, its contents and the role of the adult. It is only in this context that Goldschmied is able to root the quality of the experience for the child.

It is fundamental for practitioners to understand the principles and the way in which it is offered, to ensure that they are able to convey the richness of the experience to parents and carers. In the film 'Heuristic play with objects' (Goldschmied and Hughes,1992), Goldschmied uses the same underlying principles as in her original film, introducing the viewer to exploratory play for toddlers - children who are in their second year of life. In it she describes how to offer an abundance of natural materials in a heuristic play session and why this session supports children's innate desire to investigate, explore and make sense of the world around them.

Once practitioners in a setting reach a shared understanding of the approach to the heuristic session, then Goldschmied suggests, it is for the setting to decide on their own collection of materials, building on the creative thinking of the practitioners and according to the interests of the children.

Practitioners, who observe children regularly, are ideally placed to skilfully select such materials. Some settings will decide to adapt Goldschmied's detailed practices. If they do so, they need to adhere to the principles of the approach, which is based on understanding the needs of these young children and on close and sensitive observation of them.

Benefits

The most wonderful element associated with heuristic play for toddlers is that there is no right or wrong in terms of how to play. It supports inclusion and is often considered to be therapeutic. Unlike many toys produced commercially, whose play value is limited, heuristic play objects are natural items from everyday life that offer children the opportunity to test out their own theories and to problem solve.

At times of celebration, when small children are given gifts, it is not unusual for the adult to be heard complaining that the child is more interested in the wrapping paper, ribbon and box than the bought item. This is because an empty box or a length of ribbon can provide endless possibilities to sustain children's natural curiosity.

In his research into children's well-being and involvement, Professor Ferre Laevers (1997) uses well-being and involvement indicators to determine quality. He suggests that when children can be observed in activities that promote high levels of well-being then this supports their involvement. The two together, he suggests, are indicators that deep-level learning is taking place and thus provide an indicator of high quality.

Providing children with an array of natural materials such as different sized boxes, varying widths of ribbon, a length of chain, corks and bottles, wooden clothes pegs, curtain rings and so on helps children to sort, select, balance, fill, empty....and test out the properties of the materials on offer.

They can discover whether one type of material acts the same as another. I observed a child pushing pegs into a bottle which she soon discovered she was unable to retrieve (similar to the example in the film). However, when she dropped a chain into the bottle, and then turned the bottle upside down the chain slid out with ease. Children can be seen repeatedly persevering with the same task until they are satisfied or choose another material to explore. Experience associated with discovery and exploration can support children's cognitive development. As Gopnik et el (1999) confirm, 'They (children) never start from scratch; instead, they modify and change what they already know to gain new knowledge' (p157).

Materials

As with the treasure basket, the ethos of the heuristic play session is to offer mostly natural materials, or objects made from natural materials, as opposed to those that are commercially produced.

To ensure children are offered a quality experience, it is important to provide an abundance of sensory materials, enough for the children who access them at any one session. (See box for suggested items.) Careful thought when collecting objects is recommended, particularly as storage space is often at a premium in settings. Practitioners need to consider carefully the type, size and sensory properties of objects for children to derive maximum benefit from the session.

In the same way as when providing for treasure basket play, it is important that a risk assessment is carried out and that cultural sensitivity is applied.

Adult role

Settings must ensure that all practitioners understand their role during heuristic time, particularly when introducing the concept to parents and visitors. It is not a time for adult-to-adult conversation, or for lots of talking to the children, which is why it needs careful consideration and inclusion in overall planning. Settings need to ensure that heuristic play is balanced with the provision of plentiful opportunities to support and encourage children's language and emerging speech patterns. However, the adult's role should not be underestimated (see box).

Quality planned experiences for children can best be provided by a skilled and knowledgeable adult who knows and understands the children's interests and has a secure, trusting relationship with them. The key person is ideally placed to carry out this role as they will be attuned to the individual behaviour of the child and to be a facilitator for their patterns of play. Sometimes, detailed observations can be made of a child or small number of children.

Planning

Ideally, a separate room that can be set up away from the hustle and bustle of normal everyday setting life is best, although some settings have limited space available. However, practitioners should not be deterred and merely need to plan for the session around times when older children are engaged in other activities such as going for a walk, leaving the area free to be cleared in preparation for the session. It is a whole-setting approach and needs commitment from everyone. It is vital to ensure that it is planned for at a time in the day when children will derive maximum benefit and not when they are hungry, tired or distressed. Below are some suggestions of how settings might plan a 'heuristic play with objects'

Session for toddlers:

• Clear an area large enough for a group of children aged 12-20 months to play without interruption and to avoid conflict with other children.

• Ensure the space (preferably carpeted) is free from other distractions.

• The tins - at least three per child - should be set out first using all the space, then adorned with items from the drawstring bags that house the individual collection of ribbons, chains, corks, shells, pebbles and so on to provide an aesthetically pleasing array of objects invite children's interest. At least 15 varieties of materials in each bag is suggested, with 50-60 of each item and about 20 containers.

• Provide a low comfortable chair for each adult (key person) present in line with statutory regulations for adult to child ratios.

• The children are taken into the area and the adults unobtrusively seated in the low comfortable chairs ready to observe.

• The children begin to explore the objects and become absorbed in their discovery and exploration.

• It is impossible to define an exact timescale, as each session and group of children will differ, but after approximately 30-40 minutes the adult starts to assemble the items placing them back into the bags which they have kept beside them during the session. They offer the appropriate bag to the child/ren encouraging them to join in using appropriate language labelling the items as they are returned to their rightful bag.

• At the end of the session the children will have helped to sort and distinguish between the various objects aiding their early mathematical understanding of problem solving.

• The items should be returned to the assigned heuristic play storage space. The tins can be kept on a relatively high shelf and other items stored in the labelled drawstring bags placed on the pegs directly underneath the tins ready for the next session. It is important to make clearing away and storage easy.

• It should not be carried out more than once a day but at least an hour is needed for the session which includes clearing the space and setting up before it can begin.

Source: Adapted from Goldschmied and Hughes, (1992); Goldschmied and Jackson, (2004).

Reflective practice

When practitioners evaluate and reflect on their practice they can critique and adapt what they do to aid improvement. The following questions are helpful in relation to heuristic play - they are intended to be indicative and not exhaustive:

* How do I introduce heuristic play with objects to parents?

* How can I ensure we have an abundance and variety of materials?

* Do all the practitioners understand the value of heuristic play?

* Am I providing a sufficient balance of activities?

* Am I providing sufficient language and communication opportunities?

* How are heuristic play observations informing me about the children's patterns of play (schemas)?

* How can I ensure the range of materials is kept replenished and interesting?

* Is the timing of the session appropriate?

And finally...

Babies and young children are capable learners (Gopnik, et al 1999, DfES, 2002, 2007). The responsibility for providing a balanced range of high-quality learning experiences to support children's holistic development rests with the most highly skilled and well-trained practitioner.

Heuristic play, when developed, understood and planned for in the way that Eleanor Goldschmied et al intended, is a rich resource that can offer a unique exploratory play experience that supports a young child's enquiring mind. The challenge is to reach a shared understanding of what heuristic play looks like and facilitate it in their setting.

Jools Page, Senior Early Childhood Education Consultant (Birth to Three), Advisory Service Kent (KCC) and honorary lecturer at the University of Sheffield, where she teaches on the MA in Early Childhood Education

For your heuristic play: suggested items

Containers

* tins - round, square, oval, with and without lids

* cardboard boxes

* wooden boxes

* wide-necked plastic bottles of varying sizes

* flower pots

* baskets of varying sizes and styles

* yoghurt pots Objects that roll

* various coloured woollen pom-poms

* ping-pong balls

* tubes (plastic, cardboard, metal )

* cotton reels

* hair rollers

* empty electric cable spools

* empty industrial sewing thread spools Objects which stack

* kitchen roll holders with bracelet and curtain rings

* wooden mug tree

* wooden bricks

* nests of boxes

* sets of coasters Posting and slotting objects

* shoeboxes with slits in lid

* boxes with holes and slits of varying size

* tins with holes and slots in lid

* money boxes and large buttons

* square coasters or CD cases with wooden/rubber CD storage case Objects which carry and contain

* large measuring spoons

* purses/bags and wallets

* baskets and rigid containers

* ice cube trays

* cutlery 'drainers' with holes

* colanders

* saucepans of varying sizes Other objects to collect

* wooden laundry (dolly) pegs

* varying lengths and weights of chain (wonderful sensory experience)

* door knobs - wooden/brass

* rubber/wooden door stops

* jar lids (metal and plastic)

* curtain rings - brass, wooden, metal

* cheap bangles (bracelets)

* assorted ribbon

* collection of large seashells This list is adapted from Goldschmied and Hughes (1992) and Hughes (2006).

Settings and practitioners will find other possibilities

The adult role in heuristic play

The role of the adult is to

* plan the session

* set out the objects

* facilitate

* observe

* be attentive

* be quiet

* be seated

* be attuned to key children's needs (personal care and when children are showing signs that they have had enough)

* ensure a rich and plentiful range of materials to maximise interest and concentration and minimise conflict over specific objects

* maintain a safe, attractive environment that avoids conflict between the children

* replenish worn out and broken items

* note the time and ensure an unhurried end to the session

* involve children in clearing away using gestures and simple respectful language possibly naming the item.

The role of the adult is not to

* direct the play

* use unnecessary praise, such as 'good boy' or 'well done', which distract the child's natural exploration

* engage in conversation with other adults

* allow the session to continue for too long

* tidy up without involving the children

* use meaningless vocabulary such as 'Tidy up time'

* Ignore a distressed child

* Underestimate their role

Adapted from Goldschmied and Hughes, (1992); Goldschmied and Jackson, 2004)

References and further reading

References

* Department for Education and Skills (2002) Birth to Three Matters: A framework to support children in their earliest years London, DfES/Sure Start

* Department for Education and Skills (2007) Early Years Foundation Stage: Setting the standards for learning, development and care for children from birth to five London, DfES/ Sure Start

* Gopnik, A, Meltzoff, A and Kuhl P (1999) How Babies Think London, Weindenfield & Nicholson

* Goldschmied, E (1987) 'Infants at work' (video) London, National Children's Bureau

* Goldschmied, E and Hughes, A (1992) 'Heuristic Play with Objects: Children of 12-20 months exploring everyday objects,' (video) London, National Children's Bureau

* Goldschmied, E and Jackson, S (2004) 2nd Edition People Under Three: Young Children in Day Care, London, Routledge

* Hughes, A (2006) Developing Play for the Under 3s: The treasure basket and heuristic play, London, David Fulton

* Laevers, F (1997) A Process- Orientated Child Follow- up System for Young Children, Leuven, Centre for Experiential Education.

Further reading

* Abbott, L Ackers, J Gillen J and Moylett, H (2000) 'Shaping the Future: working with under-threes', (video) Manchester, Manchester Metropolitan University

* Athey, C (1990) Extending Thought in Young Children - a parent teacher partnership, London, Paul Chapman

* Elfer, P, Goldschmied, E and Selleck, D (2003) Key Persons in the Nursery: Building relationships for quality provision, London, David Fulton.

* Holland, R (1997) What's it all about? - How introducing heuristic play has affected provisoin for the under-threes in one day nursery, in Abbott, L and Moylett, H (1997) (eds)

* Lane, J (2007) Working title - 'Culture, ethnicity, language, faith and equal respect - does "getting it" matter?' in forthcoming Education Review, National Union of Teachers, Winter Edition

* Martin, E (2007) Play without prejudice, Early Years Educator (EYE) Volume, 8 No, 9 pp32-34

* Manning-Morton, J and Thorp, M (2001) Key Times - a Framework for Developing High Quality Provision for Children Under Three Years old, Camden Under Threes Development Group and University of North London

* Nutbrown, C (2005) Key Concepts in Early Childhood Education and Care, London, Sage Publishing

* Nutbrown, C (2006)' Watching and Listening: the Tools of Assessment' in Pugh, G and Duffy, B (2006) (ed) (4th edition) Contemporary issues in the Early Years, London, Sage Publishing

* Nutbrown, C, and Clough, P (2006) Inclusion in the Early Years, London, Sage

* Selleck, D (2006) 'Being Included - being "brown", being me! Beginning at the beginning,' Race Equality Teaching, Volume 24, no2, Spring 2006 pp 33-38