Tag Archives: Play

Play practice in your school

Hello all

What is your current play practice in school? Does you school train playtime supervisors? Would you like to change childrens play experience at school?

This free resource is for anyone who has an interest in children’s wellbeing at school although it has been designed to be particularly relevant to support staff. It explores how outdoor play in schools supports children’s learning and development, identifies a range of ideas for enriching play and shares practical advice from schools that have developed good play practice.

Each of the 11 sections is accompanied by short notes, discussion questions and links to further useful resources. We strongly suggest that you use this resource together with colleagues to encourage discussion and planning about how you take some of these ideas forward in your school.

The support booklet can be downloaded for free here (you do have to sign up, but I only send you an email with useful stuff, and only about once per term). http://www.ltl.org.uk/learning/PlaytimeRevolution

The video’s are currently on Youtube – but are about to be on Education Scotland, or I can dropbox a copy of them all to anyone with an authority that blocks Youtube.

Playtime Revolution – Introduction – The Value of Play (01)

Many of you know that there is a new Scottish strategy on play, and this training series fits in with the aspiration to see play transformed in schools across Scotland.

If any of you use this resource, I would be really interested to hear how you get on.

Thanks all

Matt

Outdoor Learning Officer

Grounds for Learning

mrobinson@ltl.org.uk

The SMILE Classroom – Nurture Group

Nurture Groups were established by the educational psychologist, Marjorie Boxall in London, 1969. The principles were simple – many children arrive in our schools unable to make trusting relationships with adults or to respond appropriately to other children. A lack of early nurturing – of being loved, cherished and attended to – meant they were not ready to learn and to meet the social and intellectual demands of school life. This ‘failure’ was further damaging their fragile self-confidence and self-esteem.

John Bowlby, the author of Attachment Theory, studied children’s behaviour and explored the relationship between babies and their primary caregivers. In order for a baby to develop a secure attachment they must feel confident that both their physical and emotional needs will be met. As children grow up it is this relationship that will encourage resilience, confidence, self-esteem and self-regulation of emotions.

Attachment Theory demonstrates how and why learning can be affected dramatically if attachment has been disrupted or distorted. The types of challenging behaviour teachers are all too-familiar with: panic, anger, fear, self-loathing, attention-seeking, clinging etc can all be understood in the context of a pupil’s early childhood and how their attachments have developed.

I have been working in partnership with an Edinburgh School for nearly a year, supporting a number of older pupils with Social, Emotional and Behavioural Needs; working alongside teachers, parents and outside agencies. Our latest venture has been establishing a Nurture Group – the SMILE Classroom – to meet the needs of an identified group of P1 pupils. This will run alongside a Parenting Group run by Barnardo’s Family Workers.

The Nurture Group Network Training which I attended recently left me truly inspired. It is going to be a winding and challenging road but one which I hope will make a real difference to the children and their families. Personally, it is a welcome return to working in the early years; I worked in the pre-school of a nursery for 5 years during the holidays when I was a High School and at University, but I never taught below a P3 during my 7 years in mainstream school.

And so I found myself in school during my half term setting up the SMILE Classroom alongside my colleagues. It is a classroom with a difference, a ‘safe base’, a kind of half-way point between home and school. There is a living area – sofas, carpets, cushions and story books. A kitchen and dining table – we will eat breakfast together every day and the children will take turns to set the table and make the toast. A work area – the children will have individual learning targets as well as engaging in structured pair/ group work. A role-play area and of course space for a wide variety of play experiences: play dough, construction, drawing, painting, jigsaws…

This evening I revisited the profoundly moving Channel 4 Documentary – The Nurture Room – which follows 3 Glasgow school children and their journeys as they enter Nurture Groups. As a Council, Glasgow was streets ahead in recognising the need for early intervention to make a difference to the lives and aspirations of our most challenging pupils. In a world of ever advancing technology, The Nurture Room reminds us of the value of play and the importance of the dynamic interaction between people to enable children to develop emotionally and cognitively.