Qualification: NCFE CACHE Level 3 Diploma for the Early Years Educator
Unit: Unit 3.4: Contribute to enabling play environments
Learning outcome: Understand the play environment
Assessment criteria: Analyse the impact of philosophical approaches on current frameworks in relation to play environments
In the previous unit, we explored several philosophical approaches that influence play provision (you will find it useful to review that section).
Many of the principles of these philosophical approaches in relation to play environments have impacted current frameworks, such as the EYFS.
For example, Section 3.59 of the EYFS states:
3.59.Providers must provide access to an outdoor play area or, if that is not possible,
EYFS
ensure that outdoor activities are planned and taken on a daily basis
This is influenced by the philosophical approaches of Froebel, the McMillan Sisters and Forest Schools that emphasise the importance of children having access to outdoor areas and fresh air.
Another example relates to the work of Bruce, who believed that all play should be valued, no matter how mundane or trivial it may appear. This is inferred in Section 1.8 of the EYFS, which states that a child’s learning experiences should be limited to the Early Learning Goals (ELG).
1.8 The ELGs should not be used as a curriculum or in any way to limit the wide
EYFS
variety of rich experiences that are crucial to child development, from being read
to frequently to playing with friends.