The phrase “back to basics” is often heard in our field. However, a more motivational approach for teachers would be “toward the basics and beyond!”

“The kinds of traditional play that children have done naturally for generations is still at the foundation of the work that we do with children,” writes Deborah Murphy. “We have the wisdom of the sages through the ages, but we also have the wisdom of the children right here, right now.”

“The very existence of youth is due in part to the necessity for play; the animal does not play because it is young, it has a period of youth because it must play.” – Karl Groos, German biologist 1861-1946

Because children, like baby animals, learn best through play, it is in our best interest to create enabling environments which will ensure that their play naturally fulfils the EYFS learning and development requirements. Here's how role play can incorporate all seven areas of learning and development.

“Anyone who has witnessed young children tinkering away with tools in the woodworking area will know just how magical it can be,” writes Pete Moorhouse. However, despite the magic, many educators are afraid of the perceived risks involved in woodworking and the workbench has all but disappeared from many early years settings. Can this be remedied before we raise a generation of children who have never used a real tool in their life?

From his years of experience, Pete shares insights on the value of working with wood. The deep concentration, empowerment, and pride visible in the face of a child constructing with real tools will win over any sceptics. Read more.

“The Lego was fought for, stringing beads spilled in anger, plastic animals broken by grabbing...as a teacher I was at my wits end with this particular group of children. They simply could not play harmoniously together,” relates Martha, an experienced preschool teacher.

“On a sudden inspiration I emptied all the tote pans and put the contents in storage. Then we went outside and collected natural objects to fill the pans: small rocks, twigs, acorns, pinecones, and bark. Once inside, we began constructing ‘dream houses’ using Plasticine to hold the sticks together. Soon tables, beds, and little pathways appeared. We kept the houses displayed and worked on them again and again. The old grabbing habits were gone – after all who ‘owns’ the things of nature?”

As Martha discovered, the best toys don’t come from a shop. Nature offers a wide assortment of loose parts that are captivatingly simple and empowering. Plus, they’re easy on the budget!

Although teachers have always known the great play value in natural materials, current research now validates the tremendous learning potential they offer as well. Read the article.

“When you look closely, the everyday living world is intriguing and magical, and full of awe and wonder: think of the excitement when a child finds their first ladybird; how many times as a child did you count the dots on the ladybirds back? Young children feel this need for exploration, discovery and creative learning strongly and we will have done our job if we can help them to retain this throughout their lives, ” writes Michelle Wisbey.

Looking for ways to expand the range of mathematical activities in your outdoor environment? Michelle outlines the importance of these activities and provides some suggestions. Read the article.