ECA Community of Practice – Play-based learning in Early Childhood

According to architect Christopher Day, a building for small children must be magical and full of reverent wonder, like an ancient fairy tale.

The physical environment—often known as the ‘third teacher’—is a key factor underpinning good practice, and the way in which it is organised can shape children’s behaviour as learners. A carefully planned and well-organised environment can offer a range of learning experiences for children and adults alike.

In this on-demand webinar, Dr Luke Touhill talks about creating effective early learning environments that can capture the image of the child and shape the behaviour of both children and adults. He also examines what makes a successful learning environment.

This course will help you: 

• reflect on the thinking that goes behind the environments educators provide
• understand how the environment you provide reflects and supports your image of the child
• discover the ways in which the physical environment shapes the behaviour of children and adults.

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Engineering creativity in loose parts play’ involves open-ended and easily manipulated materials that children can use to construct, deconstruct and transport, both to support them in developing working theories of the physical world and to augment their social and imaginative play.

Since Simon Nicholson first formally described this natural aspect of children’s play in 1971, understandings of loose parts play have widened and diversified. In contemporary research, it is considered to be completely without boundaries and mix easily with other kinds of learning.

This webcast will examine many practical examples of loose parts play using materials that are recovered, upcycled or drawn from nature. These include opportunities for loose parts play in infant and toddler spaces and in symbolic and imaginative play.

Special emphasis will be placed on provisions that are environmentally responsible, encourage co-operation and problem-solving, and are cheap as chips!

Learning Objectives: 

• Consider the notion of loose parts play.
• Examine practical instances of loose parts play.
• Consider loose parts play with young infants through to school-age children.
• View both Australian and international perspectives and practical implementation of loose parts play.

By Karen Winderlich

The term ‘sensory learning’ refers to the way in which babies, toddlers and young children use all their senses to gather information as they play. Sensory play and learning are part of all the living and learning experiences in which children involve themselves. The challenge and joy for early childhood professionals is to recognise the endless potential for supporting children’s sensory engagement, and to create spaces for play and learning that are sensory-rich.

By Helen Little

Children thrive on risky play. They are naturally drawn to activities that challenge them and extend their skills. These days, unfortunately, children don't have much access to outdoor play, and a general aversion to risk is limiting their engagement in experiences that take them out of their comfort zone.
Early learning settings are well placed to provide children with diverse opportunities for engagement in challenging physical play that invites them to take considered risks, and supports their learning and development.