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Playtime Activities Are Self-regulated: Playtimes offer tremendous potential for physical activity. Most children enjoy moving and playing during these periods, and aside from the many benefits in terms of the development of interpersonal skills, playtime activities are self-regulated and voluntary, making them accessible to all children. Primary schools can draw upon a range of ideas for making playgrounds more activity friendly, including exciting markings, suitable equipment, a ready supply of balls, skipping ropes and the like, as well as areas where children can escape from the usual football frenzy, to follow their own activity interests in peace and safety.
On the other hand children's observations can be more sophisticated. On another occasion, following the observation of a pineapple, one child looked intently at the pattern of shapes on the skin. He said, They fit together like the Clixi we play with when it rains. I could make one of those fruits using it, couldn't I?' Next wet playtime he was found playing with Clixi. When asked, he said 'I am makin' one of them fruits we looked at. Do you like it?' Through close inspection and observation he had made an association between the pattern on the pineapple and its tessellation and the way that Clixi fits together and tessellates. The fruit activity had made an impact upon him and led to his further exploration through free play activities.
Whereas large-sized toys can be put safely out of the way on shelves or stood in a corner when playtime is over, there is always a need to confine small toys and games somewhere safe, especially if there are component pieces that could easily become lost if left lying about on the floor. For a lightweight toy box, use 'Am (1 2mm) plywood. However, if a large, robust box is needed, then it is best to use Kin (1 8mm) blockboard instead. |
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