How the staff get involved in play

Psycholudics - Children and adults play to develop their physical and spiritual identity, their cultures and their understanding of their world around them. Psycholudics is a study of the mind and play, describing the play process as it happens and it's process that play is essentially spiritually and ecologically developmental.
Play is all about building up social relationships, but can also be carried out through solitary play. Play is all about developing physical skills, but is also passive, reflective and mental activity. Play is a major part of human development. Play drive is what helps us learn key skills essential for our survival. We can not see play drive, although we see the effects it produces.
Play is all about building up social relationships, but can also be carried out through solitary play. Play is all about developing physical skills, but is also passive, reflective and mental activity. Play is a major part of human development. Play drive is what helps us learn key skills essential for our survival. We can not see play drive, although we see the effects it produces.
The play cycle

Play drive comes from the play cycle, and gives the staff play cues to follow. This is sometimes very subtle. Staff observe the children closely every day and are trained to notice play cues, where children them invite them into their play. This can be very obvious, for example, a child inviting a member of staff into their game, or asking them to play with them, but can also be a subtle as a facial expression or body language. Staff do not get involved in play unless invited by the children, although the do provide plenty of play opportunities where the children can freely choose whether they wish to do that or not. These can be activities that staff set up and sit and participate in, or an activity they set up but can walk away from to observe.
Play cues comes through the thoughts of a child. Play cues are given from children to staff, when the staff would then play return, for example, if a child asks a member of staff to help them draw a picture, the member of staff would then get involved and do what the child requests. This is a play return. The child may then continue to react to this and get the staff member more involved in their activity, or that may be the end of the play cue. We take our cue from the children. This also may result in another child coming along to join in with the activity, if this happens it is called play flow. The member of staff would then take a step back to observe and allow the play flow process to happen.
Play cues comes through the thoughts of a child. Play cues are given from children to staff, when the staff would then play return, for example, if a child asks a member of staff to help them draw a picture, the member of staff would then get involved and do what the child requests. This is a play return. The child may then continue to react to this and get the staff member more involved in their activity, or that may be the end of the play cue. We take our cue from the children. This also may result in another child coming along to join in with the activity, if this happens it is called play flow. The member of staff would then take a step back to observe and allow the play flow process to happen.
Conclusion

The staff have roles within the Little Villagers which includes closely observing the children, and only intervene in play when being requested to by the children. This is because our aim is to allow the full play cycle to take place and for it to always be instigated by the children. The play cylce consists of the full flow of play from the child's first play cue. The staff must then offer a play return, and further the development of play to the point where the child's play can be complete.
We recognise this when we say that play is all about individual choices from the children. Children denied of choice and self directed play will not allow a play cycle to take place. Play is done for it's own sake and not for an external reward.
All children have rights, and this is documented under The United Nations Conventions on the rights of the child, that children have the right to play.
As playworkers, we have a range of intervention styles which we can use in the play environment. These may range from complete non involvement through to specific intervention to enhance the children's play.
If you have any questions or any other information you would like about how the staff get involved in play, then please feel free at any point to speak with any staff member. We are always happy to help.
We recognise this when we say that play is all about individual choices from the children. Children denied of choice and self directed play will not allow a play cycle to take place. Play is done for it's own sake and not for an external reward.
All children have rights, and this is documented under The United Nations Conventions on the rights of the child, that children have the right to play.
As playworkers, we have a range of intervention styles which we can use in the play environment. These may range from complete non involvement through to specific intervention to enhance the children's play.
If you have any questions or any other information you would like about how the staff get involved in play, then please feel free at any point to speak with any staff member. We are always happy to help.