Level 3 Professional Discussion Assessment Sheet

Unit – 3.2 Plan, lead and review play opportunities which support
children’s learning and development
Record of Assessment
Learner: Chioma Genevive Assessor: Date:
Olarinde
PIN: Setting: Time:
Plan what you will show (mention here any of the documents or work products which serves as an evidence for example
policies, feedback, complaints, plans, risk assessments, daily checklists, photographs and organise these in your portfolio
accordingly)
 Child’s physical growth plan
 School’s physical education curriculum
 Application of theoretical perspectives and philosophical approaches to play
 Communication with parents/carers where play is encouraged
Learning Outcome 2: Be able to apply theoretical perspectives and philosophical approaches in planning play opportunities
Assessment Criteria Comments (you can write in paragraph or mention in bullet points) Date Met
2.1 Create a plan using Points to be considered while planning activities –
theoretical perspectives - Prepare three activity plans for three age groups mentioned here
and philosophical - You must link your plan to the different theoretical or
approaches to play which
philosophical approaches
support the developmental
stage, needs and interests
of children aged:
0-1 year 11 months
2-2 years 11 months
3-5 years.

Learning Outcome 3: Be able to lead and support play opportunities

3.1 Create a plan which Points to be considered while planning activities which includes a balance
includes a balance of child of child initiated and adult led play opportunities –
initiated and adult led play - Activities should be balanced with child initiated and adult led
opportunities for:
- child initiated – creatively planned keeping stages of the
Physical play
development and safety in mind.
Creative play
Imaginative play - Adult led play should offer support and direction
Sensory play - Plan four activities one each for the types of play, physical play,
creative play, imaginative play and sensory play

3.2 Lead a planned play Direct Observation

opportunity in own setting.

3.3 Support children’s Points to consider while supporting children’s participation in a planned
participation in a planned play opportunity –
play opportunity. - Mention about role of adults during adult led play
- Mention about the role of adult during adult led play
- Examples of activities which are a balance of adult led and child
initiated play
Possible evidence
Give relevant examples of how you support both kinds of play
3.4 Demonstrate how play Points to consider when demonstrating how play opportunities provide a
opportunities provide a

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balance between child- balance between child initiated and adult led play –
initiated and adult led play. - Focus on providing a balance of both adult led and child initiated
play
- Focus on how the needs may vary according to the age groups of
the children
Possible evidence
- Give personal examples of how you support child initiated play
and adult led play
3.5 Encourage Points to consider when explaining how reflective practice leads to
parents/carers to take an improved ways of working
active role in children’s - Focus on the importance of the participation of parents and carers
play.
- Mention at least four ways in which parents/carers can be
involved
- Show sensitivity towards parents and providing support wherever
necessary
Possible evidence
- Create a leaflet for parents, hand it out to parents and talk to
them to see if it was helpful for them, and attach evidence
- •Create a newsletter for parents and send it to them in form of an
email, and then attach evidence
- •Conduct a workshop for parents on how to take an active role in
their children’s play, and attach evidence
- The above are examples, you can think of your own examples.
4.1. Evaluate how a Write an introduction based on the importance of evaluating planned
planned play play opportunities
Mention five or more points of how you can evaluate the play opportunity
opportunity meets Give a conclusion on how you keep children engaged and meet the needs
the play, learning of children – age appropriate activities, using the children's interests etc
and developmental
needs of children.
4.2. Reflect on how Write how a planned play opportunity supports the EYFS framework and
a planned play areas of development. Link a planned play opportunity to at least three
opportunity relates areas of the EYFS framework,
Consider:
to current Did the activity support, physical development, communication and
frameworks. language, knowledge and understanding of the word, etc

4.3. Analyse own Reflect on your on role as Early Years Practitioner and write
role in relation to • How were the play opportunities planned and prepared?
planned play • Were children encouraged to participate?
• Did the activity develop children's vocabulary/communication
opportunities. and language?
• How where children supported?
• Was their learning extended?
• What can you do better next time to improve their learning?

4.4. Make Write two paragraphs making recommendations for the next step/stage of
recommendations development in relation to planning
for the next stage of • Consider what children would like to do next, or what will they
benefit from, for example: perhaps a hand and eye coordination
children’s learning activity (what area to they need to focus on to excel?)
and development in • Think about the children's interests & age and stage of
relation to planned
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 play opportunities. development

Assessor’s Comments:
Chioma, these are the skill-based criteria, so the responses should display the application of the concepts that you
are learning. You need to illustrate your response with examples from your practice.

Action Plan:
Criteria Action Required & Type of Evidence needed Target Completion
No Date Date

Learner Signature: Assessor Signature: Date completed:

Anshumala Roy

CHIOMA GENEVIVE OLARINDE_UNIT 3.2

APPENDIX 1

2.1 Create a plan using theoretical perspectives and philosophical approaches to play which support
the developmental stage, needs, and interests of children aged:

0-1 year 11 months

2-2 years 11 month
3-5 years.

AGE ACTIVITY(PLAY PERSPECTIVES

OPPORTUNITY)
0-1 year 11 months Provides opportunities for Jean Piaget
children to discover on their own
(gross motor skills)
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 For example; treasure box
(cubes, shapes, etc.), shakers,
pop-up
toys, baby gym, nature walks,
stacking objects, etc.
2-2 years Does Provide children with the Jean Piaget
11months opportunity to develop their
cognitive skills
For example; doing puzzles,
craft, and drawings, sorting, and
playing outside.
3 to 5 years Does Provide opportunities for Vygotsky
children to express and manage
their emotions
For example; playing with sand,
painting, making music, reading

The activities plan is linked to;

Jean Piaget – because it allows children to build relationships, know who they are and help them to
fit in the world.
Lee Vygotsky - because it gives children the chance to express their feelings and practice managing
them.

APPENDIX 2

3.1 Create a plan which includes a balance of child-initiated and adult-led play opportunities for:

Physical play
Creative play
Imaginative play
Sensory play

Kindergarten Free Flow Weekly Activity Planner

AGE OUTCOME TYPES OF PLAY CHILD - ADULT – LED

INITIATED PLAY
PLAY
3-5 In order to build Physical play They Imitate Follow the leader
years strength,endurance animals Using The adult stands in
, and flexibility. their hands and front of the
knees, they move, children and asks
stretch, and play then to watch and
like an animal. copy what they see
her do.
For example; They For example;

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 can hop like a frog Touch your
or waddle like a nose, hop on both
penguin or jump in feet,stomp in a
the air. circle, etc.
To help develop Creative play Drawing, painting Cut and paste
children’s ideas and coloring For example;
and creativity For example; Using tools
Painting a such as scissors,
A carton and glue,
decorating it with paper, and stapler,
different craft to cut
materials and paste.
To get used to the Sensory play Water play Constructing a
absorbed ripples of For example; boat so Emma can
water pouring, use it to cross the
scooping, sea.
splashing,
bubbles.

To Enjoy the Imaginative play Building stories Playing with

responsibilities of around toys children and
carrying out a For example; Farm showing them
small task animals needing how to use
rescue from an equipment in the
armchair “cliff: role play area.
For example; Mini
café.

APPENDIX 3

3.3 Support children’s participation in a planned play opportunity.

To support children's participation in a planned play opportunity, consider the following steps:

As early years practitioner we prepare the Play Environment:

Set up a safe and inviting play area with age-appropriate toys, materials, and equipment.
Ensure the space is organized and free from any potential hazards.
Arrange the materials in an accessible and appealing manner, encouraging children to explore and engage
with them.

Introduce the Play Opportunity:

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Gather the children and explain the purpose and rules of the play activity.
Use clear and simple language to communicate the goals and expectations.
Provide a brief demonstration or model the activity to help children understand how to participate.
Create a Positive and Supportive Atmosphere:

Foster a warm and inclusive atmosphere that encourages children's active involvement.
Offer praise, encouragement, and positive reinforcement throughout the play experience.
Foster a sense of belonging by valuing each child's contributions and ideas.
Observe and Assess Individual Needs:

Pay attention to each child's interests, abilities, and preferences.

Observe their level of engagement and provide support or adaptations as needed.
Offer additional guidance or modifications to ensure that all children can actively participate and
experience success.
Encourage Collaboration and Communication:

Promote opportunities for children to interact and collaborate with their peers.
Encourage sharing, turn-taking, and problem-solving during the play activity.
Support communication by actively listening to children, asking open-ended questions, and facilitating
conversations.

Adapt and Extend the Play Experience

Monitor children's engagement and adapt the activity as necessary to maintain their interest.
Provide extensions or variations to the play opportunity to cater to different skill levels and interests.
Incorporate open-ended materials or prompts that encourage creativity and imaginative play.
Reflect and Provide Feedback:

After the play opportunity, engage in reflective discussions with the children.
Ask open-ended questions about their experiences, what they enjoyed, and what they learned.
Provide constructive feedback, highlighting their efforts, accomplishments, and areas for further growth.
Remember that play should be child-centered and allow for autonomy, exploration, and creativity. As a
facilitator, your role is to support and scaffold children's play experiences while allowing them to take the
lead and make choices. By providing a positive and supportive environment, individualizing support,
encouraging collaboration, and extending play opportunities, you can enhance children's participation and
create meaningful and enjoyable play experiences for them.

APPENDIX 4

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3.4 Demonstrate how play opportunities provide a balance between child-initiated and adult-led play.

Play opportunities are crucial for children of different abilities and backgrounds to come together and
engage in play. These opportunities offer several benefits, including the development of social skills,
imagination, independence, creativity, resilience, problem-solving abilities, and adaptability to new
situations.
Child-initiated play is a process where children take control of their play experiences. They have the
freedom to consolidate their learning, explore their ideas, experiment, take risks, solve problems, and make
decisions without adult guidance. Child-initiated play allows children to practice and apply the skills they
have learned in various contexts, fostering ownership of their learning.
Adults play a significant role in facilitating play opportunities. They provide the necessary time and space,
appropriate resources, and timely support and encouragement. Adults observe children's play and join in
when invited, prioritizing watching and listening before intervening. They value play and create a safe yet
challenging environment that supports and extends learning and development.
Adult-led play involves adults taking charge of the play activities. They teach and introduce children to
new ideas, provide opportunities for skill development, and ensure that children experience a wide range of
learning areas to deepen their understanding of the world. Adult-led play provides a balance to child-
initiated play and offers structured learning experiences.
Play opportunities should strike a balance between child-initiated and adult-led play. When the play
environment is conducive to learning, children feel safe to share their thoughts, ideas, and feelings, and are
encouraged to try new things without fear of making mistakes. This allows children to gain a deeper
understanding of themselves and the world around them.
For example, in an adult-led play scenario, an adult may play a board game with a child. Through this play,
the child might begin to recognize numbers on the dice and start counting, developing their numeracy
skills.
In a child-initiated play scenario, a child may pretend to be a barrister, filling a cup with water and serving
it as tea. Adults can join in the play but must follow the child's instructions. This type of play allows
children to exercise their imagination, creativity, and communication skills.
By providing a balance of child-initiated and adult-led play opportunities, children can experience the
benefits of both approaches, fostering holistic development and a love for learning.

Appendix 5

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3.5. Encourage parents/carers to take an active role in children’s play.

Encouraging parents/carers to take an active role in children’s play is very crucial to the development and
life of their child.
Parent/carers involvement in helping and supporting their children during play will enable them to be very
active in their play. If the parents/carers have certain skills they are willing to share with the children like
organizing games, playing instruments, dancing, crafting, and sports, it will help the children improve in
their vocabulary, school performance, and self-esteem.
When parents/carers observe their children in play or join them in play using free activities, homemade
toys, card games that emphasize counting and probability skills, they will be able to know their child better.
For example, they will be able to know the type of play their child likes best, what makes the child
happy,and it will help bring the family closer together.

APPENDIX 6

4.1. Evaluate how a planned play opportunity meets the play, learning, and developmental needs of
children.

To evaluate how a planned play opportunity meets the play, learning, and developmental needs of children,
you can consider the following factors:
1. Playfulness and Engagement:
 Assess if the play opportunity is designed to be enjoyable, intrinsically motivating, and
captures children's interest.
 Determine if the activity encourages active participation and invites children to explore,
experiment, and use their imagination.
 Observe the level of engagement and enthusiasm exhibited by the children during the play
opportunity.
2. Learning and Skill Development:
 Identify the learning outcomes or developmental goals associated with the planned play
opportunity.
 Evaluate if the activity promotes the development of cognitive, social, emotional, and
physical skills relevant to the children's age and abilities.
 Determine if the play opportunity provides opportunities for problem-solving, critical
thinking, creativity, and communication.
3. Individualization and Differentiation:
 Consider if the play opportunity takes into account the individual needs, interests, and
developmental levels of the children.
 Evaluate if the activity offers flexibility and adaptability to accommodate diverse learning
styles, abilities, and backgrounds.
 Assess if there are opportunities for children to make choices, express their preferences, and
personalize their play experience.
4. Social Interaction and Collaboration:
 Determine if the play opportunity fosters opportunities for children to interact,
communicate, and collaborate with their peers.

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  Evaluate if the activity promotes sharing, turn-taking, cooperation, and empathy.
 Assess if the play opportunity supports the development of social skills, such as negotiation,
conflict resolution, and perspective-taking.
5. Developmentally Appropriate Materials and Environment:
 Evaluate if the materials and resources provided are suitable for the children's age, interests,
and developmental stage.
 Assess if the play environment is safe, stimulating, and offers a balance between challenge
and support.
 Consider if the materials promote sensory exploration, fine and gross motor skills, and
opportunities for open-ended play.
6. Reflection and Feedback:
 Engage in conversations with the children to gather their perspectives and feedback on the
play opportunity.
 Reflect on the observed outcomes and progress made by the children during and after the
play experience.
 Consider feedback from other professionals, such as educators or caregivers, who have
observed the play opportunity.
By evaluating these aspects, you can determine if the planned play opportunity effectively meets the play,
learning, and developmental needs of children. This assessment process helps ensure that the activity
supports their holistic development, fosters a love for learning, and provides meaningful and engaging play
experiences.

APPENDIX 7

4.2. Reflect on how a planned play opportunity relates to current frameworks

Play is freely chosen by the child and is under the control of both the child and adult. The child decides
how to play, how long to sustain the play, what the play is about, and who to play with.
A planned play opportunity supports and strengthens children’s learning and development. The early years
foundation stage (EYFS) is a play-based framework that ensures children from birth to five years old are
developing and learning to their full potential. While early years’ practitioners plan and provide a range of
play activities, which will help children to make progress in each of the seven areas of learning and
development.

The following are ways which link a planned play opportunity to at least three areas of the EYFS
framework.

Types of play Link on how a planned play opportunity relates to

EYFS.
Freely chosen play ( Personal, social, and emotional
Unstructured play, child- development( managing feelings and behaviour;
initiated play) self-awareness and confidence)
Free play allows children to decide and control
their play following their instincts, imagination,
and interest, which will improve their health,

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 wellbeing, and development.
Physical development such as (skipping, running,
riding a bicycle, moving and handling)
Through free play, children learn to tools that will
help them in their movement, handling,
coordination, stamina, balance, agility,
and body fitness.Communication and language (all
aspect)
They develop by listening, paying attention,
sharing play experiences.
Understanding the world ( the world)
Children can tell differences between different
materialsExpressive art and design (exploring and
using media andmaterials)
Through free play children can make music, paint,
draw, try out different medias and materials.

APPENDIX 8

4.3. Analyse own role in relation to planned play opportunities

As an individual involved in facilitating planned play opportunities, my role is crucial in creating a positive
and supportive environment for children's play, learning, and development. Here are key aspects to analyze
regarding your role:
1. Planning and Preparation:
 Assess your ability to plan and prepare play opportunities that align with children's needs,
interests, and developmental stages.
 Consider how well you gather and select appropriate materials, resources, and activities to
support children's engagement and learning.
 Reflect on your capacity to adapt and modify plans based on individual differences, ensuring
inclusivity and accommodating diverse needs.
2. Facilitation and Guidance:
 Analyze how effectively you engage with children during play opportunities, promoting
active participation, and encouraging exploration and experimentation.
 Evaluate your ability to provide appropriate guidance, support, and encouragement to foster
children's problem-solving skills and decision-making.
 Reflect on how well you facilitate social interactions, collaboration, and communication
among children, promoting positive relationships and conflict resolution.
3. Observation and Assessment:
 Assess your skills in observing and assessing children's play behaviors, interests, and
developmental progress during planned play opportunities.
 Analyze your ability to use observational data to inform your practice, identify individual
strengths and areas for improvement, and tailor interventions accordingly.
 Consider how well you document and track children's learning and development, utilizing
this information to inform future planning and provide feedback to parents or caregivers.

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 4. Reflective Practice:
 Evaluate your commitment to reflective practice, taking time to critically analyze your own
role, actions, and interactions during planned play opportunities.
 Consider how you actively seek feedback from children, parents, colleagues, or supervisors
to improve your practice and enhance the play experiences you facilitate.
 Reflect on your ability to recognize and address any biases, assumptions, or limitations that
may influence your role in supporting children's play.
5. Professional Development:
 Analyze your commitment to ongoing professional development, staying informed about
current research, theories, and best practices related to play, learning, and child
development.
 Consider how you actively seek opportunities for training, workshops, or collaboration with
colleagues to enhance your knowledge and skills.
 Reflect on how you apply new knowledge and strategies in your role to continuously
improve the quality of planned play opportunities.
By analyzing your role in relation to planned play opportunities, you can identify areas of strength and
areas for growth. This self-analysis helps you enhance your effectiveness as a facilitator, create meaningful
play experiences, and contribute positively to children's play, learning, and development.
To improve children’s learning and support them during play, as early years’ practitioners, we should
ensure that facilitation, engagement, and appropriate individualization for each child’s developmental level
is included. Because play is one of the valuable tools for children’s learning.

APPENDIX 9

4.4. Make recommendations for the next stage of children’s learning and development in relation to
planned play opportunities.

learning and development in relation to planned play opportunities, it is essential to consider their current
abilities, interests, and developmental needs. Here are some recommendations:
1. Provide Open-Ended and Challenging Play Experiences:
 Offer play opportunities that allow for open-ended exploration, creativity, and problem-
solving.
 Include activities that present challenges and encourage children to think critically and find
innovative solutions.
 Introduce materials and resources that can be used in various ways, promoting imagination
and divergent thinking.
2. Foster Collaboration and Social Skills:
 Incorporate play opportunities that promote collaboration and cooperation among children.
 Design activities that require teamwork, sharing, turn-taking, and negotiation.
 Provide opportunities for children to practice empathy, communication, and conflict
resolution skills during play.
3. Integrate STEM (Science, Technology, Engineering, and Mathematics):
 Include play experiences that introduce basic STEM concepts and skills.

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  Offer opportunities for children to engage in hands-on experiments, construction, and
problem-solving activities.
 Provide materials and resources that encourage exploration of cause-and-effect relationships
and promote scientific inquiry.
4. Encourage Language and Literacy Development:
 Integrate play opportunities that promote language development, vocabulary expansion, and
literacy skills.
 Provide storytelling props, puppets, and books for imaginative play and language-rich
interactions.
 Encourage children to engage in pretend play that involves dialogue, role-playing, and
storytelling.
5. Promote Physical Activity and Gross Motor Skills:
 Create play opportunities that encourage physical movement and the development of gross
motor skills.
 Offer outdoor play experiences that promote running, jumping, climbing, balancing, and
coordination.
 Provide access to age-appropriate equipment and play spaces that allow for active play and
exploration.
6. Incorporate Cultural Diversity and Inclusion:
 Ensure that planned play opportunities reflect and celebrate the diverse backgrounds and
cultures of the children.
 Include materials, stories, and activities that represent different cultures, languages, and
traditions.
 Foster an inclusive environment where all children feel valued, respected, and represented in
play experiences.
7. Continuously Assess and Individualize:
 Regularly assess and monitor children's progress and interests during play opportunities.
 Use observations and assessments to tailor future play experiences to individual needs and
preferences.
 Provide targeted support and extension activities based on each child's developmental stage
and learning goals.
8. Foster a Love for Lifelong Learning:
 Promote a positive attitude towards learning and a sense of curiosity and wonder.
 Offer play opportunities that connect to children's interests and allow them to pursue their
passions.
 Encourage independent exploration, self-directed learning, and the development of a growth
mindset.

By implementing these recommendations, we can support the next stage of children's learning and
development through planned play opportunities. Remember to adapt and modify the experiences based on
individual differences and continuously assess and respond to the evolving needs and interests of the
children.

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