Creative Play and the Foundation Phase

Creativity and play are interlinked as both are concerned with expressing inner ideas, feelings and emotions. Play is a central component of children’s experiences and a key means by which they learn (Nutbrown, 2005, p. 106). Play connects fantasy with children’s reality as play encourages children to think creatively while trying to solve problems that may be real to them in life. Play could be the best method of learning in the early years as it means that the children are learning through fun and enjoyment (Williams, 2005). Play is about exploration, for example exploring various materials such as sand, paint, water. This is why early years classrooms have these materials available for pupils (Beetlestone, 1998, pp. 77-80).

Creativity and play are both key concepts in the Foundation Phase. The Foundation Phase was introduced in 2008 and is a framework for children’s learning for 3 to 7-year-olds in Wales. The curriculum is based on experiential learning and believes that children learn better through first-hand experiences, all areas of learning within the Foundation phase are built around the concept of play. There are seven areas of learning, these are:

•           Personal and social development, well-being and cultural diversity
•          Language, literacy and communication skills
•          Mathematical development
•          Welsh language development
•           Knowledge and understanding of the world
•          Physical development
•          Creative development

All areas of learning in the foundation phase must complement each other in order to achieve a cross-curricular approach. Play activities within the foundation phase acknowledge this approach and therefore each activity will have relevance to a number of skills which the children learn and improve upon throughout their school experience. There are three types of creative play within the foundation phase. First, sensory play, this is learning through their senses. For example, the use of shaving foam, sand or play dough helps the children to form letter and number shapes. Second, imaginative play. In the classroom imaginative play is role play activities such as dress-up or home corner. The third and final type of creative play is exploratory. This is about the child becoming more independent and finding things for themselves. They use various environments and tools, make choices, and ask questions. (Welsh Assembly Government, 2008).

In this idea of play-based learning, the practitioner has a vital role. The teacher should put the child at the heart of the learning and should be involved in the children’s play in order to stimulate learning and interactions through open questioning and shared and sustained thinking. The Foundation phase has many areas of learning within its education programme and play is encompassed in all areas. Also, creative development is its own individual area of learning, with individual skills and various achievement outcomes. With regards to the teaching of creative development in the foundation phase, it can be taught in classroom lessons of art, craft and design, music and creative movement (Welsh Assembly Government, 2008).

Since 2008, play has become a central theme in the early year’s classroom. There is said to be many benefits to child’s play, for example, creative play has proved to support children’s well-being, development and learning. Also, learning through play has been said to encourage a child’s cognitive development (Nutbrown, 2005, pp. 107-108).