Day 8: Play Pedagogies

Welcome to Day 8 of our childcare portfolio, where we delve into the fascinating world of play pedagogies. Play was at the heart of learning today. I facilitated open-ended play experiences using loose parts, which encouraged children to problem-solve, imagine, and collaborate. I observed how educators scaffold learning through intentional questioning. The role of the environment as the “third teacher” became clear to me as I saw how space influenced engagement and curiosity. 

Types of Play-Based Learning That I Implement

During my placement, I supported and facilitated various types of play-based learning that aligned with the Early Years Learning Framework (EYLF) and children’s developmental needs. These play experiences encouraged exploration, creativity, social interaction, and critical thinking.

1. Sensory Play

I set up water play and playdough stations, encouraging children to explore textures, temperatures, and movements. This helped develop fine motor skills and supported children’s self-regulation and curiosity.

2. Dramatic and Role Play

I participated in children’s pretend play, such as setting up a “home corner” or “doctor’s clinic.” This allowed children to express emotions, practice real-life scenarios, and develop language and social skills.

3. Constructive Play

Using blocks, magnetic tiles, and recycled materials, I encouraged children to build structures and solve problems. This type of play supported spatial awareness, coordination, and collaborative learning.

4. Creative and Artistic Play

I provided open-ended art experiences with paints, crayons, collage materials, and clay. These activities allowed children to express their ideas freely, supporting their imagination and emotional expression.

A Story of Impact

During my placement, one moment that truly stood out was when I supported a quiet preschool-aged child who had recently started at the centre. The child was hesitant to join group activities and often played alone during free play. I noticed they showed a strong interest in animals, especially when looking at picture books.

To build a connection, I began sitting with them during reading time and asked questions about the animals in the story. Over a few days, they became more comfortable engaging with me. I used this interest to plan a small group animal-themed play session, including plastic animal figurines, sensory bins, and matching picture cards.

To my delight, the child joined the group, began naming animals aloud, and even invited another child to play alongside them. It was a small but powerful moment where I saw the child begin to build confidence and social connections through play.

This experience showed me the power of intentional observation and planning based on children's interests. It also helped me realize how small, meaningful interactions can support a child's emotional well-being, belonging, and sense of agency — all key parts of the EYLF and NQS.

Activity

🚗 Sensory Water Play Car Wash Station (Personal Reflection)

Today, I planned and facilitated a sensory water play activity where I created a car wash station. I set up three large tubs: one with muddy/dirty water, one with soapy water, and one with clean water. I provided toy cars, brushes, and cloths and invited the children to wash the cars at the three stations.

What I Did:

I introduced the activity by asking the children how we clean cars and talking about the steps involved. I encouraged them to start with the dirty water to “rinse” the cars, move on to the soapy water to scrub them, and finally use the clean water for the final rinse. I supported the children’s participation by narrating the process and asking questions like, “Is your car clean yet?” or “What does the soap do?”

What I Observed:

I noticed the children were highly engaged and demonstrated teamwork, communication, and problem-solving as they figured out how to clean the cars effectively. They used fine motor skills to hold brushes and squeeze sponges, and they talked about textures, colours, and cleanliness. Some children experimented with the order of washing or played collaboratively, sharing tools and space.

What I Learned:

This activity helped me understand how sensory play supports multiple areas of development, including well-being, learning through play, and self-regulation. It also reinforced Outcome 3 from the EYLF: Children have a strong sense of well-being, as the play encouraged physical coordination, calm focus, and enjoyment.

I also reflected on Standard 1 of the Australian Professional Standards for Teachers I considered how children engage with sensory experiences and adjusted the activity based on their interests and developmental needs.

Next Steps:

I plan to extend this play by adding more elements, such as bubbles, ramps for cars, or roles (e.g. mechanic, cleaner) to encourage dramatic play. I also aim to include similar sensory-rich experiences that foster self-regulation and motor skills.

 

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