There is a strong link between children’s learning through play and the impact in later life.
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Read the guidance extract
Download the complete Pre-Birth to Three guidancePDF file: Pre-Birth to Three guidance (2.3 MB)
Develop your practice
Reflection and action
What do you think is meant by risk and challenge in the context of play? Identify and reflect upon how children experience risk and challenge through play in your setting.
How could you introduce new challenges and enhance children’s understanding and management of risk through play?
Joe is 28 months old and attends an early years setting for four sessions per week. He has made friends with a few children and has formed a good relationship with his key person Susan.
Joe likes to be active and recently he has been spending a great deal of time with construction materials, building towers and stacking objects.
Susan has observed that Joe likes to continue his building and stacking activities across all the different areas within the playroom.
Gradually, Susan has noticed that Joe seems to be doing the same thing every day almost out of habit. There no longer appears to be excitement, challenge or progression in his play.
What should Susan do?
Signpost to research
A recent finding of the Growing Up in Scotland (GUS) study was that children who regularly take part in a wide range of activities and whose parents rate these as very important have higher cognitive ability scores at the age of 34 months than children who experience fewer activities and whose parents attach less importance to them.
Scottish Government (2009) Growing Up in Scotland: Theimpact of children’s early activities on cognitive development, Edinburgh: Scottish Government.
Play Scotland: Promoting Children and Young People’s Right to Play in Scotland, which includes publications and research