Play-Based Learning Planning & Delivery
5 weeks · 0 milestones
Plan and deliver a real play-based learning activity for a small group of young children (3–8 children) based on their observed interests and developmental stage. Proof requires: (a) a written activity plan including: the observations that informed it, specific learning intentions for the group, resource list, adult role description, and anticipated play scenarios, (b) a brief post-activity reflection (minimum 300 words) on what happened versus what was planned, one specific moment of child-led learning that emerged, and what would be done differently next time, and (c) setting supervisor or lead practitioner written feedback on the activity and the student's facilitation. This proof documents the STUDENT PRACTITIONER'S planning and facilitation skills. Requires current DBS/background check clearance. No child identifying information in submission.
Milestone map
Milestone map
3 milestones
Research the evidence base for play-based learning in early childhood (focusing on Development Matters and the EYFS Statutory Framework), then design one planned play-based activity for a specific age group in your placement setting. The design must include: the target EYFS area of learning and specific Development Matters statement; the type of play (e.g. exploratory, role play, construction, small-world); the adult's role (e.g. co-player, observer, narrator); the environment setup and materials; and how you will observe and record children's learning during the session. Your setting manager or lead practitioner must review and approve the plan before delivery.
Proof required
Submit your activity plan (300–400 words) using these headings: EYFS area and development statement; play type and rationale; adult role description; environment and materials list; observation and recording method. Include a note confirming setting manager or lead practitioner approval with their role stated.
What gets checked
- EYFS area of learning and the specific Development Matters statement are named — not a general claim that the activity 'supports development'
- Adult role is described in terms of what you will do and not do — explicitly states whether you are observer, co-player, or extender, and how you will avoid over-directing the play
- Observation and recording method is specified — names the format (e.g. sticky-note running record, photo with annotation, learning journey entry) and what you are looking for