Play environment refers to both the social and physical environment that the child experiences during indoor and outdoor play to enhance learning. Grade R teachers play a crucial role in planning activities that develop learners. Wood & Attfield (2005, Almon, 2003) mention that most learning occurs when learners interact, play and cooperate with the environment, materials (toys) and with others (peers and adults). The proper planning of the environment is essential for successful teaching and learning in Grade R (Davin, 2013). The environment has an influence throughout learners’ development (Bradley, Isaacs, Livingstone, Nasser,True & Dillane 2011).
Furthermore, Bradley et al assumed that the environment should be prepared to promote the development of individual learners in the classroom. Observation of learners needs should be the priority in preparing learners environment. Materials, equipment and activities are prepared against the child’s prior knowledge and experiences in order to enhance learning.
Learners in Grade R require a well-planned space for effective play. According to Meier &
Marais (2012, p. 215), “creativity is best nurtured in an environment that has a great deal of structure and freedom.” Therefore planning the environment to assist learners to achieve outcomes is imperative in providing quality play experience. An anti-bias classroom environment provides a more inclusive approach, therefore Grade R teachers should provide a play environment that is inviting and provides an opportunity for diverse learners to play.
A well-organised classroom environment promotes principles such as a positive self-concept, respect for similarities and differences, and communication skills (Soma, 2011). Davin (2013) states the Grade R classroom should be organised into areas. A Grade R teacher should be
25 creative when setting up outdoor play by considering the skills that need to be developed in the learners and provide a range of activities. Physical activities include balancing, sliding, climbing, sand and water play and swinging are important in the development of a Grade R learner.
Teachers facilitate play in Grade R by primarily ensuring that the environment is conducive for learners to play. Sanberg et al. (2012) argue that play is a key developmental task for all pre- school learners. Therefore, the pre-school environment must be made friendly for learners to play. Teachers create the environment for play and learning by making sure that there are no dangerous objects and harmful materials in Learners’ play spaces This means spaces must be free from sharp objects such as nails, razor blades and knives (Wu & Rao, 2011; Wolk, 2011).
Sanberg et al. (2012) claim that in a didactic perspective the teacher is of great importance in learners’ play and the development of the same as the teacher helps the child to ‘set the scene’
(environment), that is, to create material and physical frames for different games. Learners do need freedom outside but they do not need a free for all. Thus, there is an apparent need for the indoor or outdoor activities to be planned and environment to be set. Bilton (2004) postulates teachers should plan the play activity against what they want learners to learn or objectives to be achieved. Teacher should set up for outdoor activities. They can play with children but must be wary of taking over the play. There can be rich play when teachers and children play together (Bruce, 2011). Sanberg et al. (2012) assert that teachers should plan and set the environment.
The physical play environment also concerns the design of rooms and that there is an awareness of the use and placement of furniture. This helps learners with their safety because the place will be inviting. Govender (2011) avers that the most basic requirement to promote active learning is a safe, welcoming, stimulating and nurturing environment that focuses on learning for all learners. If the environment is not friendly, there will be no proper learning.
According to Montessori (1936) the environment should be organised to promote the development of individuals as active learners. The teacher prepares the environment following observation of the child’s needs. Materials, equipment and activities are set against the child’s prior experiences and knowledge in order to extend and develop learning,
26 In Grade R the teaching approach that is followed is informal. Using play in Grade R provides the opportunity for fun. It is therefore imperative for Grade R teachers to carefully plan their learning environment by following a daily programme for the Grade R class. The daily programme provides guidelines on how much time should be spent on different activities during the day. The periods in the daily programme are divided into three main group activities:
structured activities which are guided by the teacher, and focus on the concepts, content and skills from the three learning programmes and the routine activities and free play activities which are indoors and outdoors.
Davin & Staden (2005) contend that there is no specific way of planning for the different areas in the reception year classroom. The number of areas is controlled by the size of the classroom and the number of learners in the group. Both indoor and outdoor space must offer opportunities for learners to explore a world of knowledge, skills and attitudes through learning content and learning activities (Meier & Marais, 2012). Various activities in the classroom should take place concurrently. This gives learners a chance to make choices on the activity they want to do. The same principle applies to the outdoor activities (Davin, 2013).
2.6.1 Indoor play environment
Indoor play environment consists of many different areas/ corners such as fantasy area, quite area, construction area and creative area. Each area support play. The arrangement of the indoor environment should allow opportunities for whole class work, group work and individual work (Excell & Linington, 2015). The whole class activity usually takes place on a carpet. Close to the carpet is a space for theme table that is used for displaying theme resources. “The classroom should have low shelves to store learners play equipment. Suitable play pictures and posters should be placed above the shelves” (Excell & Linington 2015, p.110). Learners requires a well- planned space that encourage learning through play, however Davin, (2013) articulates that if the classroom is too small to accommodate all play areas, teachers should change the areas weekly or bi-weekly so as to give learners a chance to learn from all different activities. Learners should be given an opportunity to help with setting out and tidying of play areas. Grade R teachers should help learners to have fun and to enjoy learning. Learning should accommodate all
27 learners and allow learners to play in block area, fantasy area, creative area, book area and in other areas in the classroom (Excell & Linington, 2015).
Block area develops physical, cognitive, moral/spiritual, social, language and creative development. It promotes learning in three subjects in the Foundation Phase. This area includes activities such as small building blocks, beads and thread and puzzles. Fantasy play area encourages learners to take part in make- believe or fantasy play. All children in Grade R should be encouraged to take part in fantasy play. Fantasy area can be used as an extension of the theme for example the theme about “My family” could use equipment like mirrors, clothes, washing bowl, pots etc. to enhance learning (Davin, 2013). Book area stimulates emergent literacy in Grade R. All Grade R classrooms should have appropriate books to display. “Indoor play environment depends on the available resources, the shape and size of the classroom” (Excell &
Linington, 2015, p.111).
2.6.2 Outdoor play environment
All types of play can be done either indoor or outdoor. According to Bilton (2004) there are two reasons for having outdoor play: i.) Outside is a natural environment for children and there is a freedom associated with the space that cannot be replicated inside. Children can fully engage into play without any restriction of space as compared to playing games inside (Merwe, 1988), and ii.) Outdoors is a perfect place to learn through movement, one of the four vehicles through which children can learn, the others being play, talk and sensory experience. For learning through movement to truly work, there is need for enough space to move. In crowded spaces, play will be dangerous and learning will be limited (Bilton, 2004).
“The outdoor equipment refers to large permanent pieces of equipment outside the classroom”
(Mnene, 2011, p.37). The outdoor play environment should be used as an expansion of indoor play activities and it should be carefully planned to encourage the learners’ holistic development, especially physical development (Excell & Linington, 2015). The outdoor equipment should be in a safe and open space. “A well- designed adventure area can facilitate play outdoor equipment includes slides, swings, jungle gyms, tyres, concrete pipes, logs, hoops, ropes, beanbags, bottles, balls and so on” (Mnene, 2011, p 37).
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