Child Development Curriculum and Frameworks

The Australian Children’s Education and Care Quality Authority (ACECQA) is an independent national authority that works to develop a national approach with governments and state based regulatory bodies in administering the National Quality Framework (NQF) for children’s education and care, including monitoring and promoting the consistent application of the National Law and Regulations across all states and territories, and supporting the sector to improve quality outcomes for children.

A part of the NQF is the approved learning frameworks, which we discuss within this topic, this is what curriculums and programs are based upon in Australia. The national learning framework connects to the National Quality Standards (NQS), the assessment and quality rating process, and, of course, the legislation seen in both the Act and Regulations for the early learning sector.

• National Quality Standard
  • QA1 - Educational Program and Practice
  • QA2 - Children's Health and Safety
  • QA3 - Physical Environment
  • QA4 - Staffing Arrangements
  • QA5 - Relationships with Children
  • QA6 - Collaborative Partnerships with Families and Communities
  • QA7 - Governance and Leadership
• Approved Learning Frameworks
  • Belonging, Being and Becoming: The Early Years Learning Framework for Australia (EYLF) (for children 0-5)
  • My Time, Our Place: Framework for School Age Care in Australia (for school age children)
• Assessment and Rating Process by the Regulatory Authority
  • Excellent (awarded by ACEQA)
  • Exceeding National Quality Standard
  • Meeting National Quality Standard
  • Working Towards National Quality Standard
  • Significant Improvement Required

Watch

The following 3-minute video, published by ACECQA, explains why the NQF was introduced in 2012:

Since 2012, the sector has gone through significant changes, which indicated the review of the NQF and its components. The following 6-minute video outlines the changes to NQF as a consequence of the review that began in 2014. Some of the changes included clarification around the assessment and rating process, improved support within family day care, removing supervisor certificate requirements and improved child-educator ratio. You can read about the 2018 changes to NQF here.

Since 2018, further reviews have been conducted. The 2019 NQF Review included extensive consultation with the sector, families and other parts of the community which informed government decisions. In 2022, Education Ministers agreed to changes to the National Quality Framework based on findings from the 2019 NQF Review. Some of the key changes include changes to the definition of persons with management or control (PMC), restrictions on short-term relief for early childhood educators, etc. You can read about the 2023 changes to NQF here.

The following 1-minute video is part of the current NQF review of qualifications and staffing regulations due to the high demand for high quality early childhood education and issues with finding and retaining early childhood educators and teachers.

The frameworks were designed with Australian children and families in mind, connecting Australian children with their heritage, land and communities. The basis of the guide being upon mutual respect, equality and partnerships, while using key concepts and practices to build upon the expertise of educators to meet the best outcomes for children.

The frameworks are designed to provide guidance for curriculum and learning decisions, but not to be the program or the assessment tool. The learning frameworks are designed to be integrated into all aspects of the curriculum; including routines and daily practice, experiences, interactions, partnerships and the environment. The focus of the frameworks is the wellbeing of children, as we walk along with them on their journey of discovery, development and learning.

The Belonging, Being & Becoming: The Early Years Learning Framework for Australia (EYLF) was created for children between 0–5. It aims to support a child’s transition to school, and move to the school-age framework of My time, Our place: the framework for school-aged care (MTOP). The purpose of these frameworks is to ensure, “All children have the best start in life to create a better future for themselves and for the nation” (EYLF, 2009. p. 5. MTOP, 2009. p. 4.).

Note:

• In Victoria, there is a specifically approved framework – the Victorian Early Years Learning and Development Framework (VEYLDF). 
• In Western Australia, there is a specifically approved framework as an extension of the EYLF: Curriculum Framework for Kinder until year 10, (CFK-10).

Watch

The Early Years Learning Framework (EYLF) is a national framework. Watch the following 5-minute video to learn more.

Note that since the creation of the video, the EYLF has been updated in 2022 to version 2.0.

Quick summary of learning frameworks

Belonging, Being and Becoming (the EYLF and MTOP)

The concept of belonging, being and becoming in the early years bases itself on the research of the importance of supporting:

• Belonging – A child’s sense of who they are; understanding their identity, how and where they fit into their groups, society and their world – building a strong sense of self-concept and self-esteem. From here, children can learn and explore in the safety of an environment where they feel that they are valued and can contribute.
• Being – The EYLF states, “Childhood is a time to be, to seek and make meaning of the world”. (p. 4). Being is the importance of being in the moment and living in the now. Being is engaging in the joys of life and appreciating the little things, but also the challenges in everyday life.
• Becoming – Is the rapid, yet dynamic discovery and journey of a child’s transition during childhood; including their identity, knowledge, skills and relationships. Becoming empathises learning to “participate fully and actively in society”. (p. 4). NB: According to the document, the image developed by Annette Sax (Taungurung) depicts the three elements of the VEYLDF: the practice principles, the outcomes, and transitions and continuity for children and families. The child is at the centre surrounded by family, kin and early childhood professionals, who support children’s learning and development. You can read further on this, on page 38 of the document.

  

  Source: VEYLDF, p. 3

Below you can see a diagram combining EYLF and MTOP to show the integrated connections of the Vision, Principles, Practices and Outcomes that centre on children and young people’s wellbeing, learning and development. The 3 themes of Belonging, Being and Becoming are included, thereby overlapping all these elements.

Pedagogy is a piece of the curriculum puzzle; it supports the who, what, why, when, where and how of the program for children, and is often referred to as “the art of teaching”, or, the teaching methods and strategies we use to support children’s learning and development. The EYLF refers to pedagogy as “the holistic nature of early childhood educators’ professional practice…”, especially with regard to:

• Decision-making
• Building and nurturing relationships
• The socio-cultural contexts of the child, family and learning environment
• Theoretical approaches to teaching and learning
• Professional knowledge and skills of the educator
• Knowledge in childhood development and learning
• Knowledge of the children, families and community
• The educators own critical reflection on their values, beliefs, personal styles, past experiences and the impacts of these on their professional practice.

Pedagogical practice may include:

• Working within the ‘whole child’ concept
• Strength-based approaches to teaching and learning
• Culture and social contexts
• Play-based learning (for more details, see the Glossary at the end of the module)
• Unhurried, open-ended, indoor/outdoor play opportunities
• Use of the EYLF practices.

The history of play

Play has been observed for as long as humans can remember. It has been found and observed in all cultures and countries around the world, often using various provisions, yet having similar outcomes developmentally.

During ancient times, play served multiple purposes. It contributed to physical development, socialization, and the transmission of cultural values. The Ancient Greek society highly valued physical fitness, intellectual pursuits, and the development of well-rounded individuals. Children engaged in physical activities like running, jumping, and wrestling as a part of their education. These activities were believed to foster physical strength, agility, and discipline. Early philosophers such as Plato (427–346 BC) and Aristotle (383–322 BC) advocated for play for children – including free play, music and physical activities – in order to promote their development. Yo-yos, marbles, and knucklebones, which were made from actual sheep legs, were particularly popular games of the time.

The same was true for Rome, where children engaged in various forms of play, from war games and wrestling for the boys to playing with rag dolls for the girls. In Ancient Rome, play was also seen as a way to prepare children for their future roles as citizens, soldiers, and leaders.

Even during the Middle Ages, where children were often expected to work, they still managed to play with handmade toys, or acted out stories. Play during this time often had religious and moral undertones.

During the Renaissance period (14th-17th centuries), ideas like play-based pedagogy and learning through first-hand experience were introduced by famous thinkers of the era. As society began to shift towards valuing individualism and rationality, play began to be seen as a way to stimulate cognitive development.

The rise of industrialisation in the 18th-19th century led to significant changes in family dynamics and urbanization, affecting how and where children. In the early 20th century, the industrial revolution introduced factory-made games such as Monopoly, a version of ‘Life’, and jigsaw puzzles. played. Toys started to be mass-produced, making them more accessible to a broader range of children. Playgrounds grew popular too, as urbanization raised concerns regarding the safety of children playing on the streets.

The history of early childhood education

The roots of early childhood education go as far back as the early 1500s, where the concept of educating children was attributed to Martin Luther (1483-1546). Back then, very few people knew how to read, and many were illiterate. Martin Luther believed that education should be universal and made it a point to emphasize that education strengthened the family as well as the community. Luther believed that children should be educated to read independently so that they could have access to the Bible. This meant that teaching children how to read at an early age would be a strong benefit to society.

Building on this idea, the next individual who contributed to the early beginnings of early childhood education was John Amos Comenius (1592- 1670), who strongly believed that learning for children is rooted in sensory exploration. Comenius wrote the first children’s picture book to promote literacy. Then there was John Locke (1632- 1704), who penned famous term of “blank slate”, also known as tabula rasa, which postulated that it is how children start out and the environment fills their metaphorical “slate”.

Friedrich Froebel (1782–1852), German educator, who believed that children learn through play started the first kindergarten in 1837 where activities like singing and self-directed play took place. Fröbel emphasised the importance of play as a central means of learning for young children and encouraged outdoor activities and nature exploration as he believed that contact with nature was essential for children's physical, emotional, and intellectual development. He saw play as a natural and spontaneous expression of children's inner creativity and curiosity, and he integrated play into his educational philosophy. Froebel also designed teacher training where he emphasised the importance of observation and developing programs and activities based on the child’s skill level and readiness. He also coined the term ‘playground’.

Further building from this concept, Maria Montessori (1870-1952) viewed the children as a source of knowledge and the educator as a social engineer. Reviewed education as a means to enhance children’s lives meaning the learning environment is just as important as learning itself. She took the position that children’s senses should be educated first and then the children’s intellect.

Other theorists, such as Jean Piaget, Lev Vygotsky or Erik Erikson whom we talked about in Topic 2, shaped the way we understand children’s development. Understanding child development helps educators tailor the education program and teaching methods to the individual children’s developmental needs. Other educators developed theories and approaches to education that are still influential for today’s early childhood education. You can read more about the evolution of early childhood education from Early Childhood Australia’s website.

What all theorists agree on is that play is instrumental in the development of children. We all play throughout our lives, from a reflex swat at an overhead shiny bee toy, to riding a tricycle; from playing with cars and dolls, to playing a board game, and from playing sport to acting in the theatre. Ultimately, it is something we do for fun – beneficial fun.

The importance of play itself varies between humans, though researchers today refer to play as essential for human development, capacity-building skills and the development of skills needed for life, as well as a precursor for academic success. All life skills can be traced back to play, where this learning developed. Consider cooking for example, an important skill for us all around the world, in play, many of us have used home corner sets with stoves, pots, plates and cups; we made mud pies, mixed flowers around in bowls, had sandpit dinners and cut Velcro™ fruit with a small wooden knife. This play will obviously vary slightly around the world, according to the resources available, and cultural and social contexts.

Different cultures value and react differently to play: play can be recognised by adults as having important consequences for cognitive, social and emotional development, and adults can engage as playmates; play can be seen as a spontaneous activity of children, which adults do not structure or participate in; or else play can be seen as a spontaneous activity, but the amount of play is limited because other activities are considered more important.

Although it seems simple enough to recognise play in children, it really is very complex and multidimensional, and as such, it is hard to completely define. Whitehead (2012), informed in a policy review for Cambridge University, regarding the value of play:

He also found that playful children are more likely to be securely attached emotionally to significant adults.

Watch

In the following 26-minute Ted Talk video a pioneer in research on play, Stuart Brown says humor, games, roughhousing, flirtation and fantasy are more than just fun. Plenty of play in childhood makes for happy, smart adults -- and keeping it up can make us smarter at any age.

Why play?

Children’s brains are wired to learn and play from birth, and evidence supports the contributions of play to human success, relating it to all forms of development, especially those relating to cognitive development and emotional well-being. It promotes underlying factors for social and linguistic skills and relationship-building criteria.

Play supports children’s development in a long list of ways. These include:

• How children understand, process and represent learning and life
• Self-regulatory abilities, emotional well-being and development
• Problem-solving, reasoning and thinking skills
• Social interaction, empathy and conflict resolution
• Self-expression, creativity and imagination
• Innovation and independence
• Understanding of self, self-identity, and self-concept
• Catharsis (the release of emotions)
• Numeracy, mathematical concepts and literacy skills
• Sensory skills
• Cooperation, negotiation and discussion
• A sense of community and culture-sharing (competence and sensitivity)
• Motor skills
• Emergence
• Fun.

Play might look like:

• Exploration and discovery
• Speculation
• Hypothesising
• Deception
• Measuring
• Role reversal or acting
• Socialising
• Building
• Collecting and assembling
• Synchronising
• Cooperating
• Synthesising
• Spinning
• Dancing
• Balancing, and
• Tracking.

A quality play experience involves a well-designed learning experience and environment and an educator/adult who is ready to support play intentionally. A quality play experience should be easily adapted to allow for children’s interests and allow for exploration and curiosity. We can support children to be engaged by keeping the environment relatively consistent but introducing new experiences within the key learning areas. We can support children to join play by guiding their language and engagement with their friends.

Other features of a quality play experience might include:

• plentiful resources
• opportunities for children to play with other children
• flexibility to scaffold the play and learning
• safety
• open-ended resources
• designed with intention.

Watch

The following 11-minute Microsoft Research video talks about play that shapes the brain, opens the imagination and invigorates the soul. (The video starts at 0:20.)

A child’s right to play – UNICEF: The Convention on the rights of the child

In 1989 world leaders came together to create a historic commitment (or treaty) to protect and fulfil the rights of all children, building the international framework that we know today as The United Nation’s Convention on the Rights of the Child. Within these rights, are 54 statements that ‘protect a child’s time to grow, learn, play, develop and flourish with dignity’ (United Nations, 2020).

As citizens, caretakers and educators of today’s children, we must abide by the UN rights and fulfil our duty to keep children safe, and support play, rest and relaxation for them within our care.

Click here to view the full child-friendly version of the The Convention on the Rights of the Child.

ECA: The Code of Ethics

Early Childhood Australia created a framework, The Code of Ethics, for educators working with children, based on the principles of the rights of the child. The Code of Ethics is an “aspirational framework for reflection about the ethical responsibilities of childhood professionals who work with, or on behalf, of children and their families” (ECA, p.1.). The framework supports the protection and wellbeing of children by promoting educators to speak out against unethical practices by those working with children in a professional capacity.

What if we don’t play?

In many ways, children’s right and opportunities for play are constrained within modern urbanised societies, as a consequence for environmental stressors that may include:

• Contemporary life
• Risk-adverse society
• Detachment from nature – lack of access to natural and outdoor environments
• Educational tensions regarding the most relevant pedagogies for learning and development of children
• Poverty
• Screen-based play
• Urban living (minimises safety level for playing in the street)
• Safety in community for play.

These challenges are not only affecting children, but are the creators of stress for parents recently finding that some children have begun to develop play deprivation and nature deficit disorders. The deprivation of play has been found to have major effects on the developing brain with adverse effects on independence skills, resourcefulness and a whole range of developmental benefits.

Play may be limited for the offspring of those who do not value play for children over chore work, in accordance with the family’s needs, and to the detriment of the children. Remembering how the brain develops, if a child does not have their basic needs met, play may not be instigated within the window of opportunity for the child, which, without intervention, will affect the child’s life-long development, learning and outcomes.

Types of play

A number of clear and consistent patterns emerge from studies on play around the world.

All children engage in five (5) types of play:

These can be broken down further into such play as:

• Social play
• Exploratory play
• Fantasy play, including
• Superhero play
• Communication play
• Creative play
• Dramatic play
• Imaginative play
• Role-play

Watch

The following 4-minute video shows Westgarth bush kinder. Think about safety considerations and development pros and cons of this scene.

Some of the key life-skill benefits to be gained from risky play include:

• Building resilience and persistence
• Balance and coordination - development of motor skills
• Awareness of the capabilities and limits of their own bodies
• The ability to assess and make judgments without risk
• Handling of tools safely and with purpose
• Understanding consequences to action
• Confidence and independence
• Resourcefulness
• Creativity and inventiveness
• Curiosity and wonder
• Problem-solving

Dramatic play stages

When engaged in dramatic play, children develop various play themes and mimic roles, as a precursor to socio-dramatic play. This may start initially as simple play, involving pouring a kettle in solitary play actions (imitative play) using an item similar to the real thing, to developing further circumstances, such as running out of water in the kettle.

This can also lead to using an item less like the real thing, such as a tube to represent the milk (make-believe play); to creating an entire restaurant and serving the class – which may involve staff, negotiating roles, more complex storylines and problems, such as when the EFTPOS machine is not working, a customer needing almond milk due to an allergy, or running out of a dish on the menu. Here, children need to use more thinking and reasoning to manage problems similar to those in the family, culture or community and imagine where the scenario will lead (socio-dramatic play).

Stages of play

In 1932, Mildred Parten developed 'Stages of Play', a theory and classification of children’s participation in play. Parten recognised six (6) different types or categories of play:

Watch

The following 14-minute video talks about the importance of natural play:

Strategies to support play

Educators can support play through their everyday pedagogy and interactions with children, including:

• Engaging children as active participants and decision-makers in their own play
• Transition flexibly and smoothly in and out of play sequences
• Allowing unhurried opportunities for play, practice and mastery
• Providing a mix of symbolic and constructed play materials
• Providing open-ended play, self-guided play and directed play experiences
• Providing developmentally appropriate materials and resources for play
• Including natural materials in play
• Allowing freedom and choice in play
• Providing various environments for different types of play
• Arranging spaces for large groups, small groups, paired play, quiet, rest and solitary spaces where children can play alone, if they choose
• Promoting and encouraging play, demonstrating genuine interest in their play and discoveries
• Demonstrating empathetic responses to play narratives, e.g. “Oh dear, Sally is crying, i can see baby Sally is upset that she has a sore tummy, it must hurt”
• Encouraging children to respect and share in the interests and play of others
• Allowing for individual play preferences and styles
• Providing a social and interactive environment for children
• Providing a safe environment for children
• Extending and supporting the developing play and play interests

Learning is the process of developing skill, knowledge or capability through self-identity and exploration. Play supports children to learn, develop and explore the world around them. Learning is supported by access to a range of resources, environments, experiences and people where a child can come to understand things they didn’t previously understand, make mistakes and become masterful. According to the EYLF, children’s learning is dynamic, complex and holistic. Physical, social, emotional, personal, spiritual, creative, cognitive and linguistic aspects of learning are all intricately interwoven and interrelated.

Play is a context for learning that:

• allows for the expression of personality and uniqueness
• enhances dispositions such as curiosity and creativity
• enables children to make connections between prior experiences and new learning
• assists children to develop relationships and concepts
• stimulates a sense of well-being.

Learning styles

Many people recognize that each person prefers different learning styles and techniques. Learning styles group common ways that people learn. Everyone has a mix of learning styles.

There are seven (7) learning styles:

• Visual (spatial): You prefer using pictures, images, and spatial understanding.
• Aural (auditory-musical): You prefer using sound and music.
• Verbal (linguistic): You prefer using words, both in speech and writing.
• Physical (kinesthetic): You prefer using your body, hands and sense of touch.
• Logical (mathematical): You prefer using logic, reasoning and systems.
• Social (interpersonal): You prefer to learn in groups or with other people.
• Solitary (intrapersonal): You prefer to work alone and use self-study.

Creating a positive and dynamic learning environment is one that takes reflection and requires much deliberation. The physical environment is often referred to as the ‘third teacher’ due to the impact that it has on the potential for children learning a development, taken from the Reggio Emilia approach.

The environment is designed and created intentionally for the learning of the children engaging in it, and should encourage children to want to engage, explore, be curious, be social, care for the environment, investigate, and be autonomous in their own learning.

Educators should observe and engage with children as part of evaluating the effectiveness of a learning environment. This is how educators can identify the need for updating resources, re-organising the environment, or to change any element of the learning environment.

Environments should include:

1. Intrigue and items to be manipulated and wondered about
2. Have a range of play options to engage in
3. Be accessible and encourage agency
4. Be inclusive
5. Encourage collaboration
6. Encourage wonder and care for their world
7. Represent the children’s interests, life, culture, current and emerging development.

Based on the age-group, children’s interest and abilities, learning environments should be frequently modified and updated to continuously cater for children’s needs. Resources should also be frequently updated to avoid boredom for children.

Incorporating inclusive learning environments for children

All children have the right to be included and respected within their learning and play environments. To be included, means to have access and to be able to see yourself within the group with a feeling of value. Inclusion is to have the opportunity to be involved, contribute, and have your perspectives respected.

An inclusive learning environment would:

• Have equipment, resources and provisions that are accessible to all children
• Represent each individual, their race, gender and individuality within the setting
• Support individual development, needs, challenges, and support the emotional well-being of all children
• Celebrate the successes and journeys of each individual
• Welcome and embrace the child, their family, culture and individual background
• Encourage learning about each other, their interests, strengths, similarities and differences.

Watch

The following 8-minute video published by ACECQA highlights some of the key points on inclusion in the National Quality Framework and considers what an authorised officer may observe, discuss and sight about your inclusive practices when visiting your service.

Play and environmental safety

The first consideration when planning for a play and learning environment is managing safety for the children.

Provisions

The resources, toys, equipment and materials that are chosen for these environments must always be considered for their age appropriateness and relevance to children’s play. Managing the line between risky play and putting children at risk is an imperative one, where educators must consider:

• Risk management protocols and procedures
• The developmental pros and cons for each selection
• Potentially dangerous products
• Environmental assessments for safety
• Emergency evacuation plans and protocols
• Staff to protect the safety, rights, well-being and dignity of the children at all times
• Service policies and procedures for safety, physical environments, supervision, staffing and program planning.

Sun safety

'HS8 Sun protection' policy

When playing outdoors, it is an advantage to have an environment full of natural shade from trees and plants, however, when this is not available, the service must engage in the required amount of shade to protect the children from the dangers of the sun; through manufactured shades, hats, sunscreen, protective clothing and sunglasses where possible. The educator must have in place SunSmart policies and procedures, to create a streamlined process for managers to eliminate these dangers, and use common sense and guidelines, from the relevant authority, on the most suitable time for outdoor play.

Water safety

'HS9 Water safety' policy

Water play is an extremely beneficial sensory experience for children of all ages, yet any play around water must be supervised appropriately and have service policies and procedures available to support the safety of children at all times.

Cultural safety

'CR1 Interaction with children' policy

This should be a part of pedagogical practices, children’s rights and service philosophies. Cultural safety is imperative for children to feel safe, to sustain their individual identity, and feel respected in their own skin, as a part of their cultural group. Cultural safety protects the child’s spiritual space –both socially and physically and allows them to feel safe to be who they are.

A clean, hygienic, well-lit and ventilated space for learning and play

'HS11 Hygiene and cleaning' policy

While at the service, a child’s time of play and learning should ensure an environment is well-cleaned and regularly tidied, minimising the spread of infection, slips, falls, injuries or incidents, that could cause harm to the children and educators. The environment should have sufficient lighting required for play, routines, rest and sleep, and have ventilation and fresh air throughout the day, to promote health and well-being.

Watch

The following 1-minute video published by the ECA Learning Hub explains the importance of active supervision.

Use the following questions to check your knowledge. You can check the correct answer by clicking on the 'Answer' button:

1. Explain the three ‘B’s of the learning framework.
   Answer

   Belonging – A child’s sense of who they are; understanding their identity, how and where they fit into their groups, society and their world – building a strong sense of self-concept and self-esteem. From here, children can learn and explore in the safety of an environment where they feel that they are valued and can contribute.

   Being – The EYLF states, “Childhood is a time to be, to seek and make meaning of the world”. (p. 4). Being is the importance of being in the moment and living in the now. Being is engaging in the joys of life and appreciating the little things and the challenges in everyday life.

   Becoming – Is the rapid, yet dynamic discovery and journey of a child’s transition during childhood, including their identity, knowledge, skills and relationships. Becoming empathises learning to “participate fully and actively in society”. (p. 4).

2. What is the meaning of principle: ongoing learning and reflective practice?
   Answer

   To encourage educators to engage in reflective practice and ongoing self-learning, discovery and development as a commitment to being a member of the early childhood community. This encourages educators to be continually thinking about the why, when, what, how, whos’ of their own thoughts and actions, and what they are observing every day and the actions of others.

3. What is the difference between cultural competence and cultural safety?
   Answer

   Cultural safety protects the child’s social and physical spiritual space and allows them to feel safe to be who they are, where cultural competence is the ongoing journey of learning and discovery that takes place in order to understand other cultural perspectives, traditions, ways of being, in order to become interculturally proficient.

4. What are the benefits to play?
   Answer

   • Play supports how children understand, process and represent learning and life.
   • Play support self-regulatory abilities, emotional well-being and development.
   • Play supports the development of problem-solving, reasoning and thinking skills.
   • Play gives an opportunity for social interaction, learning about empathy and conflict resolution.
   • Give opportunity and a safe space for self-expression, creativity and imagination.
   • Play builds on the ability to practice and master innovation and independence.
   • Play gives opportunity and freedom for contemplating and understanding self, self-identity, and self-concept.
   • Play gives an opportunity for catharsis (the release of emotions).
   • Play gives an opportunity to learn and practice numeracy, mathematical concepts and literacy skills.
   • Play supports sensory skills.
   • Play allows children to learn and practise cooperation, negotiation and discussion.
   • Play gives a sense of community and culture-sharing (competence and sensitivity).
   • Play builds on motor skills.
   • Play encourages emergence.
   • Play is fun.
5. What is Article 31 of the UNICEF 'Convention on the rights of the child'?
   Answer

   Every child has the right to rest, relax, play, and participate in cultural and creative activities.

6. What are the types of play?
   Answer

   • Physical play
   • Play with objects
   • Symbolic play
   • Pretence or socio-dramatic play
   • Games with rules
   • Recapitulative play
   • Risky play or deep play
7. What are the stages of play?
   Answer

   • Unoccupied play
   • Solitary
   • Onlooker
   • Parallel
   • Associative
   • Cooperative
8. How does risky play support the development of children?
   Answer

   Risky play can support:

   • Self-management, especially in risky environments
   • Manage challenges and safety
   • The conquering of fears
   • Gross motor skills
   • Self-confidence
   • Self-regulation
   • Independence
   • Resilience
   • Resourcefulness
9. How could you create an inclusive environment for children?
   Answer

   • Have equipment, resources and provisions that are accessible to all children.
   • Represent each individual, their race, gender and individuality within the setting.
   • Support individual development, needs, challenges, and support the emotional well-being of all children.
   • Celebrate the successes and journey of each individual.
   • Welcome and embrace the child, their family, culture and individual background.
   • Encourage learning about each other, their interests, strengths, similarities and differences.