The children in St. Anne’s Room continued to engage in shop play this week. With the provision of resources to support role- playing shops we continued to observe the children. We wondered whether their play was about shops or making connections with each other as they used the shop scenario to initiate interactions.
This week we have noticed many less spontaneous announcements of “Ice cream” around the room. This may be because the shop is providing some opportunities for the interactions that the children are seeking or because the children themselves are discovering new ways of initiating interactions themselves.
We observed an example of the children initiating group interactions this week on numerous occasions. Some children collected as many chairs as they could and arranged them in different ways. On one occasion the chairs were arranged in a long single line and it became a train, another occasion saw the chairs arranged in lines of two and it became a bus. This play has been led by Jon and Tavae, wonderfully, the play has been very inclusive, whoever wants to have a ride on the vehicle, can.
In addition to social interactions the shop also offered opportunities for both literacy and numeracy. The clipboards are popular, some children like being in the shop to draw, like Leo, who draws his family. Others use the clipboards as shopping lists or to show customers what is on offer, such as Ojasvi, she makes wavy lines on her paper from left to right then she offers, “Noodles”, pointing to her paper. Ellara had a different purpose for her writing, she hung her papers up on the frame behind the shop, “To tell people not to climb”. She then wrote one to inform everyone that it was lunchtime. As the week progressed the children’s interest became more focused on using the clipboards and writing for different purposes, Eva wrote to Santa, Charlotte recorded her teddy’s temperature and Sarah wrote to her Grandma in Melbourne.
We saw numeracy with the children using large buttons as dollars. There has been much comparing of who has the most dollars and counting to ensure fairness. Sorting the dollars using the attribute of colour has been prevalent too. We introduced some numbers to the shop, the children were particularly interested in the numbers that meant something to them. Leo held up the number three and said, “I three”. There was also interest in the numbers on the cash register display. Alex pushed the button twice on the cash register and two numbers appeared, he said, “75”. He pushed more numbers until the display was full, he then said, “A thousand”. He knew that more numbers meant a bigger number like one thousand.
The theorists, Jean Piaget and Lev Vygotsky, both emphasise the important contribution role play makes in children’s development. “From a Piagetian viewpoint, creating sociodramatic play opportunities allows children to independently consolidate cognitive skills like concepts of print, and explore the interactions between other individuals and the physical environment” (Piaget 1962: Yaden, Rowe and MacGillivray, 2000).
A focus for the children in their role play this week has been literacy. From a Vygotskian perspective literacy is viewed as a social, constructive process that begins in early life (Vygotsky 1967). Emergent literacy develops through everyday experiences with others, shop role provides this opportunity.
We will continue to observe how the children are developing their skills in initiating interactions with others in their play and we will provide further resources for literacy which encompasses communication through language, making marks, recognising symbols and social and emotional development.
Links to The Early Years Learning Framework
Practice – Learning through play. When children play with other children they create social groups, test out ideas, challenge each other’s thinking and build new understandings.
Outcome 5 – Children are effective communicators. Experiences in early childhood settings build on the range of experiences with language, literacy and numeracy that children have within their families and communities.
Links to our philosophy
We will engage in projects that build on the learning of educators and foster new understandings of the ways in which children learn and grow in their early years.