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The benifits and draw backs to free flow play

Discussion in 'Early Years' started by emilyarnold38, Mar 14, 2013.

  1. Hello
    im currently undertaking my last year at uni doing professional practice. I work in a school so my work is bassed on my practice. I am doing a inquiry into free flow play in nursery and reception and would be extreamly grateful to get a wider prospective from other teachers outside my school/borough.
    Im looking for some teachers insights to free flow play and
    • how it works in there classrooms?
    • what you feel the benifits are?
    • what the draw backs are?
    • do you think its important?
    • also would love to no what parents from your schools view is on play?
    • wether they understand it?
    • do they know why it is included in the eyfs?
    • do you have any problems with parents who think it is a waste of time?
    thank you so so much for your time to answer a few of my questions
  2. doctorinthetardis

    doctorinthetardis New commenter

    Sorry I would help but could barely make sense of your post. Think there is a spelling mistake in every sentence. Would suggest you work on that.
  3. I feel a bit sorry for the original poster, bit of "troll" thing to do doctorinthetardis.

    Free flow benefits - in a well planned environment children experience more and can be observed by more adults.

    Personally I don't like free flow, it's all a bit manic for me, but maybe that's just the setting I experienced it in.
  4. InkyP

    InkyP Star commenter

    I agree with doctorinthetardis about the spelling. A teacher or any degree student should be able to spell.
  5. On a forum like this people should relax and stop criticising others.
  6. I think you need to be sure what you are comparing free-flow with and what the early years environment would be like without free-flow especially in respect of nursery. Very often the issue, especially with parents, is about when free-flow should be reined in and the transition to a more controlled learning environment introduced.
  7. I agree thumbie, also, what do you mean exactly by free flow? I think some people refer to this as choosing time and some people mean specifically going in to other classrooms and outdoor areas of the setting. I work in a one form entry reception class, so essentially I don't do the latter, the children have indoor and outdoor choosing. Regarding, transition, my children have a lot less choosing than they did when they started in September. My lessons are more formal now. I love watching the children getting ready for year one through the way in which you adapt the setting and planning.
  8. doctorinthetardis

    doctorinthetardis New commenter

    Sorry but really, it's not like the OP just made one 'relaxed' mistake on their post. I have never ever highlighted someones spelling before on a post but this is really the worst I have ever seen, and from somebody close to graduation! There are some serious spelling and grammar mistakes displayed in the original post which would make any potential employer bin an application.
  9. Some serious grammatical mistakes from OP and you, too, doctorinthetardis. Comma? Apostrophe? Spelling? I despair at both of you.
  10. This is how I would answer:The free-flow environment consists of activity areas based on areas of learning. The children choose freely from what is available, picking out resources they want to use from easily accessible storage. Some activity areas are enhanced with additional materials, or sometimes materials are deliberately limited for various reasons. Children can choose to go outside or stay inside and move between at will. Practitioners' roles allow for at least one practitioner to support child-initiated play in the free-flow environment.When contrasted with an environment in which children are directed to specific activities the benefits include: children able to choose independently therefore develop independence; children can follow own interests and therefore engage with activities more fully; activities are more open-ended allowing for differentiation; children develop skills of negotiating with others, and can make and maintain chosen friendships; adult input supports and extends the child in their chosen activity rather than being focused on a specific adult aim which may not be appropriate; adult-input is open-ended and responsive.The drawbacks include: lack of adults available for sufficient support, especially if 'housekeeping' duties, or behaviour management takes over from supporting the children's learning; difficulties in monitoring all the children and logistic difficulties in checking that all children have equal opportunities and support; difficulties caused where children do not have the necessary skills of concentration to focus and engage sufficiently for good quality play/learning/ social interaction.It is important in order, particularly, to enable development of social skills, self monitoring of behaviour and independence.Most parents are in favour of children enjoying school but some worry about the class being a free-for-all in which their child might be neglected or might not always be safe. Some parents dislike their child getting dirty or dirtying their clothes at school. Many parents want to see evidence of progress in measurable areas such as counting and reading and find it difficult to see the point of play. Some parents do not understand the philosophy behind free-flow, especially if their education has been very structured and they associate being well-educated with specific and discrete academic skills.I think there are many reasons why it is included in the EYFS, some political and economic as well as some educational reasons based on child development.Occasionally problems arise with parents who are concerned that their child is not progressing as well as they think they can. Some parents put this down to the environment and "Too much play".
  11. I would agree with much of what Thumbie says but would add that the younger, more immature children, particularly the boys, are more likely to have behaviour issues without free flow - the freedom to run outside, practice their gross motor skills and generally enjoy the outdoors is, in my experience, beyond price.
    - there have been a few posters recently who confuse perspective with prospective.
  12. Absolutely true. The boys need the freedom to use gross motor skills and make sense of the world. The great outdoors is a wonderful place and can include all the indoor type teacher-led/directed learning as much as indoors.
  13. Important for girls too!
  14. I sincerly hope you are not a teacher or working with any kind of students. What you have displayed here is a form of bullying/internet troll and complete disrecspect to me personally. How dare you make comments on spelling when you do not know me. Im so sorry my that life is not sad enough to analize peoples posts!!! Enjoy looking for all my spelling mistakes [​IMG]
  15. Thank you very much for those who posted useful comments that will help to build evidence for my inquiry. I apologize for any spelling mistakes (not that it bothers most of you). This post was writen quicky and honestly, probably a bit carelessly. However my main aim was to get some insight into other teachers opinions and views on free play/ "choosing time".
  16. doctorinthetardis

    doctorinthetardis New commenter

    EmilyArnold, you wrote on a public forum. The key word there is 'public'. You can hardly complain that people have made comments. It is a Teaching Forum and to be quite honest, I sincerely hope it is you who is not working with 'any kind of students', if your writing is in any way indicative of your understanding and usage of the English Language.

  17. Please don't be offended emilyarnold but you really did make a lot of basic spelling and punctuation errors in your original post. I have just been writing a professional practice profile for my year 3 teaching student and have been reminded of the standards for teachers - one being : 'demonstrate an understanding of, and take responsibility for, promoting high standards of literacy, articularcy and the correct use of standard English, whatever the teacher's specialist subject.' Not to mention 'responding positively to advice and feedback from colleagues'!
  18. Doitforfree

    Doitforfree Star commenter

    When I write posts 'quickly and honestly' I still check that they're literate. The original post, and subsequent ones by the same poster, was full of very basic errors, many of which were clearly not typos. Maybe I'm an old fogey but two things strike me. The first is that a teacher, of all people, should want to write correctly. And the second is that by the time a person aspiring to be a teacher is almost qualified, that is, more than grown up, these things should be coming automatically.Presumably the Op won't be able to help making the same sorts of mistakes when writing things 'quickly' in the classroom.
  19. Unfortunately it is not unusual for teachers, even headteachers, to make grammar and spelling mistakes in their work. You see them on notices and displays and in newsletters all the time. They used to appear on my children's certificates. But I think a lot of people don't even notice. Those of us to whom it causes pain are the outsiders in this! The OP may have a problem with spelling, and knows she needs to check (but doesn't bother for an internet forum), or it may be that it just hasn't ever been highlighted as a really important issue during her training. I wish it was seen as really important.[​IMG]

  20. Of course I know
    that spelling and grammar is important during my practice. My post was written
    with one foot out the door, literally!

    I was extremely
    offended by some above comments because it was not written in a positive manor
    or even constructive criticism, more of a personal attack!

    The subject in
    hand was that of "FREE FLOW PLAY IN EARLY YEARS". I am interested in
    those of you who have taught in early years and your views/opinions of chosen


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