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“Smartkidz play and learn is a space for a child led community. We believe that the children are the masters of play and should be free to do this with little, if any, adult intervention. Play is always seen through the eyes of a child and adult intervention is decided by using a clear set of theories and techniques to keep play flow at its optimum”
The ethos within the club focuses on children being children, all decisions made are from a child’s point of view within the play community. The play community has been created by the expertise of the children and the playworkers to enhance the play experiences within the setting.
Our outdoor areas are created to resemble, as much as possible, the adventure playgrounds from the 1960’s.
“An adventure playground is a specific type of playground for children. Adventure playgrounds can take many forms, ranging from “natural playgrounds” to “junk playgrounds,” and are typically defined by an ethos of unrestricted play, the presence of playworkers (or “wardens”), and the absence of adult-manufactured or rigid play-structures.” – Wikipedia definition of an adventure playground.
We have added ropes swings, climbing nets, fire pit area, loose parts (crates, tyres, wood, old bikes, drain pipes, pallets and ropes) allowing children to take part in a range of different play types (Bob Hughes theory) with experiences that the children may not have come across before, from climbing high, lighting fires, using tools, playing in a variety of weathers and playing in the dark.
All areas of the club are continuously evaluated and adapted depending on the needs of the children, what is or isn’t being used and what the children want or suggest, alternatively the areas of the setting may be adapted by the children themselves which we allow where possible (i.e keeping within the regulatory boundaries of the space that we are using) and adults will support the children where necessary.
When it come to the children using the space, staff are very much aware that children are allowed to express themselves freely with very little input from staff members. Children know staff members are available when they wish to use them, however this is on the child’s terms and the children will initiate any play with staff.
We use a range of theories in order to make sure that the children are getting the most out of play and that we are maximizing the space sufficiently.
These include affordances; what uses you can get out of an item or thing other then its actual use (this could be good or bad, keep the good, remove the bad where possible), Play value; how many different types of play can you get from one item (low, medium or high), Neophilia; creating interest and excitement through changes or adaptions and Loose parts; giving children “stuff” in order for them to use their imagination.
Staff will only intervene if they feel that they need to from a safety perspective, an operational perspective (i.e. snack, lunch or parent pick up) or to give a child help or support, physically or emotionally, where needed.
A selection of techniques are used in order for a playworker to decide if intervention is needed, however the majority of these techniques are done without the child noticing, some of our techniques include:
Observations and uses of these theories and techniques are being completed at all times within our setting in a range of different ways, this includes allowing time for children to sort out disputes between themselves, assessing risk of and event or activity themselves or giving them space to enjoy alone time/quiet time.
By doing this we are allowing children to develop independence, resilience and above all else allowing children to feel a sense of freedom and enjoy themselves with no pressures.
PARS was invented as a unique way of working with children on the adventure playgrounds set up in the UK just after the second world war. Since the 1960’s, playwork has been used in an increasing number of diverse settings around the world, including earthquake disaster zones in Japan, working with children with disabilities in Fiji, orphanages in Romania and kindergartens in Hong Kong.
Historical research by Dr Shelly Newstead found that the practice of playwork was originally invented to compensate children for the presence of adults on adventure playgrounds (basically allowing children to play without adults interfering).
Grounded in the original philosophy of the adventure playground pioneers, the PARS model enables practitioners working in any setting to make decisions about whether and how to compensate children for the presence of adults in their time and space. PARS playwork practice is an ideal response for practitioners working in supervised settings who are concerned about shrinking childhoods and the loss of children’s freedom.
The Pars model has been embedded across all of its settings through training and mentoring for its whole staff team.
We are currently in the process of developing our policies and procedures with Dr Shelly Newstead to fit within the PARS model.
The PARS master class is completed by Smartkidz Playleaders within the setting. It is delivered by Dr Shelly Newstead, founder of the PARS playwork practice and covers:
If you would like more information on PARS, then please visit the PARS website.
A loose parts toy is open ended; Children may use it in many ways and combine with other loose parts through imagination and creation.
(Play Scotland definition)
In each of our setting we aim to create Loose parts play. This is done in a variety of ways from our indoor workshop areas, Junk yards and play sheds.
Workshop area- An indoor space that includes a variety of different resources including- tubes, ribbons, boxes, stones, clips, corks, pasta (dried foods), beads, strings, pots, the list is endless……..
Junk yard- A junk yard is within an outdoor space, usually created with the children using pallets (as seen in picture). This consists of outdoor loose parts including pallets, tyres, crates, ropes, tarpaulins, old bikes, planks of wood and pipes.
Play shed- A shed within an outdoor space consisting of the loose parts seen within the junk yard, as well as dressing up equipment, materiel and fabrics, wigs etc…
Loose parts play can cover so many of the “play types” and allows children to be creative and imaginative.
You can get more information on the Play Wales website.
