Layout of the toddler section
7. It promotes the development of the whole child. 8. Te child is kept busy in a meaningful way. 9. A rich play environment provides the freedom for each child to choose his own activity and to continue with it as long as he/she wishes.
10. It makes it easier to control and discipline the toddlers. 11. It makes it easier to observe the child. 12. It ensures that all the different activities can go on without being interrupted. 13. Te chance that it can get overcrowded at one activity is avoided. 14. At the same time, irritation and fighting is kept to a minimum.
Try to put areas that seem suitable together near each other, e.g. put the book area away from an area that is very noisy, for example, the creative area. Each activity requires a different floor space. Te space provided for each activity must answer to the needs of each specific activity area. It is essential that there should be an illusion of privacy and security in each area. Low shelves can, for example, create an illusion of privacy.
1.2.1 Activity areas
Free-play area What is free play?
A free-play area is a place where a child may play freely, expressing him/herself with equipment and toys provided, within certain rules. Tis is a fantasy area.
Fantasy area Te aim of the fantasy area is to encourage make – believe (pretend) play and role play (pretend to be like mommy, daddy, doctor or policeman).
Decoration of the fantasy area Te Educarer can use equipment, toys or anti-waste materials to try to create an environment which will encourage fantasy play.
Activities that take place in the fantasy play area Children will play out fantasies according to the kind of fantasy area you have created.
How to observe and evaluate in the fantasy play area Te new or younger child still oſten plays alone (solitary play). An unhappy or shy child may just hold a toy and sit quietly in the fantasy area.
Older children may play alongside each other (parallel play), e.g. both being ‘mothers’ with children, they talk about their children, but are playing separate games. Te next stages are for two or more children to play together, but each child plays their own part, e.g. each member of the family, and they co-operate when playing.
When observing and evaluating, listen to what they are saying, and how well they are speaking. Listen also to whether they have to use physical or verbal reasoning to co-operate.
Manipulative area Blocks and constructive toys are found in the manipulative area. Te shelves that hold the toys should be located next to the tables or floor area where they will be used. In that way, the children can select the game or toy they want to play with. Tey can also return them aſter they have finished playing. Tey should be in a corner where passers-by cannot knock them over. Ideally, it should not be necessary to pack up the blocks at the end of each day. Tey could be leſt for
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