Common Play Behaviours: A Fresh Perspective on Child-Led Learning

In the ever-evolving world of early years education, it's crucial that we, as practitioners, continually refine our understanding of how children learn through play. One concept that I've developed through my practice in recent years is that of Common Play Behaviours.

In this article, I’d like to delve deeper into this concept, exploring some less commonly discussed aspects and offering fresh insights on how we can leverage these behaviours to create truly responsive and impactful learning environments.

The Evolutionary Basis of Common Play Behaviours

One fascinating aspect of Common Play Behaviours is their evolutionary significance. Many of these behaviours, such as climbing, throwing, and pattern-making, have roots in our ancient past. They represent skills that were once crucial for survival and are now expressed through play.

For instance, when we see children repeatedly throwing objects, they're not just making a mess (though it might feel like it sometimes!). They're actually engaging in a behaviour that helped our ancestors develop the hand-eye coordination necessary for hunting and tool use. Understanding this evolutionary context can help us appreciate the deep-seated importance of many behaviours that we see our children rehearse and resist the urge to curtail them unnecessarily.

Common Play Behaviours and the 100 Languages of Children

Loris Malaguzzi, the founder of the Reggio Emilia approach, famously spoke of the '100 languages of children' - the many ways in which children express themselves and their understanding of the world. I believe there's a strong connection between this concept and Common Play Behaviours.

Each Common Play Behaviour can be seen as a 'language' through which children communicate their thoughts, theories, and understandings. When a child repeatedly pours water between containers, they're not just playing - they're exploring and expressing ideas about volume, gravity, and cause-and-effect. Our job is to become fluent in reading these 'languages' and responding appropriately.

The Role of Loose Parts in Supporting Common Play Behaviours

One of the most effective ways to support Common Play Behaviours is through the provision of loose parts. These open-ended materials - things like pebbles, fabric scraps, cardboard tubes, and wooden discs - can be used in countless ways, supporting a wide range of play behaviours.

For example, a collection of pebbles might be:

- Stacked (supporting construction play)

- Sorted by size or colour (supporting classification and ordering)

- Used as 'food' in a mud kitchen (supporting symbolic play)

- Rolled down a ramp (supporting trajectory play)

By providing a rich array of loose parts, we create an environment that's flexible enough to support whatever play behaviour a child is exploring at any given moment.

Common Play Behaviours in Outdoor Environments

While we often focus on indoor provision when discussing Common Play Behaviours, it's crucial not to overlook the opportunities provided by outdoor environments. Natural outdoor spaces are particularly rich in opportunities for certain types of play behaviours.

For instance:

- Trees, bushes, den making resources support hiding and enclosure play

- Slopes and hills facilitate rolling, sliding, and other forms of trajectory play

- Puddles and water provide endless opportunities for filling, emptying, and transportation play

When designing outdoor spaces, consider how you can incorporate elements that support a wide range of Common Play Behaviours. A log circle isn't just seating - it's an opportunity for balancing, jumping, and role play.

The Importance of Time in Supporting Common Play Behaviours

One aspect of supporting Common Play Behaviours that often gets overlooked is the importance of time. Many of these behaviours require sustained periods of engagement to fully develop. When we rush children from one activity to another, we may be inadvertently limiting their ability to deeply explore these crucial play patterns.

Consider implementing longer periods of uninterrupted play in your setting. You might be surprised at how children's play evolves and deepens when they're given the gift of time.

Common Play Behaviours and Inclusion

It's worth noting that Common Play Behaviours are, well, common - they tend to show up across cultures and among children with diverse abilities. This makes them a powerful tool for creating inclusive environments.

By focusing on supporting these universal play behaviours, rather than on providing prescriptive activities, we create spaces where all children can engage at their own level and in their own way. A child with limited mobility might explore trajectory play by rolling balls down a ramp, while a child with visual impairments might explore the same concept through sound, rolling objects that make different noises as they move.

Documenting Common Play Behaviours

Finally, let's talk about the importance of documenting Common Play Behaviours. By carefully observing and recording these behaviours, we create a rich picture of each child's development and interests.

Consider creating a 'Common Play Behaviours Plan' for each area of provision, where you note down the behaviours you observe and how they change over time. This can be an invaluable tool for planning.

Remember, though, that the goal isn't to 'achieve' all the behaviours - it's to understand and support each child's unique play journey.

Wrapping Up

Common Play Behaviours offer us a powerful lens through which to view children's learning and development. By understanding these behaviours, we can create environments that truly respond to children's natural learning processes.

As you go through your provision this week, look at your environment with fresh eyes. How many Common Play Behaviours can you spot? How might you tweak your provision to better support these behaviours? And most importantly, what new insights might you gain about the children in your care by tuning into these universal play patterns?

Remember, in the words of Maria Montessori, "Play is the work of the child." By supporting Common Play Behaviours, we're not just allowing children to play - we're facilitating the important work of childhood. And what could be more crucial than that?