Effective planning and observation are as essential for role play as any other part of the early years curriculum. Planning should take account of the learning that occurs in the constantly available home corner as well as in temporary, thematic role play areas. Observations need to record both the child-initiated as well as the adult-led learning that can occur in either area.
Planning
As role play promotes learning across all areas of the curriculum, practitioners might want to plan for specific learning goals over a period of time, or target particular children whose responses they want to observe, assess or monitor.
Planning in the Foundation Stage should be responsive and so should not be done too far in advance. Practitioners need to observe children in order to match the learning goal and activity to their needs and interests.
Issues of accessibility and support for children's special educational needs should be addressed in the way role play areas are set up, developed and supported by practitioner input and reflected in children's individual education plans. All too often, these plans focus only on basic numeracy and literacy skills, so make sure role-play resources are experienced by all children and for their own purposes.
Observation
The observation format illustrated (right) offers ways of observing specific learning, for example, writing skills, and gathering information about other possible learning outcomes that the child has initiated.
To use this format:
* Set out the observation sheet two to a page of A4 paper and photocopy them.
* Observe the activity (rather than the children, at this stage) - you may see learning that you hadn't anticipated. Then write down on the sheet a list of the unanticipated as well as the specific assessment information that you want to gather as a series of bullet points.
* Photocopy the sheet with the list of points, one for each child you observe.
* Now observe each of the children, highlighting with a marker pen any bullet points that you have observed and areas of progression (for example, parallel/co-operative/collaborative play).
* Add any additional learning that does not appear on your initial list and comments specific to that child, elaborating on the highlighted section if appropriate. Analyse the observation for significance and future action - that is, what the child needs next.
This information can be shared with other practitioners and should inform future planning. The observation sheet can then be added to the child's individual records for evidence.
Encouraging practitioners to observe 'continuous ongoing activities' in this way raises the profile and status of activities such as role play and develops their skill in recognising child-initiated learning.
Keep a copy of each observation sheet and you will soon build up a bank of assessment material that acknowledges child-initiated learning.
Battle of the sexes
Some boys may use equipment aggressively in role play, just as some girls may focus exclusively on the dolls. However, not all children will conform to the gender stereotypes, and if practitioners take issues of gender into account in planning and observation (and imaginative adult support and interaction - see 'Lead roles', p20) it can dramatically improve the quality of all children's role-play experiences.
Single sex
It may occasionally be appropriate to encourage a single gender group activity. For example, ask a group of boys to set up a picnic, get the dolls ready for bed or organise a party, and suggest that a group of girls 'build' a boat and keep watch for sharks.
A female practitioner becoming involved in construction play always empowers girls to join in. This is also true of role play, and it is particularly beneficial in supporting girls to engage in 'action' and 'superhero' role play.
If you have wheeled toys for the outdoor area, make sure that you also provide several prams, pushchairs or buggies. Set aside time for the 'boys' prams' and 'girls' bikes' and encourage the children to self-monitor their use. Such an approach raises the status of the prams for the boys and encourages them to want to use them, so reducing their domination of the wheeled toys.
At other times encourage collaborative play among mixed gender groups, or simply stand well back and observe how the children organise their own working groups, and consider planning for intervention accordingly.
War games
An area of concern for all practitioners is the dominance of TV and new technology with regard to violence and superheroes, and its influence on boys.
Traditionally, the tendency in early years settings has been not to tolerate any use of pretend weapons and 'play fighting'. But it is worthwhile to consider the negative impact this might be having on boys' self-image and their developing emotional needs.
Research indicates that boys often become disaffected with education at a very early age, which has a detrimental effect on their achievements. It is also true that this proscriptive policy simply never works - despite all our vigilance, boys continue to make and use weapons and initiate superhero and war play.
Researchers into this area suggest that the media and merchandised toys are affecting children's play, and stress the importance of children controlling their play. Nevertheless, they also stress the importance of positive intervention by practitioners in children's war and weapon role play, rather than suppression.
