By Harriet Price, ICT advisor, Homerton Nursery and Early Years Centre, Cambridge By providing children with imaginative indoor and outdoor spaces and props we help them plan and play at different roles and scenarios.
Home play is many young children's starting place and we can provide familiar 'child-sized' props. Technology is an important part of our homes now and play areas need to take account of this so that children can engage fully in imaginative role play.
This need not be expensive. Ask parents and carers for defunct mobile phones and digital cameras. Make 'cardboard box' televisions, DVD players and computers, add cast off keyboards, mice and remote controls. The process of making these with children engages their imaginations and gives opportunities for them to talk and learn about technology in their homes - which buttons do what, what they use different parts for, etc.
Buy some inexpensive, realistic toys that have buttons to press - an answer phone that records real messages, a kettle that makes a boiling sound, a microwave with a working light and turntable.
Think laterally of the technology in homes - a torch in a cupboard for 'emergencies', key fobs with buttons to remotely unlock a car? Far from limiting children's imaginations, these 'realistic toys' prompt some children into highly engaged play around familiar themes.
Provision is only one part of developing imaginative play. By sharing in children's play over everyday technology we can:
* Stimulate children's interests and encourage higher levels of engagement, for example, 'How is your microwave used? What happens if we press this button? What do you like cooked in it?'
* Model how to play imaginatively, for example, 'I'm going to need to fix this, it's a bit dark under here, shall we find the torch?'
* Model language, for example turn-taking during telephone conversations
* Take part in conversations led by the child
* Support children in their explorations and investigations of everyday technology
* Encourage learning, for example, 'I'm going out, what will I need? A set of keys, my phone... Have I got everything (counting on fingers)?'
* Encourage problem solving, for example, 'Two of our friends are coming for lunch, what do we need?'
* Support social, collaborative learning, 'Perhaps if you pass it to Eitan he can help?'
* Observe children so that you can better understand their thinking and provide more closely for their next steps in learning.
Involve children and families in planning and providing for role-play areas. This will encourage children's thinking and help create play areas that reflect the diversity of our homes.
