Findings

Findings from observations provided crucial information for this practitioner enquiry. Firstly, they highlighted that at certain times throughout the day, specifically from play to nurture, lunch and group time, there was a substantial increase in noise level and heightened stress levels within the playroom. We found that this was due to the transition of these times, and the fact that children were having to stop what they are doing to start something else. Some children were also becoming disruptive during these times because they did not want to, or were not ready, to participate/move on. On reflection, we eliminated a set nurture time, and this is now incorporated into free play within the sensory room. This means that children that wish to participate in nurture experiences still can, but this is not rigid or structured like before. We have also introduced more flexibility to lunch times and although there are still lunch sittings children can make decisions about which one they would like to go to. These changes have created a calmer and more enjoyable lunch experience for all.

Practitioner discussions, at the in-service day, highlighted that children were being asked to tidy up too often throughout the day. This happened at various times and was breaking the flow of children’s play. For example, children were unable to return to structures/models in the block room as they had been tidied away. This was also a similar situation over the lunch period as some children would want to return to their play, and find that there model had been deconstructed. On reflection, we have eliminated tidy up times apart from once at the end of the day. We have also introduced ‘in progress’ signs in the block play space so that children can return to their project when they wish. This has also developed the aspect of ownership over their own play, as well as respecting other children’s play. Additional comments at the in-service day included adopting a calmer approach to lunch and using language to invite children rather than instruct, giving children plenty of warning to prepare for this. This helped comfort children that struggle with transitional times, where hearing language such as lunch/group/nurture previously caused distress.

Once these changes were implemented within the setting we carried out weekly observations of children’s play, which were documented using learning stories. These learning stories show the depth of play and complexity of learning that can take place when a child is uninterrupted. In one particular observation a child is engaged in quality role play for most of her day, running her own restaurant in the home corner. We were then able to build on this experience by visiting the local Dalmuir Café. This will be explained further in the Dissemination Report, with a copy of the learning story.

Conclusion

To conclude, observations and practitioner discussions highlighted that there were unnecessary interruptions to children’s play. As a team we were able to reduce the transitions that took place throughout the day which ultimately improved the quality of children’s play, learning and wellbeing.

Moving forward, we will continue to monitor and evaluate the changes that have been made and continue on the journey to increase flexibility throughout the children’s day. We have briefly discussed free flow lunches and look forward to implementing this fully.