Be able to plan and lead opportunities which encourage children’s engagement in expressive arts and design
Table of Contents
Case Study
Jamie and his friends Zara and Caitlin are three years old. During their outdoor play time Jamie gets on the big bike. The bike has a trailer which has room for another child.
“I’m the bus driver!” Jamie declares. “I’m going to pick up the passengers.”
Zara and Caitlin take it turns to sit on the bench, be picked up by the bus, go for a ride around the garden and then return to their bench.
The practitioner supports their creativity and imagination. Firstly, she sits with Zara and Caitlin and suggests that they sing ‘The Wheels on the Bus’. After singing the song she prompts a discussion about what is needed to ride the bus. Zara and Caitlin suggest tickets.
“What a good idea; do you think we could make some? What would we need?” Zara and Caitlin suggest paper and pens.
The practitioner collects these along with some glue and scissors. Zara and Caitlin then set about making their tickets for the journey, along with some money for the bus driver.Once they have made these, they continue with their role play.
- What areas of learning and development are the children meeting in this case study?
- How could the practitioner support Jamie, Zara and Caitlin’s imaginative play further?
- What further resources could be provided?
It is rare that there is just one way to respond to a scenario or situation, so do not consider that the response you have chosen to this scenario will be judged as right or wrong. Share your scenario with a work colleague and ask them to tell you if they think you have responded appropriately. Ask them to challenge your response if necessary. You do not need to submit this task for assessment unless asked to do so by your tutor.