Inside…

• Play News & Updates

• PLAY BRIEF: Play,

Control and Power

• How to Make a Mud

Kitchen

• Info for Playworkers

• Play Training

• Bruegel’s Games Painting

• Play Outside Challenge

• And more...

2

News

newsletter is produced by Oxfordshire Play Association on behalf of the Oxfordshire Play Partnership (OPP), a group

of organisations whose aim is to increase the amount and quality of play opportunities for children and young people aged 0-19 years across Oxfordshire. OPP creates and updates the Oxfordshire Play Strategy — this and lots of other OPP info is available on Oxfordshire Play Association’s website www.oxonplay.org.uk — see under ‘Play Resources’.

For further information about OPP, Inspiring Play or any other aspect of play and playwork,

contact Oxfordshire Play Association: Tel: 01865 779474; email: enquiries@oxonplay.org.uk;

www.oxonplay.org.uk.

Oxfordshire Playful

Woodlands

Play Conference Sold Out

Thank you to everyone who has booked a place at the Oxfordshire Play Conference on 16th March 2013. All 120 delegate places have now sold out, and we look forward to seeing you in March—or at a future Oxfordshire Play Conference.

The Oxfordshire Playful Woodlands

project is progressing well, with 2

pilot woodlands highlighted as

potential first sites. Funding applications have been made, and

we hope the project will start in

February 2013.

The idea is to add some

naturally playful elements to the woods, which we hope will inspire

more children, young people and

families to play there. The pilot

woodlands h igh l ighted are

Magdalen Woods in Wood Farm, Oxford and Watlington Hill Wood.

OPA is managing the project,

along with a team of experienced

play, nature and woodland

professionals. Contact OPA for info.

Reprinted from Funny Times/Email:ft@funnytimes.com

3

Forces and Civilian Families Play Together

Following the success of the Armed Forces

Playdays which took place across Oxfordshire in

2012, which enabled armed forces and civilian

families to mix and play together, Martin Gillett,

Manager of OPA, was invited to make a

presentation at the national Community Covenant

conference at the MOD in Whitehall, London on

6th November.

Nationally, only 3 projects were chosen to

give a presentation at the event, which

represented success stories of projects which

received Community Covenant funding from

across the country. This was an excellent chance to promote play and partnership

working across Oxfordshire, and it was excellent that the Oxfordshire Armed

Forces Playday project was recognised and chosen as a real success story.

6,750 people attended the 6 events and feedback was almost universally

positive. A funding application has been submitted to run the events again in 2013.

More details about the 2013 Playday events across Oxfordshire in the next issue

of Inspiring Play—out in March.

Fewer than 10% of children play in wild

places, compared with 40% a generation ago.

Project Wild Thing wants to change this. One

of its plans is to make this beautiful film about children, childhood and nature/nature deficit -

http://kck.st/Wa4JjF

They have £20,315 and need to raise a total of £30,000 before 6th December. Everyone who

pledges money receives a gift - from a mention

on the website to VIP tickets to the premiere. If you can help—please do!

4

5

6

PLAY BRIEF:

By Jane Gallagher, Oxfordshire Play Association

Why do children often pretend to be figures of authority in their play? Why do they get so possessive about certain toys? Why do they often say that some children can’t play with them? The answer is - power. Watch children and young people play, and it soon becomes clear that playing is a useful medium for exerting power and control over other people, places, animals and things. Play gives young people opportunities to experience how it feels to be in control, to make decisions and to have some power in their generally powerless ‘real’ lives. You can find examples of the desire to have control in almost any play opportunity: “I’m the teacher and you’re the child” or “This is our castle” or “I’m not playing.”

Young people have their lives controlled to a huge extent - what they do, when they do it, what they are not allowed to do; what they eat, when they eat, what they are not allowed to eat; where they go, when they go and where they are not allowed to go. This lack of control can be deeply frustrating, and the frustration can be relieved by ‘playing it out’, and taking control when playing, which might be seen in many of Bob Hughes’ play types:

Rough and Tumble Play - e.g. showing a play of strength over another person Socio-dramatic Play - e.g. hurting someone else if you have been hurt yourself Social Play - e.g. changing the rules of a game Creative Play - e.g. making decisions about how the creation will develop Communication Play - e.g. changing the words of a well-known rhyme so as to stamp your mark on the song Dramatic Play - e.g. surviving attacks in a war game Symbolic Play - e.g. a stick becoming a magic wand which can make wishes come true Deep Play - e.g. feeling powerful by crossing a log over a raging river Fantasy Play - e.g. having control over who you ‘are’, such as a being a famous popstar Imaginative Play - e.g. finding treasure Mastery Play - e.g. controlling nature such as fire play Object Play - e.g. the speed stacking game where you control objects such as stacking cups Role Play - e.g. having control over who you are and what you do as that person

7

As well as relieving frustrations and enabling children and young people to practice being in control, play develops their skills in power-related situations: • developing relationships (such

as understanding the balance of power, compromising and influence over others)

• regulating emotions (such as dealing with anger, frustration, envy, etc.)

• dealing with authority • practising life as an adult –

work, family, etc. Other examples of play where young people make decisions, take control and create power for themselves include: • Paper ‘fortune tellers’ where you tell people what is going to happen, or

command them to do something (see page 8 for how to make one); • Ip-dip elimination games - where you have the power to choose who will

be out and who will be ‘It’; • Playing ‘Mums and Dads’, or ‘Teachers’, or other figures of power; • Fighting games, where you are ‘allowed’ to exert physical power over

another. Aristotle suggested that children’s lives are driven by their desires which, if left

unchecked by disciplining adults, could lead them into harmful situations - and thus, adults need to exert some control and power over children for their own good. Once adults are aware of the frustration caused by a lack of power, we might start to introduce more aspects in a child’s life where they can make more decisions - what to

have/buy/cook to eat, what present to buy a friend, what to plant in the garden, and so on. We can ensure they know

we value their decisions by asking for their thoughts and ideas, and trying to answer “yes” to more of their requests where possible. And we shift the power balance by increasing the time young people have for self-directed play, where they can experiment with different ways of being, make infinite choices and decisions - and become figures of ‘authority’ themselves.

Play

enables children and young people

to practice how it feels to be

in control

8

Download this lovely, free booklet which shows you how to make a mud kitchen area, to create high-quality self-directed play opportunities. Children of

all ages will love it—even the older ones!

www.oxonplay.webeden.co.uk/playresources

From www.grandparents.com

9

By Carol Pohlman

9

Cooking conkers

I am a Childminder caring for children in Oxfordshire, and I recently attended the course ‘Outdoor Learning for 0-3 Year Olds’ hoping it would give me ideas to help me sort out my garden and make it more outdoor activity friendly. I came away from the course really fired up with ideas, and have decided to have a mini outdoor kitchen area. I spent a happy weekend in town scrounging tyres, pallets and packing cases from garages and garden centres. I've also bought value range saucepans and baking items from Wilkinsons and Cobblestones and rooted through my "it might come in useful at some point" supplies from Orinoco Scrapstore, and with very little effort I've re-organised the half of my garden that I couldn't think what to do with. All the children I care for are enjoying the experience of playing in the kitchen – it is wonderful to watch how imaginative they can be. Over the half term holidays they really had a good time with the garden, including my 8 year old son. The

youngest one (under 2) has had to negotiate different surfaces as he's moved around and the older one (3) has tested his muscles trying to figure out how to lift up a pumpkin. At one stage they were trying to lever it up with two big spoons. One of the parents has promised to get me some logs, so they will be a good addition too. I also want to plant up pots of herbs to have by the bench so they can be picked or rubbed against to create another sensory experience. I am so pleased that I went on the course. It has been one of the best courses I've attended and I've taken so much away with me. Thanks to the team at Hill End, my garden has a new lease of life.

How can I lift this?

10

The Flemish artist Pieter Bruegel the Elder painted this portrait of oplayed nearly 500 years ago. Rather surprisingly, many of these gampeople today. It is a scene where children are seen and heard. Bruscene was to emphasise that, in the eyes of God, children’s games anas the activities of adults. The painting is in the Kunsthistorisches Museum in Vienna, Austria.

10

11

Can you spot the following games which were played

462 years ago? List adapted from www.childrensgamesproject.com

• Ball game against a wall • Barrel riding • Blind man's bluff • Blowing soap bubbles • Brick laying • Bridal procession • Broom balancing • Hand seat • Covering with a blue cloth • Dolls’ house • Fence riding • Fighting • Follow the leader • Headstand • Hobbyhorse riding • Playing with sticks • Inflating a bladder • King of the castle • Knucklebones • Leapfrog • Making sand castles • Marbles / skittles • Piggyback • Playing drum and flute • Playing with dolls • Pop-gun • Pot smashing • Rolling hoops • Skirt twirling • Spreading arms wide • Stilt walking • Stirring dung (mudpies) • Swinging • Top spinning • Tree climbing • Tug-of-war

The Flemish artist Pieter Bruegel the Elder painted this portrait of over 80 games that children played nearly 500 years ago. Rather surprisingly, many of these games are still played by young people today. It is a scene where children are seen and heard. Bruegel’s moral in painting the scene was to emphasise that, in the eyes of God, children’s games and activities are as important as the activities of adults. The painting is in the Kunsthistorisches Museum in Vienna, Austria.

11

12

Transition Award in

Playwork (Level 3)

Do you already hold a Level 3 qualification

in Early Years or Childcare?

Would you like to have a Level 3

Qualification in Playwork?

If you have answered yes to the above,

you can gain your level 3 qualification in 20 weeks

for as little as £216.50.

For more information, contact the OPA Training Officer

on: 01865 779 474

or email: trainingofficer@oxonplay.org.uk

13

‘Kick-Start....your way into girls’ football’

� Learn new skills, meet new friends, have lots of fun

� All Oxfordshire FA Coaches are Minimum FA L2

� Qualified and CRB Checked

� No need to book, just turn up and have a go!

� Free of charge

Oxford Academy, Sandy Lane

West, Littlemore (Dome) Mondays starting 12th November

to 4th February 3.45-4.45pm

Girls in school years 3, 4, 5, 6

Cooper School (Astro),

Churchill Road, Bicester (Sports hall/Astro)

Thursday’s starting 15th

November to 7th February 4.00-5.00pm

Girls in school years 3, 4, 5, 6

Hey Diddle Diddle Oxford Playhouse (Top Room), Beaumont Street,

Oxford Have you discovered the perfect musical start to your week for you and your pre-school child? Hey Diddle Diddle is a friendly sing-song and play session held weekly at Oxford Playhouse. With complimentary tea and coffee, as well as a chance

to stay and play (and explore the big OP toy cupboard!), Hey Diddle Diddle is a fun way to start the week for both parent and child.

Tickets: £5 for 1 adult and 1 pre-school child.

£2 for additional children.

Dates: Monday 10:30-11.15 am from 14 Jan - 22 July

(no sessions 11 Feb, 1 Apr, 8 Apr, 6 May, 27 May, 1 Jul)

14

Safer recruitment training Training is available to support you with recruiting staff or volunteers for your setting. Attend this to make sure you know how to deter, identify and reject applicants who are unsuitable to work with children. See the Oxfordshire Safeguarding Children Board website, www.oscb.org.uk to book your place. There is no charge for this course. Online training is also available: see the recruitment section of Oxfordshire County Council's webpages for out-of-school childcare providers: http://www.oxfordshire.gov.uk/cms/content/recruitment-staff

Safeguarding training - availability in 2013 All courses are run through Oxfordshire Safeguarding Children Board. See www.oscb.gov.uk. Click on ‘Training’, then ‘Booking for OSCB training courses’ and ‘View our courses’. Call 01865 815843 if you have difficulties with booking. There is no charge for attending this training. 3-hour generalist safeguarding - for all childcare and play workers:

• Weekday evenings, listed under ‘Play Workers, Early Years and Childcare settings – Generalist safeguarding’. Lots of evening or Saturday courses, with plenty of spaces from 17

th January onwards. There are courses in Oxford and one in

Bicester, • Weekday daytimes, listed under ‘Generalist safeguarding’: Courses in Banbury,

Crowmarsh and Oxford. One-day specialist safeguarding - attend this if you are a playleader running a club or playscheme, or the designated safeguarding person for your setting:

• Saturdays, listed under ‘Play Workers, Early Years and Childcare settings –Specialist safeguarding’: courses in Oxford on 26

th January, 23

rd March, 18

th May.

• Weekdays, listed under ‘Specialist safeguarding’: Courses in Oxford on 5th March

and 4th April; a course in Witney on 14

th March.

Note: it’s fine to attend the ones that aren’t described as being for Play Workers, Early Years and Childcare settings! The childcare ones are promoted in this way, because they run at times/days that are generally more convenient for those working with children.

15

‘Creating an Attitude of Inclusion’ KIDS has launched a new free eLearning package aimed at ensuring an inclusive welcome to all disabled children regardless of their impairments. Though primarily aimed at people working in schools, a lot of the content is relevant to all play and childcare workers – this is a great opportunity to access free training that can be completed online at a time to suit you. The training is split into “chapters” which can be completed one at a time (it takes about 15 minutes each) – you can then return to the training when you have more time.

Entitled ‘Creating an Attitude of Inclusion’, this eLearning provides examples of best practice and professional guidance, so that disabled children and young people can learn and play alongside their non-disabled friends and peers. Anyone wishing to access the free eLearning can do so by creating an account here: http://elearning.kids.org.uk/login/index.php Rosemary Green, Community Childcare and Play, Oxfordshire County Council

Important! Revised documents for Ofsted-registered settings Ofsted have published revised versions of several more documents on the Ofsted website, www.ofsted.gov.uk. These include: A new 'Early years self-evaluation form', ref 120332. This SEF is much simpler than the previous one! 'Early years self-evaluation form guidance', ref 080103; 'Committee-run registered childcare', ref 090003 - important for all voluntary-managed settings; 'Criminal Records Bureau (CRB) checks for those providers who register with Ofsted', ref 090103; 'Information for parents about Ofsted’s role in regulating childcare', ref 120335 (This replaces 'Concerns and complaints about childcare providers' and 'Information for parents and carers using childcare services').

16

Come and enjoy the Kaya Drum workshop!

Kaya drumming workshops use drum and percussion instruments to help

you learn about rhythm and self-expression.

Whatever your ability or level of

confidence you will enjoy this group

experience; and will be able to use the

ideas in your club!

You will have a delicious supper from 6.30pm, and the fun begins

at 7.00pm (8.30pm finish)

There is currently no charge for our Network Evenings and they are great for exchanging ideas. We look forward to seeing you

there!

Date:

Wednesday 5th December 2012

Stanford-in-the-Vale C of E Primary School, High Street,

Stanford-in-the-Vale

SN7 8LH

Please reply as soon as possible, as this will enable us to cater for your dietary requirements appropriately.

Thank you.

Carolyn.ceglarek@oxfordshire.gov.uk 01865 323777 Gillian.frost@oxfordshire.gov.uk 01865 323781 Paula.lochrie@oxfordshire.gov.uk 01865 328755 Rosemary.green@oxfordshire.gov.uk 01865 323864

The Children's Centres and Community Childcare and Play have experienced the wonderful Kaya drumming workshops. The sessions that are run by Alex can be adapted to suit any theme or objective and the workshops are very successfully tried and tested! Sessions are tailor-made or off the shelf events and workshops, half day or full day sessions are available, staff training, 1 hour workshops, after school clubs, or whole school assemblies can be organised. For more information contact: Kaya Rhythm & Arts Ltd, 3 Wilderness Row, Pewsey, Wiltshire SN9 5DA, 01672 569100 or 07729 638144 www.kayadrums.com

17

Inspiring Play is produced 4 times a year by Oxfordshire Play Association on behalf of the Oxfordshire Play Partnership.

Deadlines: March edition: 14th February June edition: 14th May

September edition: 7th September December edition: 14th November

Next Next Next Next

deadlinedeadlinedeadlinedeadline

isisisis

14.2.1314.2.1314.2.1314.2.13