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Beginning to play 6/21/04 1:03 PM Page 1

Debating Play
BEGINNING TO PLAY
Series Editor: Tina Bruce
Young Children from Birth to Three

‘I hope this book will inspire early years practitioners, lecturers and
trainers to stop and think in the hustle and bustle of daily practice, to

Beginning to play
take a fresh look at the play of these very young children. This book
does not claim to have all the answers but seeks to challenge
practitioners to observe closely and respond to babies as they begin
to play.’
Elinor Goldschmied
Author of People Under Three: Young Children in Day Care

Beginning to Play explores the young child’s right to a high quality,

multi-sensory play environment where play really can begin. It builds
on Goldschmied’s concept of Treasure Basket play, which involves a
wide variety of everyday objects gathered together to stimulate all the
senses of babies and young children. The book features detailed
Beginning
observations of babies beginning to play at and beyond the treasure
basket. These observations support readers in offering rich play
materials and experiences.
to play

Ruth Forbes
Providing valuable insights and practical support, this reader-
friendly book:
• Encourages practitioners to reflect on and review their own
current practice
• Supports readers in recognising and responding to babies’ signals
and communication
• Emphasises the need for emotional well-being to enable babies and
young children to begin to play and examines the effects of non-
responsive care on babies and young children

Beginning to Play is essential reading for practitioners working with

children from birth to three, students on Early Childhood Studies
courses, and other readers who are eager to increase their knowledge
about children from birth to three.

Ruth Forbes is a part time co-ordinator and Early Years lecturer

working with undergraduates as well as a freelance trainer and
consultant working with Early Years Development & Childcare
Partnerships (EYDCPs) and LEAs. She was awarded an MA in Early
Childhood Education with Care in 2000. An NNEB and trained nurse,
Ruth Forbes
she has worked in the community and in hospitals, and early years
settings across the sector.

Cover design: Barker/Hilsdon

ISBN 0-335-21431-2

www.openup.co.uk 9 780335 214310

BEGINNING TO PLAY
Debating Play Series

Series Editor: Tina Bruce

The intention behind the Debating Play series is to encourage readers

to reflect on their practice so that they are in a position to offer high
quality play opportunities to children. The series will help those
working with young children and their families in diverse ways and
contexts, to think about how to cultivate early childhood play with
rich learning potential.
The Debating Play series examines cultural myths and taboos. It
considers matters of human rights and progress towards inclusion in
the right to play for children with complex needs. It looks at time
honoured practices and argues for the removal of constraints on
emergent play. It challenges readers to be committed to promoting
play opportunities for children traumatised through war, flight,
violence and separation from loved ones. The series draws upon
crucial contemporary research which demonstrates how children in
different parts of the world develop their own play culture in ways
which help them to make sense of their lives.

Published and forthcoming titles

Holland: We Don’t Play With Guns Here

Hyder: War, Conflict and Play
Kalliala: Play Culture in a Changing World
Manning-Morton: A Time to Play: Playing, growing and learning in the
first three years of life
Orr: My Right to Play: A Child with Complex Needs
 BEGINNING TO PLAY

Young children from birth

to three

Ruth Forbes

Open University Press

Open University Press
McGraw-Hill Education
McGraw-Hill House
Shoppenhangers Road
Maidenhead
Berkshire
England
SL6 2QL

email: [email protected]
world wide web: www.openup.co.uk

and Two Penn Plaza, New York, NY 10121-2289, USA

First published 2004

Copyright # 2004 Ruth Forbes

All rights reserved. Except for the quotation of short passages for the purposes
of criticism and review, no part of this publication may be reproduced, stored
in a retrieval system, or transmitted, in any form, or by any means, electronic,
mechanical, photocopying, recording or otherwise, without the prior
permission of the publisher or a licence from the Copyright Licensing Agency
Limited. Details of such licences (for reprographic reproduction) may be
obtained from the Copyright Licensing Agency Ltd of 90 Tottenham Court
Road, London, W1T 4LP.

A catalogue record of this book is available from the British Library

ISBN 0 335 21431 2 (pb) 0 335 21432 0 (hb)

Library of Congress Cataloging-in-Publication Data

CIP data applied for

Typeset by YHT Ltd, London

Printed in the UK by Bell & Bain Ltd, Glasgow
 CONTENTS

Series editor’s preface vii

Acknowledgements ix
Foreword by Elinor Goldschmied xi

1 Anchor points in the first year 1

2 Early play and playthings – crossing cultures 14
3 ‘And me’: play with significant others 21

4 Beginning to move 32
5 Sensory play 49

6 Treasure baskets 62
7 How adults can help treasure basket play 79
8 Moving into heuristic play 98

9 Tuning in: talking and listening 109

10 Continuing the debate about babies
beginning to play 125
Bibliography and Videos 133
Index ???
 SERIES EDITOR’S PREFACE

The Debating Play series is not intended to make comfortable read-

ing. This is because ‘play’ is not a comfortable subject. For a century
at least, play has been hotly debated among researchers, practi-
tioners, parents, politicians and policy makers. Arguments have
centred around whether it should have a place in any childhood
curriculum framework. Its presence in schools and other institutions
and settings has ebbed and flowed according to who holds power,
influence and authority to control curriculum decisions. When play
has been permitted in settings, it has often suffered from a work/play
divide. Play in such contexts is frequently confused with recreation.
However, an alternative approach is to offer ‘free play’, through
which children are thought to learn naturally. This works well in
mixed age groups (2–7 years) when older, more experienced child
players act as tutors and initiate younger children, helping them to
learn through their play. Sadly, though, this is rarely experienced in
early childhood settings in the UK nowadays. It is noteworthy,
however, that a few nursery schools have managed, against great
odds, to keep an age range from 3–5 years. Research (Siraj-Blatchford
et al. 2002) indicates that the learning that children do through their
play in these settings is rich. There is a growing understanding of the
importance of play as diverse evidence accrues, which highlights the
role of play in early learning in relation to ideas, feelings, relation-
ships and movement (embodiment). However, this is often mis-
takenly interpreted as adults showing children how to play, through
guiding, tutoring, role-modelling or whatever name is of current
fashion, rather than providing children with genuine opportunities
to engage in their own play.
viii Beginning to play

The Debating Play series is evidence based rather than belief dri-
ven, and each book probes an aspect of play.
Ruth Forbes has, for many years, worked closely with Elinor
Goldschmeid, who pioneered ‘treasure baskets’ for sitting babies, and
‘heuristic play’ for toddlers. This has given her a strong base from
which to develop her work with babies and toddlers.
Her current work, continues in this tradition valuing careful
observation, informed and influenced by knowledge and under-
standing of how children develop, sensitivity to young children, and
respect which embraces inclusion and diversity. However, her work
is evidence based , and is currently helping students, practitioners,
parents and carers to develop ways of relating and interacting with
the youngest children with great quality in ways appropriate for
home and group care settings at a time of great expansion.
The important messages in this book will help those who spend
time with and love children to deepen the quality of what they offer
to children and their families.

Professor Tina Bruce

 ACKNOWLEDGEMENTS

The idea for this book arose during my studies for a master’s degree in
Early Childhood Education with Care. There I was privileged to be
part of a group of educators who debated, discussed and played over
a deliciously rich period of three years. We played and learned
together – at making dens and camping out (some of us), re-visiting
Piaget through mime and dance. We free-flowed while we continued
with our home and family lives, busy working in and supporting
services in a range of early years settings, writing, singing, making
close friendships and relationships, where today still close attach-
ments are maintained and treasured. Thank you to Tina, Margy,
Colin and particularly Patrick, my dissertation tutor, for your support
over those three years. I had never contemplated being ‘a writer’ and
I think I know now how a child feels when they are in that possible
alternative world of ‘as if’, having been lifted to the highest level of
functioning.
Thanks and acknowledgement must go to all the practitioners, par-
ents, babies and children I have had the pleasure of knowing over the
last 20 years in a range of settings. Thanks to the following babies and
their families for permission for photographs and sharing the treasure
basket video diaries: Mr and Mrs R.M. Oelmann and Elizabeth for the
‘what is this?’ photographs; Colin and Debbie Robson and George for
the treasure basket observation and photograph (copyright # Kip
Hambis at MHP Photos); and Andy and Sam Adams and Niamh for the
photograph of ‘tongue poking’. Special thanks go to the following for
taking part in and sharing the treasure basket research, video diary and
photographs: Fiona and Dale Smith and Cerys, Jason and Kirsten
Skinner and Harry, and Nicola and Derek Thompson and Alice.
Thanks to colleagues at Jigsaw, especially Sam Adams, Sally
x Beginning to play

Gostling and the baby room team at Broome for their patience and
flexibility as I filmed and observed, and for the discussions and
debates we had about babies beginning to play . . . inspiring and
challenging, thank you, it was so much fun.
Special thanks go to Tina Bruce, without whom this book would
never have been written. Her faith and trust in me as a new writer has
been implicit. Her quiet, constructive feedback and encouragement
as a ‘critical friend’ anchored and kept me afloat.
Thank you to my family, who I have not had quite so much time to
play with. To Ian, Alistair and Laura for the emotional and nutri-
tional sustenance, and the need for quiet time and space respected.
Finally, to my mother Norah, whose love and pride in all our
achievements are as strong today as when I was beginning to play.
Thank you to her and my father for a really rich childhood of ima-
ginative play opportunities, and those passed on to their grand-
children.

Ruth Forbes
 FOREWORD

The closer you get to babies, the more complex they become; there is
a general opinion that anyone can work with babies, when in reality
this is not so.
When as a patient awaiting treatment for a hip replacement, the
consultant appeared with his retinue of junior doctors, medical
students, nurses, etc., and said to the assembled audience, ‘I will see
the limb on Thursday’, to which I responded, ‘Shall I come too?’ How
many times have we observed adults talking over the heads of babies
and toddlers? Or heard nursery staff say that working with babies is
uninteresting and not what they really trained to do?
Babies need adults who understand and can respond to the com-
plexity of their rapid development in the first year. What an exciting
time it must be to the baby, seeing the world as it appears and
hearing sounds never before encountered. Then that momentous
occasion when the world looks so different from that viewed pre-
viously from a prone position. How different everything and every-
one looks when the baby can sit or stands for a few moments. And
babies need the adult who cares for them to be animated and cele-
brate this with them.
We do, of course, as caring and responsible adults, have to make
decisions for them or offer them safe choices. As we begin to learn
more about babies’ complex levels of understanding and their early
ability to communicate, there have to be ways of including them in
the options that are being offered around them. The way in which we
communicate to baby that it is time to change his nappy or clothes,
or to move him to another area of the room, whether in a nursery or
at home, these seemingly simple moments are key in a baby’s day.
In an out-of-home setting, the gestures and language skills we, as
xii Beginning to play

adults caring for other people’s babies, develop are crucial. Just as
important are the skills of caring for and getting to know the baby’s
family, essential in a relationship or triangle of care.
Now in the increasingly stressful twenty-first century, it is crucial
that practitioners hold on to the key needs of very young babies and
children, ensuring that their emotional development is supported in
a warm, unhurried manner. This is a time for touching, holding,
speaking and listening to the baby, which must be both planned for
and supported in an out-of-home setting.
This is what is important. Contented babies beginning to play and
adults creating an environment in which it is recognized that very
young babies have the right to have interesting people and objects
around them. This will support babies’ need to explore the things
that they are interested in and, as they begin to try things out, then
we will really see babies beginning to play.
Over the last few years, Ruth and I have had many stimulating
discussions around the play of babies and adults. This book does not
claim to have all of the answers, but seeks to challenge early years
staff to start to look at and respond to babies as they begin to play.
Enjoy playing with the babies you care for, and never underestimate
the value of the time you spend talking, listening, watching and
responding to their play.
Elinor Goldschmied
Sept 02
 1

ANCHOR POINTS IN THE FIRST

YEAR

Anchors are about enabling the meeting, greeting and sustaining aspects of
life. Anchors are about balance and stability. They keep a ship stable in dock
while repairs are being made. New crew come on board and then the anchor is
raised to enable the ship to move on to a new voyage, to meet new challenges,
enjoy new experiences. Anchor points are crucial and throughout this book we
will return and revisit those anchors.

Why anchors are necessary

Most adults have someone or something providing a point of

security or support. It might be a person, the friend we phone at 4 am
when the world appears to be turning upside down. Or it could be a
place we go to for contemplation or gather some sort of physical
comfort – the kitchen we grew up in with its familiar smells or an old,
comfortable chair.
One of my anchors was the place where my late father used to sit,
on the top of a hill, taking in the views of the rolling Wiltshire
countryside. I could, for a long time, feel his presence there and used
to have conversations that invariably started with ‘Why . . . ?’ He had
been my anchor; and very suddenly, the huge (in the psychological
sense) supporting, loving figure had gone. I hadn’t had the chance to
say ‘goodbye’ and, as time passed, I experienced all the emotions of
him not being there, to share in my new experiences, my pregnan-
cies and the subsequent greeting of our own babies, new homes,
career changes, sharing a family tea party and our babies’ first steps.
For babies and very young children, anchor points are crucial,
particularly when we think about their development and the
2 Beginning to play

beginnings of play. Those with the responsibility for caring for and
educating other people’s babies become part of the anchorage sys-
tem. The work of Elfer (1996), Goldschmied and Selleck (1996) and
Rutter (1981), demonstrates that secure attachment and separation
relationships are crucial in early life. The denial of close personal
relationships in group settings is something those in the position of
managing and organizing group settings forget at the peril of later
development. (Goldschmied personal communication)

Being someone’s anchor

A huge part of the skill of working with other people’s babies is

knowing when to let the anchor down and when to haul it up. It is a
tricky business! Let the anchor down too soon and the baby has no
experience of struggle; let the anchor down too late and the baby
becomes distressed. If you are looking after several children in a
group setting, it becomes trickier.
Goleman’s (1996) work has helped us consider emotional literacy
and the capacity to feel positive about oneself. He emphasizes the
importance of having a high level of self-esteem and being able to
think about our own feelings and behaviour as well as those of other
people. Only then does play begin. These skills need to be learnt very
early on in life and are the areas that a supportive framework for
working with children from birth to 3 years must focus on. As
Goleman has observed, the ability to handle feelings and emotions
successfully may be more significant than IQ in terms of a child’s
long-term attainment.

Anchors for practice

In the twenty-first century, we are beginning to see from the work of

neuroscientists and researchers such as Blakemore (1998) and
Greenfield (1999) that the first three years are critical. The experi-
ences of the developing foetus and the first year of a baby’s life are
crucial and formative, having an impact on the building of the brain.
The way babies develop their play is part of this process. Many sci-
entists and researchers agree that the first three years are of vital
importance in terms of the young child’s experiences, how nature
and nurture interact and the effect on our adult life.
For many years, early years programmes, curriculum development,
early childhood studies courses, childcare courses and training have
focused mainly on children in the 3 to 5 age group. Selleck & Griffin
 Anchor points in the first year 3

(1996) reminds us of the importance of the very early years, since

practitioners working with very young children, together with par-
ents, are partners in building solid foundations. Practitioners in a
range of out-of-home settings will support young children to build
and experience strong and secure emotional attachments with a few
close adults if they are to develop play. This will ensure that as the
child moves within a setting, they are able to develop and maintain
relationships with a new key person and for their play to develop.
Post and Hohmann (2000) describe systems in which babies and
practitioners move together in the setting through the infant and
toddler age groups. In all settings, practitioners need to debate and
explore ways of introducing the key-person approach and managing
children’s moves just as they debate and discuss the play needs and
issues of those children.

Play begins at birth

Practitioners seeking guidance and advice on appropriate material for

developing early play for very young children often look to North
America, Australia or New Zealand for material written about the
birth to 3s age group. The National Association for the Education of
Young Children (NAEYC) in Washington advises the practitioners
that a curriculum for children under 2 should not be a ‘watered down
version of the older child’s curriculum’. For too long, curriculum
development, childcare courses and early years practitioners have
focused on the 3 to 5 age group.
Penn (1999) notes that much of the original guidance of the
NAEYC arose from the work of developmental psychologists, using
checklists to advise practitioners on environment, activities and
learning opportunities. It lists the skills required by adults working
with other people’s children in the USA. The book has been used as a
basis for practitioner training and assessment of skill levels. Penn
considers this checkpoint approach an inappropriate measure of
practitioner learning and of the level of quality that a setting pro-
vides.
The emphasis on checklists was part of the US government’s pro-
gramme to improve the quality of childcare provision through more
stringent registration requirements. Research in the USA by Cryer
and Burchinal (1997) supported theories that parents’ definitions of
quality were different to those of trained childcare observers and
were uninformed about the important contribution play makes to
the development of learning. Chris Athey (1990), working with
Bruce, also observed that parents and childcare professionals have
4 Beginning to play

issues about understanding and agreeing on such aspects as play,

individuality and creativity and the way parents have grown in
confidence and knowledge through discussion of how their children
play at home and in the centre.

The problem of looking at ‘milestones’ in the development

of play

After seeing how heuristic play has affected provision for the young
children under 3 in her day nursery, Holland (1997) has challenged
the use of, and over-reliance on, developmental checklists. The
‘milestone’ approach can cause concern for parents and practitioners
if children are not ‘at’ a milestone or the emphasis is on moving the
child ‘on’ to the next stage, whether or not it is relevant or appro-
priate for that child. While working with children under 2, I have
become more aware of the pressure both on and by parents; for
example requests for the setting to introduce ‘proper’ reading to the
under 2s, and for a child to ‘move up’ to the next group (Forbes
1999a) where the parent perceives there to be less ‘play’ and more
learning.
As we become more aware of the implications of too early formal
learning, the research of neuroscientists, educationalists, policy-
makers and families may come to agree with the message ‘too much
too soon’. The programme and subsequent book based on Channel
4’s ‘Dispatches’ programme (Mills 1998: 5) showed that compared
with European settings, in the UK there is a difference in both
approach and delivery of an early years curriculum. In UK settings,
there is more emphasis on early reading and writing skills and less
emphasis on music, movement and the oral linguistic approach.
All the teaching involves children having absolute confidence with
manipulating concrete objects before moving on to representations
of objects. However, Curtis (1994) observes that play in Eastern
European nurseries described as ‘imaginative and free-play’ is what
would be described in the UK as ‘a drama lesson’. The debate comes
full circle about interpretations and meanings, although it is widely
accepted that play is the principal way in which children learn, the
understanding and interpretation of play varies.

Interpreting play

Bruce (1991) describes what she calls ‘free flow play’ – what children
do when they are given the freedom to follow their own ideas and
 Anchor points in the first year 5

interests, in their own way and for their own reasons, with appro-
priate or no adult involvement or direction. There is no previously
identified end-product or rating scale to meet. Bruce describes play as
coordinating a network of developmental and learning strategies,
which have 12 features. When all or most of these features are pre-
sent, it becomes ‘free flow play’. Free flow play occurs, Bruce tells us,
when children are able to use their experience of ideas, feelings,
relationships and movement, and are able to apply them with con-
trol, competence and mastery. Bruce points out that all emotions –
pride, anger, joy, a sense of loss and rejection – are found in free flow
play. Children are helped to deal with grief, loss and anger through
their free flow play. However Bruce (1991) also observes that ‘many
of the things called play by those of us working with children are not
so’ (p. 1).
The key contexts of play, which are physical, social and symbolic,
help us to interpret children’s actions and activities. Piaget (1962)
saw play as the means by which the child’s learning comes together
and helps the child to make sense of the world. Vygotsky (1978)
emphasized the importance of social interaction, of other people
involved in play. He describes children’s learning from a point he
called the zone of proximal development to the zone of actual
development).

Play with people – play with objects

Much of child development theory, including the subject of play, is

based on a European and North American perspective. Cole (1998)
argues that children’s culture has to be a fundamental ingredient in
the major influences on child development. Cole also points out
differences in babies’ cognitive development because of their culture,
which he identifies as a ‘bio-social-behavioural shift’, and the way in
which babies interact with their environments. During tests, Japa-
nese and American babies demonstrated the same behaviour towards
objects. However, the American mothers behaved more positively
towards their babies when the child was interested and playing with
an object rather than themselves. They would divert the children’s
play away from themselves towards the object. The Japanese mothers
behaved more positively when the baby showed more interest
towards them in their play, rather than to an object.
In North American culture, typically it would appear that inde-
pendence is seen to be more important than dependence (Cole
1998). However, as children mature, the differences in the play that
they are best at correspond to the differences in their mothers’
6 Beginning to play

behaviour. The environment in which the child develops and grows

needs to be a social one, including people, cultural beliefs, values and
practices, supported by cultural tools and artefacts from the child’s
experiences and environment.

Toys are not only appealing to babies

Trevarthen (1998) tells us that human life is essentially cooperative,

sharing and exchanging ideas, interests, actions and play. Very
young children learn about turn-taking through interpreting cues
with a key adult (usually the mother), and playing conversational
games, which is essential for later language development. These are
the early games of babies, actions and interactions.
Stern (1991) observes that toys are not very appealing to babies;
they prefer mobiles, which move like humans. It is the quality of the
interactions, according to Bodrova and Long (1998), that affects the
ability later to acquire mature levels of play. They suggest fewer ‘toys’
but more interactions with people. I agree that close interactions are
crucial for developing play; these are the beginnings of complex
social skills. However, the role of the adult is not to demonstrate the
various ways for the young child to use the toys; think how frus-
trating this is for the baby or toddler who cannot yet manipulate the
object in the same skilful way as the demonstrating adult. Babies
need to be given time to explore, to manipulate objects and to
interact with other babies and adults, the objects being precursors to
pretend play. Then play will begin.

Children with special educational needs and disabilities

Babies exploring their own bodies through their hands and feet can
do so alone or as part of a game with an adult. Babies with specific
needs may need adults to support these early explorations. Children
with a visual impairment use their hands to be part of play experi-
ences and fully participate. Children need to access all contexts of
play: physical, social and symbolic. This can be challenging for
practitioners working with children with specific needs. They need to
be creative to encourage and support play in children whose per-
ceptions and understanding of their surroundings are likely to be
very different from adults’.
Jennings (2002) suggests that adults working with children with
visual impairments should use the following strategies to be more
effective in supporting these children’s play:
 Anchor points in the first year 7

* observing the child’s signals;

* giving enriched descriptions;
* providing rich real experiences;
* giving choice and control;
* making sure the child is having fun on their terms.

Jennings’ principles can be applied inclusively to all children’s

play.

Adults helping children play alone

Adults sometimes finish something off for a baby, for example put-
ting a stacking beaker on top of another, or picking up the baby,
move them to another area of the nursery floor, without warning,
saying: ‘. . . There, that’s what you wanted isn’t it?’ and move off,
leaving the baby bewildered, facing a new piece of equipment of the
adult’s choosing. We need to ask ourselves, what does this sort of
action demonstrate about the child’s rights? We need to think about
what happens when a baby is trying to reach an object during that
first journey towards movement, and watches as the unaware adult
moves the toy or object a little further out of reach. The frustration of
trying to play very often leads to the baby giving up. Babies can
become withdrawn and unresponsive after attempts to play and
communicate have been misunderstood or missed by adults, who are
not attuned with the changing and developing needs of very young
children.
This brings us to debate on the role of the adult in the support and
development of young children’s play. Early years practitioners
cannot do this easily if they themselves have not experienced rich
play or do not understand that babies need people, time and space.
Babies look for reactions and responses from everyone and every-
thing around them. From those responses the beginning of emo-
tional understanding begins. Stern (1991) called this attunement.
However, if nursery practitioners are not tuned in to understand and
respond to the signals babies use, then babies will be left to struggle,
if there is too much struggle and not enough response from the
adult, the baby then begins to withdraw, and may even appear ‘self-
contained’.
This kind of behaviour can have wide-reaching effects, as a study
on older children demonstrated (Ball 1992). Goldschmied reminds us
that adults often look at grizzling babies surrounded by toys and
assume that their behaviour is for no good reason, as they have
8 Beginning to play

plenty of playthings. Goldschmied suggests that we should look at it

from the babies’ viewpoint.

. . . unlike adults, babies are dependent upon our imaginative

understanding of what their needs are, and our willingness to
provide the means by which they can pursue their own learning for
themselves.
(my emphasis) (Goldschmied 1989: 9)

First experiences for a baby are mostly inter-linked with adults –

touching faces and fingers, and reaching for clothing and interesting
accompaniments, as those of us who wear ear-rings, particularly the
‘dangly’ variety, will recognize, as these are grabbed or pulled as part
of babies’ play. These objects also serve to build up an image of
‘who’s who’ for the baby. It is a shame that in many out-of-home
care situations, practitioners who work with babies are required to
wear protective overalls and are not able to wear jewellery (within
reason) that is part of their personality or culture. Whilst under-
standing all the health and safety precautions necessary, it could be
reasonable for practitioners to ensure that overalls are worn only for
feeding and changing purposes. Uniform, although seen by many as
helpful to ensure that staff are easily identifiable, means that babies
and young children are often scanning a sea of same-colour T-shirts
and have to find other identifiable signs to find their key person.
At only a few days old, babies are already organizing their images
of the world, following moving objects with their eyes. Movement
helps young children to understand where objects begin and end,
rather than simply relying on edges to give information. Babies, as
they play, are applying principles very early on in order to make
sense of the world. Newborn babies will turn their heads and look
towards an interesting noise, suggesting that they already expect to
see something in the direction of the noise. Babies are able to imitate
at only a few hours old, Meltzoff carried out research in a maternity
hospital to prove that imitation was innate (reported in Gopnik,
Meltzoff and Kuhl 1999: 30). The youngest baby he filmed was only
42 minutes old. The photograph opposite shows my colleague’s
husband and Niamh, aged 2 hours, imitating her proud new father.

Science and babies

A famous physicist was once asked, ‘what is the use of pure

science?’, to which he replied, ‘What is the use of a baby?’ In
other words, both are packed with potential for the future.
(Goldschmied 1989: 1)
 Anchor points in the first year 9

Andy and daughter Niamh – poking out her tongue at 2 hours old.

We have more evidence now from the neuroscientists which

confirms what Goldschmied (1989) knew from her observations of
babies at play, that they were far more knowing and knowledgeable
than had been appreciated by the scientific community. The chal-
lenge as we discover even more about the workings of the brain is
how we as educators (all adults involved with children are educators)
use that knowledge.
Colin Blakemore (2000), talking about the results of recent brain
research, gives a clear message about the relevance of this work for
early years practitioners. He argues that people responsible for for-
mulating a framework for very young children need to start thinking
about the development of the brain, because those of us working
with these young children, as carers and educators, can and do
influence and shape brain development. Blakemore emphasizes the
importance of social development and communication for young
children, matching up with Vygotsky’s theory of the social process of
learning, with and through other people. He also confirms the
intuitive thoughts and feelings of many practitioners and parents
about the need to play.
10 Beginning to play

One benefit of knowing the science is a kind of protective

scepticism. It should make us deeply suspicious of any enter-
prise that offers a formula for making babies smarter or
teaching them more from flash cards to Mozart tapes to Better
Baby Institutes. Everything we know about these babies sug-
gests that these artificial inventions are at best useless and at
worst distractions from the normal interaction between grown-
ups and babies.
(Gopnik, Meltzoff and Kuhl 1999: 201)

Babies need rich, real experiences. They need an ‘abundance of

experiences’ (Thorp 2003) – experiences of real objects, real people
and lots of conversation, not television programmes or videos.
Communicating with babies about what they are experiencing is
vital. Communicating through sign, facial expressions, body lan-
guages, are all part of this as adults observe and support babies and
young children in their play.

Play is vital

Practitioners working with or interested in children under 3 will need

to consider that young children (especially those under 3) do not
need ‘activities’ to draw round templates, focus on a colour of the
week, or be part of themes or topics that have no relevance to their
interests or understanding.
Blakemore explains that synapse formation seems to coincide with
the emergence of various skills, hence the need to ‘match the curri-
culum’. Early experiences and play have a direct impact on the brain-
wiring process. At 3 months the visual cortex peaks, fine-tuning the
connections which enable the eyes to focus. By 6 months of age,
synapses form at such a rate that the brain consumes far more energy
than an adult brain, and synapse formation continues for up to 10
years.
By the time children reach 2 years of age, they have approximately
the same number of synapses as an adult, which is 50 per cent less
than the baby was born with. The message from Blakemore was ‘use
it, don’t lose it’.
The research shows us that baby’s brains are at their most plastic
(flexible), rapidly moulding and fitting into its surroundings. The
potential for development is staggering. It seems that there are sen-
sitive periods, when early learning must meet and match the devel-
oping brain. The treasure basket is one opportunity for young babies
 Anchor points in the first year 11

to play and be ‘in charge of their own learning’, as we will explore

later on in the book.

Play, growth and development

Everything we do with a child has some potential physical influence

on the rapidly growing brain. This has implications for the way in
which we plan for very young children’s play and learning, whether
in a large or small out-of-home setting. The way in which we learn
about and respond to babies’ play and communication signals is vital
for their emotional wellbeing, which in turn affects the future
development of play and learning. An emotionally secure child,
equipped with a high level of social skills, able to read and respond to
others’ signals is more likely to learn effectively. (Manning-Morton
and Thorp 2003). Those key adults parents and carers, through their
responses and reactions, will have laid the foundations of emotional
literacy, because it seems that it is affective early experiences that are
key to all learning.
During a series of observations of a group of babies who had played
regularly together at the treasure basket as part of a small research
project, I watched as Harry, aged 10 months, and Alice, aged 7
months, were seated at the basket with Sarah, Alice’s key person,
seated close by.

Harry watches Alice playing with the linked spoons. He is dis-

tracted by her short cry, Alice is reassured again by Sarah (the
adult), through some gentle stroking of Alice’s back. Alice leans
into the basket and strokes the shoe brush, cries and turns
away. Alice is distracted by the whistling of the window clean-
er, Harry looks at Alice and then follows her gaze to the win-
dow. Harry strokes the large shell positioned in between his
legs. He then continues to gently rummage in the basket. He
has moved slightly away from the side of the basket and is
sitting/leaning precariously. Harry’s mother arrives and in his
delight at her voice, he completely overbalances. She picks him
up. Harry quickly stops crying and smiles broadly.

An unsettled baby cannot play

Alice was still unsettled at the basket during this time, she needed
and received reassurance from Sarah, and was still only exploring
12 Beginning to play

objects fleetingly. She was easily distracted and at times distracted

Harry. There was definite interaction between the two babies and
Harry appears, not for the first time during my observations, to show
concern for Alice’s distress. Sarah tuned in to Alice’s needs. She had
been offering Alice verbal reassurance, ‘it’s okay Alice, Sarah is here,
everything is okay’, and keeping close eye contact with her,
responding with reassuring glances and smiles to Alice. At my sug-
gestion Sarah slid her arm across, and stroked Alice’s back. This had
an immediate effect, soothing Alice.
I had wanted to see if Alice needed more than the reassuring
glances that Goldschmied suggests. I did not want to take Alice away
from the basket, but to support her with her struggles. During dis-
cussions, the practitioner reported that they ‘seemed to pick her up a
lot’. As Alice is still settling into the nursery, getting to know Sarah
and the team, it is a difficult time for her. She needs reassurance and
to know that she will be supported through cuddles and lots of talk.
However, being picked up by three different members of the team
during the day may not be helping her to resettle and develop her
play. An unsettled child cannot play. The practitioner team agreed to
be consistent with Alice, not to immediately pick her up if she cried,
but to sit close to her and talk with her, touch her, and carry on
playing together. Sarah, as the key person, was to be the main source
of support for Alice as she settled into the nursery.
The length of time needed for babies to develop close relationships
and become comfortable in a new setting so that their play develops
varies. There are no set rules and every baby will be different and
have different needs. It is important for each setting to draw up its
own plans for settling in new families, ensuring that the emotional
needs of parents are recognized and responded to. Then parents will
see them settle and be able to leave their babies, seeing them
beginning to play. The settling in process for parents needs to be
planned for as carefully as the welcoming and settling of a new baby.
Parents and carers may need support in how to be the emotional
anchors for very young babies, and it is crucial that all settings draw
up a plan to help all those working with children under 3, where the
role and relationship of a key person and secure attachments are
responded to and recognized.
If play is to develop and contribute to the child’s wellbeing, then it
must be anchored in secure emotional and social development.
Supportive, supporting and responsive adults are the anchors in
these aspects of development, knowing when to hold fast or raise the
anchor.
 Anchor points in the first year 13

Key points from this chapter

* All the adults in an early years setting, need secure emotional
anchors;
* Babies need to develop close attachments with key adults outside
the home who share in their care, play and learning, in order to
begin to play;
* Practitioners need to debate and discuss the range of information
and materials available for babies and young children, ensuring it
focuses on the characteristics and interests of the child, not on
developmental stages or inappropriate curriculum guidance;
* Babies and young children need rich and real experiencess;
* An unsettled baby cannot play.
 2

EARLY PLAY AND PLAYTHINGS –

CROSSING CULTURES

The earliest human societies had few toys to offer their children
and even fewer for under-ones to play with. The !Kung San
infant in Africa’s Kalahari Desert plays with his mother’s per-
son, her beads, her hair. Later he will graduate to make ‘toys’
from twigs and flowers, insects and stones. His imagination
must work overtime to create his own, unique fantasy world.
(Jackson 2002: 25)

Babies’ and young children’s needs have not really changed. They
need people who enjoy their company, find their play and attempts
at conversation interesting and inspiring enough to respond to and

Special adults, special play moments, no other playthings necessary.

 Early play – crossing cultures 15

develop. The plethora of toys and ‘must haves’ for babies and young
children to ‘play with’ has grown over history, and modern babies
and young children appear, if baby catalogues and manuals are
anything to go by, to ‘need’ a vast amount.
Babies communicate with adults and other babies not only
through non-verbal signals and orally, but through objects. This has
been well documented by observers of very young children such as
Goldschmied and Selleck (1996). This is the beginning of babies’
play, as they look for a response or are in the position of offering a
response, which results in another response, a reciprocal relationship
of perhaps eyebrows raising, mouths opening, or objects being
offered. ‘Have a look at this, what do you think, tell me about it, talk
to me, make that funny face again, sing that song . . .’ Play in every
culture reflects the experience of babies and children.

Early play: What do babies begin to play with and how?

Parents the world over would probably answer in the same way. They
will have watched their very young babies finding and then playing
with their feet, fists, fingers, bits of cot blanket or sheet, playing with
the breeze as it blows curtains or mosquito nets, babbling and
chattering to the mobile or the toy in the cot, or perhaps like the
!Kung San babies playing with an adult’s face, hair, pulling at noses,
finding out where this new play object begins and ends. Babies are
born problem-solvers; they want to know what things are and what
they do; at just a few days old they turn away from objects looming
towards them, aware that there is physicality to an object, or turn
their head away from a bright light, or track a slow-moving object
with head and eye movements (Murray and Andrews 2000). We can
already begin to see that the baby who is beginning to play is seeking
answers to as yet unasked questions, and testing objects and people
for responses.
At only a few days old babies gaze, cross-eyed but intently, at
striped objects or complex patterns of high contrast. Many com-
mercial playthings appearing on the Western market for babies fea-
ture black, white and red patterns of stripes, checks and bulls eyes.
Mobiles, borders of mirrors, soft blocks and rattles are produced
using these colours to encourage play and learning. An upsurge in
attention to developmental psychologists’ tests on babies has resul-
ted in the manufacture of these types of playthings, labelled and sold
as ‘educational’, to give baby a ‘good start’. Naturally, babies prefer
these colours and patterns so will spend longer staring and following
the mobiles or toys. Babies like stripes because of the sharp contrast
16 Beginning to play

between the brightness and the texture of two surfaces. They pay
attention to the edges of the images and are able to work out the
beginning and the end of the object.

Pleasing babies for play times

It becomes more crucial that adults charged with looking after other
people’s babies take the time and space to observe carefully. Babies
rely on the adults around them to respond and meet their ever-
changing needs. What is the right response one day may need to be
changed the next.
When setting out the baby-space in a group setting, it is vital to
look at where you are going to place babies, from the babies’ per-
spective. Will the sun be in their eyes, is the light on the mirror too
reflective, and is there a draught or unattractive sounds? Imagine
sitting in a baby bouncer or lying on the nursery floor every day
next to a wall where the nappy dispenser reverberates in your ears
continually or a door is continually opened and closed, and not
being able to move away independently! These are important and
need to be thought about in the planning and designing stage of a
setting.
However, there are other things that practitioners must think
about in terms of the babies’ play, comfort and interests, such as
learning to read babies’ expressions and movements, recognizing and
responding to distress. Having a plan for settling in families and very
young babies is so important, as discussed in the previous chapter.
Practitioners will need to spend time with the parents and carers to
begin to learn about the baby’s signals and expressions in order to
support learning through play. Practitioners working with children
under 3, and particularly those with very young babies under 1 year,
will need support (see Goldschmied 1994), high ratios of caregivers
to children is essential, as is continuity of care, consistent care, high-
quality care.
Play as currently understood is a relatively late phenomenon in the
history of child development. Play is a complex process to study and,
as Bruce (1997) reminds us, we are still gathering natural history
data. However, in England there has been an inclination by some
practitioners working with children younger than 3 years old to work
towards and be focused on the curricula of children 3 years and
older. This has often meant children as young as 2 being expected to
sit and complete worksheets of ‘colours and numbers’, or trace pre-
printed pictures to develop their ‘pencil control’, or to be involved in
themes or topics of which they have little or no understanding or
 Early play – crossing cultures 17

experience – pirates, jungles, space, and a whole raft of other inap-

propriate practices. Particularly when planning for children under 3,
the child’s interests should lead the activity or experience. By iden-
tifying what these children are interested in and what they like to
spend time doing and watching, practitioners are then able to plan
for children’s individual and relevant interests.

Treasure baskets as artefacts of the child’s culture

Elinor Goldschmied (1989) conceived the idea of the treasure basket.

Using her many observations whilst working with babies in full-time
care environments in Italy and the UK she observed that: ‘Babies
used their five senses along with their co-ordination of eye and hand
in playing with objects, which in their various ways offer them a rich
stimulus.’ Treasure baskets are explored and played with in depth in
Chapter 6.
A treasure basket can become an artefact of culture, and cross
cultural boundaries to enhance the context and content of a child’s
culture. A well-stocked basket with carefully selected objects can give
babies the opportunities to explore those things that make up their
world. Human life experiences can begin as babies around the basket:

* play alone;
* play cooperatively;
* share interest in objects and each other.

Many children in the Western world, and in the UK today, are

protected from playing with everyday things. The fear of becoming
dirty or of children hurting themselves is very real, and from a very
early age many children are introduced to sterile imitations of their
world. In the home and in many other settings, plastic dominates
play.

Shake, rattle and roll

Goldschmied (personal communication 2003) described a dried

gourd in her treasure basket, as ‘the oldest rattle in the world’. Barnes
(1998: 8), also talking about rattles, identifies gourds and turtle shells
being used to make rattles for the children of Native Americans. She
goes on to describe the clay rattles of the Egyptians and those made
from hollow bamboo tubes and decorated with paper or silver in
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