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Athey (1990)
recognised  that both parents and professionals had different ideas on play and its purpose

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Athey followed Froebel's theory on children's best thinking is done when they are playing, by children learning from the outdoor environment as well as indoors and through encouraged creativity.

Athey focussed on schemas, which is a pattern of repeated behaviour where experiences are understood and co-ordinated (Athey, 1990). This theory contributed to observation skills developing by early years practitioners. Cathy Nutbrown (1994) built on Athey's work and suggested that children develop best if they are in an environment where adults are interested in self-development and value children's rights and needs. Practitioners are now encouraged to participate in children's continuous development, which has influenced the importance of free flow (Byes, Daly and Taylor, 2004)

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. Children being in control of their own play helps them to connect in their learning, it helps to improve creative skills and from this they begin to think critically. (Bailey, 2010)

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Athey focuses more on the importance for undstanding a childs schema and how to use this to gain an understanding of how children learn and development.

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She argued that schemas were actually the curriculum within a child, therefore the role of the adult was to respect, support and extend them.

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Her observations revealed that children's behaviours were not random at all but were deeply purposeful, she also suggested that children working within a schema needed time to develop and practice ideas independently before combining them into more complex forms and that children will seek out other children that are interested in the same schema.

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She had argued that activities which required problem-solving or had a definite outcome (completion of a jigsaw, sorting, etc) were generally those with the most cognitive challenge and therefore the most educational value.

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chris athey believed that children learn through the continued repetition of skills, her main theory was based on schemas, she described schemas as patterns of repeatable behaviour. practitioners should ensure they know that schemas are different in each child in order to give good support. She also believed observations were important in order to recognise childrens schemas.

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With athey  discovering previously unseen schemas, provisions can tailor play and activities more to the child's interests helping them to develop their own way.

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play can be supported in early years through free flow play, which occurs in most settings. free flow play allows children to be creative and progress at their own pace. it helps with their cognitive skills, decision making, helps build/ form relationships, physical development and PSED. practitioners could face barriers during free flow such as resources, time, EYFS, number of staff to children or space

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Athey suggests that children learn through experiences and that a good practioner will observe play and expand upon the childs interest to help them develop
through wider and more experiences?

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Both Montessori and Piaget saw the environment as a key factor in children's spontaneous learning.

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play is a physical activity which can be undertaken for enjoyment. (PFUK) Playtherapy.org.uk

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Even though free flow play is child led, adults play a significant role in providing an environment and resources which enable the child to learn

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Arthey's focus is on spontaneous play and activity

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Athey believes observations are important, and educator working closely with parents benefiting the child as the educator can build on interests and experiences.

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Piaget proposed the idea of schemas but Athey  applied it to observations of childrens play

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Each area of learning and development must be implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity. Play is essential for children’s development, building their confidence as they learn to explore, to think about problems, and relate to others. Children learn by leading their own play and by taking part in play which is guided by adults.

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Play underpins the Early Years Foundation Stage.

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Play is defined in many ways within early years, how one person defines play may differ to another’s (Gourd and Kingdon, 2013).

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Chris Athey can be used in either the poster presentation or essay. the theory is closely linked to many other theorists and whilst it may not be one that is discussed can be applied to early years practice.

Use this space to make comments about 'play'.

does early years do enough to support 'play'?

what are the barriers?