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Children in Anji play work on a play plan. After they self-select their play groups, children have access to materials that allow them to plan their block play. Anji play believes through self-determined play is the best way for children to learn about the world, themselves and others.

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The materials and environments of Anjiplay is minimally-structured, open-ended materials of all sizes, drawn from life. The size and variety of these materials invite children to engage in large-scale construction, design, combination, recombination, revision, imagination and self-expression.
The materials used meet the child's needs to explore cause and effect relationships, engage in collaboration with peers, imagine, create and challenge themselves at their highest level of ability.

According to Ms Cheng Xueqin "The classroom should be the outdoors in miniature"

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True Play in Anji play was defined as below:

1. It is deep and uninterrupted engagement in the activity of one’s own choice.

2. It is most frequently characterized by observable experiences of risk, joy and deep engagement.

3. It is the deepest manifestation of learning, growth and development.

4. It flourishes in places of love where the materials, environments and decision-making attend to the needs and differences of the individual and the group.

5. When given space to reflect, those who experience True Play and those who take part in deep and engaged observation of True Play will create ecologies that prioritize the understanding of learning and development in their respective communities.

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True Play is typically distinguished by real feelings of risk, enjoyment, and great engagement. This is how learning, development, and growth are most deeply expressed.

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These environments allow the student the most flexibility to explore the world and themselves, along with the love, safety, and trust required to gain a clear understanding of abilities and capabilities that are both expected and unexpected by others.

Within a larger framework of time organisation that takes into account the needs of the individual child and group as well as the priorities of the person who created and maintains the conditions of learning, these environments give learners (children) the time to follow their intentions through to completion.

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In the practice of Anji Play, the child and adult are both learners, and discoverers and creators of meaning.

The role of the child is to discover the world, themselves, and others.

The adult's role is to create, maintain, reflect on, and adjust the conditions that allow the child to participate in the most deeply engaged and joyful expressions of true play. The adult's role is to set the stage for the child to reflect on and express their feelings.

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AnjiPlay environments include abundant materials that are easily organized and managed by the child in a free and open physical space.

The materials in Anji play include:
> Anji blocks, planks, ladders, barrels, mats, carts, climbing cubes, and storage systems.

and the materials possessed these characteristics:

1. invite children to engage in large-scale construction, design, combination, recombination, revision, imagination, and self-expression.

2. meet the child’s needs to explore cause and effect relationships, engage in collaboration with peers, imagine, create, and challenge themselves at their highest level of ability.

3. engage the child’s body and mind.

In conclusion, AnjiPlay materials and environments provide the greatest degree of possibility and complexity in play through minimal structure, open-endedness, inter-relatability, and sturdiness.

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True play is to let children get along with the true world in a true environment, and it is also the process of children's true learning, where children keep learning by repeatedly exploring, discovering and solving problems, perhaps it is the opposite of formalistic play.

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Perhaps what the teacher should do is to let go to the greatest extent and intervene to the least extent, without disturbing the original play process of the child, and can use appropriate ways to intervene in the game in order to achieve the effect of interaction with the child.

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With the support of teachers, environment, and parents, children have the opportunity to respond and express what they experience in different ways each day, and through the recognition and understanding of their experiences, they are able to explore further.

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It's one-to-one time for teachers to hear and record what the kids got reflections from the weather or plants or playing games or reading books when the kids had painted.

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In Anji Play, method such as play stories and play sharing provide children the opportunity to think and reflect about their play. It is also through this way, the children have the opportunity to express their learning, views, and emotions.
This approach develops a strong metacognitive practice (thinking about thinking) and critical thinking skills, building their language and literacy abilities alongside.

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Learning Through Play: "Anji Play" (Learning World S6E19, 1/2)

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In the "Anji play", it advocates returning the game to children, and the kids can freely choose who to play with, what to play, how to play, so that children have absolute autonomy in the game, that is, children independently determine the content of the game, independently find game partners, independently discuss and decide the game method, and independently create game play.

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peggy and GAN(group C)
Photo from Linli Zhongqiao Section Kindergarten, Nanning City, China。

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ture play without adult intervention, the right to play completely returned to the children. Mostly happens outdoors, where you and your friends can play however you want. Children's play is an activity that focuses on the experience of the process and does not care about the result.
During the stage of fake play, teachers begin to pay attention to“How to let children play” and try their best to design the materials and methods of play for children, hanging on the top of the kindergarten, wall stickers, on the ground, all reflect the use of Anji bamboo resources, but we do not see joy from the children's faces, self-confidence, there is no selfless devotion in their behavior. The teacher compiles a game to imprison the child, the child seems to be only the guest actor. Fake play is formalism.

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Children are the main body of play, play, the teacher should always keep“Children in the front, the teacher in the back,” the role of orientation, learn the maximum degree of letting go and the minimum involvement。

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Anji County playing space: it places great emphasis on the construction and use of outdoor playgrounds. Most of Anji kindergartens combined with the geographical environment characteristics of the region, in accordance with local conditions for children to create a special large-scale places of play. Such as Rural tourism, beach, playground, grove, etc. . Anji kindergarten extends the children's play area from indoor to outdoor.

Anji County's play time: special playtime for toddlers is available from Monday through Friday. Each time Angie game time is guaranteed to be at least 1 hour.

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Materials: natural ecology, materials to ecological material, derived from life. Explore the infinite space: can move, can combine. Materials: building blocks, rollers, wooden boxes, ladders, planks, mats, carts, others.

Environment: Indoor Environment, not named by the type of game (such as chess, painting, etc.) , children can play freely. Do not divide the game area by the function (such as art area, construction area, etc.) , the game material is displayed according to the function classification. The main role of the class display, low cabinet is classified display game materials. Space to be transparent, increase the space for children's collective activities. The materials are classified according to their characteristics, such as tools, materials, books, building blocks, etc. .      Outdoor Environment: Angie game on the creation of the entire outdoor environment, is biased towards the original ecology of nature. Created environment such as sand water area, graffiti area, hills, ravines, plains, woods... Most of the game materials are low-structure, open and multi-character, so that children can choose their own materials and create their own play.

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China Anji kindergarten environment creation

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Different walls in Anji play kindergarten

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Different walls in Anji play kindergarten

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Peggy&GAN(group C)

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At present, most kindergarten teachers generally play rule games. The "true game" is formulated in the rule game from the children's spontaneous and independent consultation, and both parties or groups can abide by the implementation independently. Such rule games are the "true game".

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Anji game aim to cultivate children's dominant thoughts in the game . So that children to choose what to play, how to play and what materials they need according to their own thoughts.

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From the environment, should "introduce nature and full of wild interest". "Introducing nature" means imitating the original nature elements; "Wild" means that children can play in it. Specifically, the outdoor environment of the kindergarten should show a variety of characteristics, including different combinations of grass, soil slope, gully, ladder, sand, water, wildflowers, weeds, trees, etc., to become a game place for children to integrate into and interact with them, rather than a garden only to enjoy the scenery

From the material, equipped with a small number of necessary fixed facilities, put a large number of "movable, self-assembled" materials. "Self-combination" refers to the free collocation of different movable materials by children in order to meet the needs of games, or the collocation of movable materials and fixed facilities.

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Zheng Xiaofan   LiYaqian  JiaQi  JiaMi
Anji Game from Zhejiang, China

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Shattuck St. Mary’s School has four distinct divisions – Early Childhood (ages 3 to 6), Elementary School (ages 6 to 11), Middle School (ages eleven to fifteen), and High School (ages fifteen to eighteen). It provides a strong foundation for children to experience the joy of learning in their lives, bringing together the values of New Zealand’s bilingual, bicultural Te Whāriki and China’s Anji Play curricula.

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Shattuck-St. Mary's Forest City International School

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In Anji Play settings, the child's understanding, expression, and development of complicated thought under one's own direction are focused. In Anji Play settings, encouraged the child to reflect on and express their daily experiences using a variety of media and continuously modifies their own understanding of the world based on prior knowledge.
The parent and teacher are also encouraged the child to reflect on his or her own experiences through the use of materials and environments, and they also actively participate in the child's reflection through their own play memories and observations of the child.

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Both expertly made and found objects are used in AnjiPlay setting as minimally structured, open-ended materials of all sizes. The size and variety of these materials invite and encourage children to engage in large-scale construction, design, combination, recombination, revision, imagination, and self-expression.

Outdoor environments are planned to maximize each child's opportunity for imagination, inquiry, and contact with natural phenomena and elements. Proponents of Anji Play say the design and arrangement of indoor, outdoor, and in-between spaces enable children to be creative and self-directed. Children in Anji programs have a minimum of two hours of outdoor play every morning. This is based on the observation that more time outdoors leads to more complex play and focus among children.

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True Play flourishes in places of love where the materials, environments and decision-making attend to the needs and differences of the individual and the group. True Play is most frequently characterized by observable experiences of risk, joy and deep engagement. This is the deepest manifestation of learning, growth and development. Educators and policy-makers committed to True Play protect the child's right to experiences of True Play.

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For adults, first, teachers fully trust children, liberate children, and let children achieve self-development, so that teachers can "control your hands, close your mouth, open your eyes, erect your ears, and find children"; second, parents let parents observe children's games themselves, understand the value of games for children's development, and see the professionalism of preschool education

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AnjiPlay strongly emphasize on True Play as the most effective way for kids to learn about the world, themselves, and other people. True play consists of sustained, intense participation in a chosen activity. The most common features of true play are observable instances of risk, joy, and intense participation.

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The "natural environment" created by the kindergarten provides multi-functional, movable and composable game materials, which maximizes the functions of game materials and integrates regional functions. The materials for Anji independent games in the kindergarten mainly include Anji roller, carbonized building blocks of various shapes, carbonized ladders, space boxes, building block trolleys, etc. If conditions permit, kindergartens can create activity areas such as pool area, sand pool area, mud area, adventure island, and emotional balance area, as well as the placement of low structure game materials

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The minimum structure, open-endedness, inter-relatability, and durability of AnjiPlay materials provide the greatest degree of possibility and complexity in play.

AnjiPlay approach using open-ended items used in classrooms and indoor settings. Besides, there are lots of materials that are easily organized and managed by the child in a free and open physical space in AnjiPlay settings.

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Provide children with a rich play environment, explore independently, discover the meaning behind the game, and improve their ability to explore independently from the game，Self participation, self adjustment of difficulty and meaningful reflection to gain joy,

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The concept of Anji games: Let games light up children's lives.Play is a basic right of children, a unique way of life and learning for children, and an internal demand for their physical and spiritual growth. Holding the firm belief of "Let games light up children's lives", Anji Games carried out a 19 year revolution to return the right to play to children.For young children, the games they play according to their own wishes are real games. Anji games return real games to children, believing that children can form their own opinions, ideas and plans in school, family and social environments, as well as meaningful exchanges and activities with the world and peers, so as to achieve their maximum potential.

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Anji independent game refers to a comprehensive outdoor game activity with sports as the core. Its main feature is that it has strong autonomy and openness. In this process, teachers will minimize the intervention to children, completely return the dominant position of the game to children, and build a platform for children to release their nature and play happily. Teachers only provide children with materials and environment for play, ensure the time and safety of children's play, and interpret the development and educational value behind children's play behavior.

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In Anji game, there is no dazzling and colorful environmental innovation decoration, but it makes people more calm and focused. There are traces left by children's game learning everywhere. The layout of Anji game environment is scientific and reasonable. No space is not created for children, which has reached the maximum utilization rate. The site is diversified, including lawn, sand, mud, plastic, cement, hillside and woods, which can bring different experiences to children. The area is open and free. When you have ideas, you can carry out any kind of game.
The materials in Anji game are always natural and ecological, some low structure materials, such as ladders, boards, rollers, boxes, etc., and there are many combinations, which also give children a lot of space to explore.

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Half day daily activities.