In each of the three observations the children are demonstrating using their body in physical movement including testing their balance, risky play, squatting and building their core strength (ob 1); risky play, balance and coordination (ob 2), and jumping, balancing and lunging (ob 3). In all of these observations I can notice, hear and see the children scaffolding their knowledge with their peers.

The confidence shown by the children in these observations in knowing a trusted educator was nearby, fit well with the theory of John Bowlby who through his attachment theory explained that ‘Children who have strong positive attachments to familiar caregivers use them as a safe base from which to explore the environment.’ (Yorganop, 2002, p. 8). This also relates to both the theories of John Bowlby and Barbara Rogoff in their socio-cultural lens. The depth of trust and confidence that each child demonstrates by having a familiar educator nearby is supported and made stronger by the relationships built with both the child’s family and also with the team of Educators in this learning environment.

 I can also identify that as explained by Barbara Rogoff in her socio-cultural theory that ‘Children are social beings who make sense of the world through activities within their cultural situation.’ (Yorganop, 2002, p. 22)  Early Education is recognised as a part of the children’s culture, and Educators organise the learning environment every day so the children can practice their skills. In all of the observations, the Educator is available to encourage, support and guide the children to play cooperatively as they practice their new skills or existing skills. 

On critically reflecting on the first observation, I at first wanted to stop the children from climbing onto the traffic cones as my first response was to busily identify hazards. The same can be said of my initial response to the other observations. By using Critical reflection (theories), (Nolan, 2015) I considered my initial response, and recognised that I simply needed to remove the hazards I had identified (chairs nearby, being very close to another play experience) and allow the children to find their own version of risky play within our environment as I continue to recognise the children as competent and capable learners. By using the critical theory lens, I am able to look at these observations and reflect on these through a contemporary lens such as considering the benefit of risky play for the children (Spencer RA, 2021) which is exciting play that can involve challenges which is observed in all three observations, and also as we consider the benefit of physical play for children in this age group and how we can encourage children to engage in this. (Hnatiuk & Hesketh, 2016)

I wonder how the children could continue to extend their physical play experience ideas with their peers using stories as a provocation? Stories that evoke different forms of physical play such as bike riding, dancing, inclines/hills.

What can the children do now that they could scaffold to their peers who are learning these skills? By using photos of the children as they play, could we prompt more ideas for ways to move within our environment, using the children as role models to scaffold the learning.

How can we guide and support their learning to be gender equitable? By showing carefully selected YouTube dramatisations of physical play to demonstrate to the children gender equity, racial diversity, and other equity standpoints.

Are there children who would be capable and willing to support another child in their learning through scaffolding their knowledge and skills? Through promoting small group activities and experiences we can support the children to identify others in our room that they could build a friendship with and assist / scaffold them in their learning.

What other resources could we use to promote this continued learning as a group? By holding a brainstorming session together to share ideas, prompts, things that they already know about, things that they want to know more about, and things they can learn from each other.

I discussed this with my room colleagues and we agreed that due to the transitions of the younger children coming up to our room at this time (and wanting to be able to give them the time and support that they would require) that we would limit the number of ideas/provocations to include a story, a YouTube dramatisation, and some loose parts to add to the play episodes.

• Story - I read the story 'The very clever bear' by Nick Bland which is a story of some jungle animals trying out to join a circus using various physical activities eg belly dancing, bike riding. This book was well received by the children who enjoyed hearing about what each of the animals could do. I have noticed one of the children had started doing tricks/dancing (a version of a Russian squat kick dance) that some of the other children are keen to learn from him. I have heard the children chatting about this.

• YouTube dramatisation - while I started to play a physical activity for kids clip for the children at a mat time, the children didn't respond well to this so it was stopped due to their lack of interest. Instead we did some favourite action songs such as 'head, shoulders, knees and toes', and 'I had a little turtle'. The children openly declined singing 'open them shut them' together. The currently have a strong interest in animal songs and story books. As educators we are looking at other action songs that we can scaffold to the children based on their interest in animals.

• Claire (assistant) brought in some loose parts such as cereal boxes that the children incorporated into their next obstacle course. The outdoor play space is an environment that the children show a lot of imagination in, and they often use the space outdoors to extend their play. There are a number of loose parts resources in this space that prompt the children's thinking. This extension of the obstacle course was child-led with the children asking us to assist as they needed with the aim of this to be for us to step back and allow the children to lead us and each other in this learning, giving them more opportunity to involve the other children and scaffold their learning with each other. (Vygotsky theory of scaffolding) The children adapted the obstacle course by adding the resources to implement some new challenges throughout this play episode as educators removed broken boxes or adapted what was there if a hazard was identified.

• Child-led/spontaneous - Some of the children chose to use the water painting experience outside to design/paint their idea of what the obstacle course would look like. As the children observed one peer doing this, they were inspired to do this as well using the language the child used to describe what she was doing to learn how to do this themselves (scaffolding).

The means of capturing the learning that occurred was to observe the children singing the songs throughout the day, their request for the story again, noticing and listening to the conversations the children were engaged in, and watching as they engaged in the various experiences and activities. In observing the children in this space, I am reminded of the need to ensure that in my teaching practice that physical activity, balance and coordination are important aspects of learning is included. I have also noticed how important it is to scaffold my knowledge and ideas to the children, but also the importance of children scaffolding their learning with each other. These opportunities for scaffolding provide an increased ability to learn without an educator needing to be present.

Age: 3-5 year olds

 Observation 1

During outdoor play, three of the children appeared to be interested in engaging in shared play experiences together as they were climbing on the A-frames and climbing frame. As P listened to their conversation, K said to L ‘Do you want to play with the cones? I can stack them up really high.’  L replied ‘I want to climb up on them. Let’s go do it.’ With curiosity they walked over to where the cones were, P followed behind them. L was the first to attempt to step up onto the cones, his whole body wobbling as he tried to balance. He smiled broadly.  By now, K and P were also attempting to stand and balance on top of the cones.  K stepped up on one foot, trying to straighten his leg then he stepped down, stepped up on one foot again, balanced for a moment, then stepped down. He persisted in his attempts to stand on top of the traffic cones using a nearby table to help steady his balance until he experienced success. He smiled broadly. P persisted in her attempts by stepping up first with one foot with her knees bent, stepping back, attempting to step up again, and then taking K’s hand that was held out towards her as a gesture of help until she succeeded in standing on top of the cones for a short time. Then, as she realised that she was beginning to fall, she controlled her fall so that she landed safely and rolled onto her back, laughing as she did so.

Age: 3 – 5 year olds

 Observation 2

A group of the children had been watching K, L and P balancing on the traffic cones near one of the tables outdoors with interest. B said LA ‘Come on, let’s get the boxes’(recycled fruit boxes from our kitchen).  LA smiled and nodded in agreement. The children enthusiastically gathered up these resources and put them into place one beside/near the other, setting some of the boxes upside down. They also added some flattened boxes. They then began to walk along the path they had made, jumping on top of the upturned boxes. Most of the children who were outdoors at this time joined this game, including K, L and P (they had decided to get off the traffic cones). Then B, LA and J decided to expand this area and they could be heard chatting to each other and saying ‘We need more boxes.  Can we take the boxes from A and R?’ as they peered around the yard looking for things to add. As they were looking around, Robyn (Educator) suggested they could use the timber and grass tiles that are on the shelf. B, LA and J smiled broadly, and ran across the yard to get the tiles and add them to their game. When this was completed, they walked over to the traffic cones to add them into this game. A large number of the children had now joined this activity by walking across the boxes, jumping across to another box at times, and waiting in line for their turn to move forward.

Age: 3 – 5 year olds

Observation 3

During outdoor play J, L and K were climbing across the climbing equipment starting at the end with the small A-frame, walking across the ladder to the large A-frame. J called ‘Watch this.’ He then positioned himself onto the large A-frame, standing on a rung below the top one and behind the top one. He jumped/leapt off the end. Due to the rung he was standing on, his jump appeared uncoordinated as his limbs were waving around. J gave a big smile then ran back to the little A-frame at the other end of the climbing equipment to climb across again. L had followed J in walking across the equipment, and she was now standing on the large A-frame with K standing on the (bridging) ladder behind her. L leapt from the A-frame, turning to smile at the others.  K was next, leaping quite high as he jumped from the A-frame. The three children appeared interested in engaging in this shared play experience together as they climbed then jumped off the large A-frame.  They repeated this action a further three or more times before choosing to move on to explore other activities.

Hnatiuk, J., & Hesketh, K. (2016). What is Physical activity in early childhood, and is it really that important? Victoria University, ECE2007, session 2.

Nolan, A. R. (2015). Theories into Practice. Blairgowrie: Teaching Solutions.

Spencer RA, J. N. (2021). Early childhood educator perceptions of risky play in an outdoor loose parts intervention. . AIMS Public Health.

Victoria University. (2023). ECE2002 - Session 2. Play - Linking Play and Development. Victoria, Australia: Victoria University.

Yorganop. (2002). Theories and Theorists in Early Childhood. IPSU news.