The changes to our dinnertime provision are going well and we are ironing out the snags as they arise. It’s a learning process for all of us.
This week has been wet and muddy and some children have ended up with very muddy footwear and outer layers. Of course, most of these have been delighted to do so and it’s probably good for their wellbeing and development to do so. Messy play is an important part of childhood and learning what your limits are is a life-skill.
We are encouraging children to make choices that work for them and to manage their own play. They all know that they do not have to go on the field. The playground is just as available as it ever was, only with more to do on it. Many children are choosing to stay there and enjoy what is on offer there – ball games, skipping, dressing up etc.
We are trying to take a common sense approach. For example, today the area near the trim trail is just too wet and muddy. We will close this zone until the mud and puddles there are back under control.
As for the impact, it is early days but the figures suggest this is a positive initiative and the extra effort (and washing!) is worthwhile. As all reportable incidents are logged on our systems, we have good, reliable data to work with.
First Aid Incidents: Down by a huge 80% on the same period last year and 90% on the rate through last term. Children are safer.
Behavioural incidents leading to a reflection time: Down by 65% on the same period last year and 75% on the rate for last term
Incidences of children physically hurting another child. Down by 85% on the same period last year and down by the same on the rate for last term.
We have surveyed the children this week. Of 256 responses so far:
70% say that dinner times are better now. 11% think they’re worse.
14% would rather just be on the playground
28% report that they don’t like the prospect of getting muddy
There are some interesting takes. For example, more than one child has written that they wish they could be back on the playground. There is clearly a misunderstanding here for us to address as no one is prevented from being on the playground. It is a choice for them to make. From this, we suspect that we need to let those who would rather be on the playground and not at risk of getting muddy know that they don’t have to be on the field. For them, nothing needs to have changed. They can choose the playground just as they did before and should find more to do there.
We will of course continue to assess and monitor. For now, we remain convinced of the positive impact of play that is less regulated and that can at times be messy. All the evidence supports this, this, for example, is typical:
What is Messy Play?
To put it simply, messy play is any type of play in which children can get messy without any restrictions! More formally, messy play refers to hands-on, multi-sensory and open-ended opportunities to explore diverse materials without any end product. Being able to hold, feel and touch various textures stimulates all their different senses, which will help children make their own discoveries and therefore make better sense of the world around them.
Why is Messy Play so important to a child’s development?
Children learn through play and messy play has several benefits to young children’s development. The unstructured and open-ended nature of sensory messy play is fundamental in early childhood as it allows children to take control of the play and make meaning in their own way. It supports learning through creativity and hands-on methods. Children are eager to learn and should be encouraged to be naturally curious and follow their instincts to make discoveries themselves.
The Early Childhood Development Associates list the following benefits of Messy Play in the following areas:
- Physical development (fine motor, gross motor skills and hand eye coordination)
- Language and speech skills (building vocabulary)
- Creative development (learning to express themselves)
- Emotional development (helping gain confidence)
- Social development (promotes interaction with others)
- Mathematical development (learning about measurement, trial and error, counting and learning to problem-solve