Units of Play (Simple, Complex, Super Units)

1. Units of Play(Simple, Complex, Super Units) • Simple unit • one primary purpose in play • generally used by one child at a time for the intended purpose • usually does not have subparts • e.g. a drum, a spinning toy, a windup toy = one play space (when calculating the complexity of the play environment) Shipley, D. (1993). Empowering children: Play-based curriculum for lifelong learning. Scarborough, Ont. : Nelson Canada

2. Units of Play(Simple, Complex, Super Units) • Complex units • a play unit with subparts • offers flexibility for various types of play • can be created by combining two or more simple units, or by adding simple units to one that is complex • E.g. • a telephone (a simple unit) + note pads (a simple unit) • a tape recorder (a simple unit) + a few sets of earphones (a simple unit) • a doll house with furniture / a doctor’s kits / a puppet theatre with hand puppets • Require sufficient space for children to use the same toy either in small group or on his own = four play spaces (when calculating the complexity of the play environment)

3. Units of Play(Simple, Complex, Super Units) • Super units • having one or more additional play materials • e.g. a toy shelf stocked with grocery boxes and tins, and paper bags • e.g. adding blankets and tables to the playhouse = eight play spaces (assuming the space in which the super unit is set up can house eight children)

4. Example • a 1-metre-square water table with jugs & plastic bottles • string painting at a round table for four • 4 single-sided easels • a small listening centre with 2 headsets • a climber with slide, firefighter’s pole, and helmets • a table and 4 chairs with a tea set • one set of unit blocks with wooden accessories • 4 hoops • a bean bag target toss with four bean bags

5. Shipley, D. (1993). Empowering children: Play-based curriculum for lifelong learning. Nelson, Canada: Thomson Canada Limited.

6. Contents of Play Space • Variety • How many kinds of things are there to do in the learning environment? • Is there a disproportionate amount of any one kind of thing to do? • Does the variety of the play units address the interests and developmental needs of all children individually?

7. Complexity of a play environment Calculation of Complexity • identify the number of • Simple units (x1)= • Complex units (x4)= • Super units (x8)= • calculate the total number of play spaces (added totals above) • identify the number of children usually playing in the learning environment • calculate the complexity of the play and learning environment (i.e. divide the total number of play spaces by the number of children playing in the learning environment) •  then answer the following questions:

8. Is the proportion of things to do per child within the ranges deemed acceptable for the age group: • 1-2 years = 5-6 play space? • 3-4 years = 3-4 play space? • 5-6 years = 2-3 play space? • Is there a need for: • More simple units? More complex units? More super units? • Is there a need to combine units? • List the play units which can be added to each learning centre to raise total number of play spaces: daily living/active role play/quiet thinking/science discovery/technology/unit blocks/creative • Total number of additional play units? • Calculate revised complexity using formulas: • Total number of play spaces divided by number of children normally playing in a learning environment equals the complexity or amount to do per child.