Imagination, creativity + discovery

Play, Exploration and Active Learning

We recognise and try to discover how children weave the real and the imagined into a rich landscape in which they play & discover, in order to make sense of this world. Children have the power to transform the rocks, dirt, trees, and flowers into the stuff of myth and drama. The themes are familiar: magic and medicine, dinosaurs and dinner, good guys and bad guys.

Children's impulse to create worlds that reflect "life both as they know it and as they would like it to be" is so powerful.

Play is a central part of young children's& learning. Through play, children explore ideas, feelings + relationships. They take risks, make mistakes and try things. Play can push out the limits of what is possible and help children to be creative, flexible and imaginative. Active learning involves other people, objects, ideas and events that engage + involve children for sustained periods.

Play can take many forms and we look to the idea that children use multiple intelligences to explore and understand. They play, make, create, alter, revisit, repeat, imitate, imagine, build, follow, lead, test, hypothesise, transform all matter of ideas as they construct a knowledge and understanding of the world.

Our role as early years educators is to observe and recognise how the environment surrounding children influences  interactions and learning opportunities. We use this information to plan and take action in our endeavour to provide the ingredients to allow creative thinking individuals to flourish. By engaging with children and nurturing an atmosphere that fosters positive action we succeed in our efforts to create a scaffold of support in which children can learn through play.

At Bloomsbury we spend a lot of time ensuring that our spaces (inside and outside) are what the children need. They change throughout the year following the natural rhythms of the seasons as well as daily, weekly and yearly cycles. The is because the environment we inhabit and share during the nursery day is not seen as an obstacle to work around, but as a tool to enhance practise. Physical change in the equipment, resources, furniture and physical space has become an ever evolving and essential element of nursery life. We do this in the knowledge that by encouraging children to inhabit, adapt and change a space for their individual or group needs, we empower young minds to consider others, make choices, take action and learn to take responsibility for their decisions. Skills and qualities they need not just for nursery or school, but for life.