Pre-formal Semi-formal 6 1 2 3 4 5 Formal curriculum Early Solitary Parallel Associative Cooperative Development Unoccupied Sensorimotor May engage in Engages in Successfully play play parallel play separate enters into play near others. activities, but with other shares children. toys/materials Observant play: May play with May play Play has an notices similar together in organised toys/materials. loosely structure. →briefly → with interest structured activities. Usually plays Does not play Will with Will ‘talk’ alone for brief with other each other and communicate periods child. comment on with others. → sustained each other’s periods play. Plays with one Does not Will express stimulus/’toy’ influence other for range of child’s activities. …. → stimuli/’toys’ play/behaviour. Engages in play May be Acknowledges briefly observant of actions and →to sustained other child’s periods play. May copy how Negotiates others are and sets up playing. events. Will respect other children’s property. More willing to share and ask to share. Pre-formal towards the formal play curriculum Response to Interventions: facilitated, spontaneous & interactional
1 2 3 4 5 6 Pre-formal Semi-formal Formal curriculum Early Development Solitary Parallel Associative Cooperative Unoccupied play Sensorimotor play May engage in parallel play near others. Engages in separate activities, but shares toys/materials Successfully enters into play with other children. Observant play: notices →briefly → with interest May play with similar toys/materials. May play together in loosely structured activities. Play has an organised structure. Usually plays alone for brief periods → sustained periods Does not play with other child. Will ‘talk’ with each other and comment on each other’s play. Will communicate with others. Plays with one stimulus/’toy’ …. → range of stimuli/’toys’ Does not influence other child’s play/behaviour. Will express for activities. Engages in play briefly →to sustained periods May be observant of other child’s play. Acknowledges actions and May copy how others are playing. Negotiates and sets up events. Will respect other children’s property. More willing to share and ask to share. Response to Interventions: facilitated, spontaneous & interactional Pre-formal towards the formal play curriculum
The_new_preformal_curriculum_handbook_2016_update.docx