ABSTRACT

There is much talk of ‘the play-based curriculum’, and there are indeed parts of the rhythm of the Steiner kindergarten morning that would come into the category of ‘playful learning’ or ‘guided play’ (ring time, for example). However, this chapter discusses why self-initiated free play is such a vital part of a child’s development and looks at the harm that might be caused by the lack of it. We look at what is needed to stimulate and nourish essential deep play and at the place of the adult in this childled activity. Examples are given of how the behaviour of the adults in the setting affects the children’s play and how adults can become successful play facilitators while still leaving the initiative with the children.