Do you ever feel like modern children’s day is constantly scheduled, with barely a moment for free play? While structured activities have their place, there’s another kind of play crucial for fostering creativity, independence, and a love of learning: free-flow play. Let’s explore how this approach can transform your early childhood curriculum and benefit your program in surprising ways.

Who is Tina Bruce?

The free flow play approach is the brainchild of British Professor Tina Bruce, a leading expert in early childhood development and play-based learning. In this approach, children are encouraged to play in an environment free from rigid structures or adult-directed activities. I discovered the work of Tina Bruce while doing my Graduate Diploma of Education (post-graduate degree) and it made me question some of my practices and my role in children’s play.

What is Free Flow Play is About?

Here are some key features of free flow play according to Bruce.

• Child-led exploration. According to Tina Bruce, children get to choose how they want to play, what materials to use, and who to play with. This allows them to explore their interests and creativity.
• Free flow play requires minimal adult interference.  Educators act as facilitators, ensuring a safe and supportive environment but avoiding directing the play. This allows children to develop problem-solving skills and make their own decisions. This supports their sense of agency and true freedom.
• Open-ended resources. The free flow play space is stocked with a variety of materials that can be used in multiple ways. This feeds children’s imagination and allows them to create their own play scenarios.

• Focus on process, not product.  There’s no emphasis on achieving a specific end result during playtime. The focus is on the joy of exploration, experimentation, and the process of play itself. Play is viewed as “Flow” activity.

Bruce emphasises that free flow play isn’t just about fun and games. It’s a powerful tool for learning and development. Through this type of play, children learn a lot, for instance:

• Develop social skills like cooperation, negotiation, and conflict resolution.
• Boost their imagination and creativity.
• Practice language skills through storytelling and pretend play.
• Learn to regulate their emotions and develop self-control.
• Experiment with concepts and ideas, which is part of the cognitive development.

The concept of flow is credited to psychologist Mihaly Csikszentmihalyi (pronounced “mee-high CHIK-sent-mih-LYI”). He’s considered one of the co-founders of positive psychology and was particularly interested in understanding optimal states of performance and happiness. Through his research, he identified this state of complete absorption in activities as “flow.” He interviewed athletes, artists, and musicians to learn about these peak experiences and how they felt during them. The term “flow” itself arose because many people described their optimal states as instances where their work flowed effortlessly.

FLOW

While there’s minimal adult intervention, Bruce highlights the importance of a supportive adult presence. Adults can observe children’s play, providing guidance and support when needed. They can also enrich the environment by introducing new materials or sparking curiosity with open-ended questions.

But does it work with the EYLF 2.0?

The short answer is yes. The EYLF emphasises play as the fundamental way children learn and explore the world around them. Free flow play provides a platform for this intrinsic motivation to learn through open-ended exploration and experimentation. The EYLF outlines five learning outcomes: Identity and Belonging, Communication, Social Competence, Learning, and Physical Development. Free flow play allows children to develop these holistically. The EYLF values child-led learning, and free flow play allows children to take the lead in their play experiences. This fosters independence, curiosity, and a love of learning. Children make choices and express themselves through play, fostering self-confidence and a sense of agency. Play provides opportunities for collaboration, negotiation, and social interaction, developing communication skills. Free flow play encourages turn-taking, sharing, and resolving conflicts, building social skills, this links to the outcome 2 of the EYLF. Children explore concepts, solve problems creatively, and experiment during free flow play, all essential for learning and links well to the outcome 4 of the EYLF.  Depending on the type of play, children can develop gross and fine motor skills through free flow play.

What do you think about Tina Bruce approach to play? Is it something that resonates with your beliefs and ideas?