Our classes are child-led which allows each child complete autonomy over their play for the duration of the class. But what does this mean for you as a parent or caregiver?
Supporting your child in a Maia Purposeful Play class is about understanding that every child is unique and what works for one may not work for another. As a parent or caregiver, your role is to provide support while allowing your child the freedom to explore, discover, and play at their own pace. Here are some tips, supported by research, on how you can engage with your child during our classes. Remember, these are just suggestions so please do what feels right for you and your little one.
Let Your Child Take the Lead
One of the most important aspects of supporting your child during these classes is to allow them to make decisions about where and how they want to play. According to research, when children have the opportunity to make choices about their activities, it fosters their sense of independence and confidence (Gonzalez-Mena & Eyer, 2015). On your first visit, your child may need some guidance as they navigate a new environment. However, as they become more comfortable, encourage them to explore and engage with the play experiences offered in their own way.
Be Curious and Play Alongside Them
Engage in parallel play - this means playing near your child, touching the toys and exploring new ideas without necessarily directing their play. Your curiosity can inspire your child, but it’s okay if they choose not to mimic you. Observing adults at play can be calming and affirming for children, helping them feel safe in their imaginative explorations (Vygotsky, 1978).
Play experiences such as scooping and pouring rice or water can be beneficial for you as an adult as well, providing a relaxing way to engage with your child or while chatting with other adults.
Model Actions
When engaging with your child during playtime, it can be tempting to give clear instructions or direct their activities with statements like “Let’s build a big tower for the princess.” While this approach may seem helpful, it can inadvertently limit your child’s creativity and exploration. Instead, consider modeling actions that encourage your child to observe, think, and explore possibilities on their own. You might say something like, “I wonder what happens if I stack these blocks?” Statements like "I wonder..." invite curiosity and give your child the freedom to decide how they want to engage with the activity. By not defining the outcome, you are supporting your child to explore different ideas, experiment with possibilities, and come to their own conclusions. Research supports this approach, as it fosters critical thinking and a more exploratory, creative mindset (Berk, 2009).
Avoid Over-Questioning
While it’s natural to want to connect with your child by asking questions, too many questions can disrupt their play and thought processes. Instead try narrating what they are doing. This technique, known as parallel talk, connects their actions with vocabulary without the pressure to respond. It allows children to know you are present and paying attention which builds a strong connection while supporting language development (Weitzman & Greenberg, 2002).
Example: "You are putting the red block on top of the blue one. The tower is getting taller and taller! I see you are choosing the biggest block now.” You can emphasise key vocabulary with your tone of voice. It is important that your sentences are stage-appropriate for your child. Leave enough time between sentences for them to process what you said and time for them to respond if they wish.
Give Them Space to Explore
Finally, it’s important to allow your child the freedom to explore on their own terms. Observe them from a distance to ensure their safety, but resist the urge to intervene unless necessary. This distance may be right beside them or it could be a few feet away but this depends on what your child is most comfortable with. A simple smile or nod can offer reassurance if they look to you for comfort. Free exploration is crucial for developing problem-solving skills, social interaction, and creativity (Hirsh-Pasek et al., 2009).
At Maia Purposeful Play, we understand that every child and family is different. Whether you are here to spend quality time with your child or to connect with other adults while your little one plays, our classes are designed to be flexible and accommodating. Trust your instincts, and most importantly, enjoy this special time with your child in a safe and engaging environment. If you ever have any questions before or during a class, please do not hesitate to ask. We are always here to help and advise as best we can. References:
Gonzalez-Mena, J., & Eyer, D. W. (2015). Parenting Young Children. McGraw-Hill Education.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Berk, L. E. (2009). Child Development. Pearson.
Weitzman, E., & Greenberg, J. (2002). Learning Language and Loving It: A Guide to Promoting Children's Social, Language, and Literacy Development in Early Childhood Settings. Hanen Centre.
Hirsh-Pasek, K., Golinkoff, R. M., Berk, L. E., & Singer, D. G. (2009). A Mandate for Playful Learning in Preschool: Presenting the Evidence. Oxford University Press.
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