Blog Observation Series 4 ep2

I arrive to find C, a Playworker, and D speaking with children about group agreements before leaving out to go to the park. A few children are seated, others standing, all looking towards C and D. The children are telling D how to use the green cross code, and about being safe on the road. A child speaks out to say that ‘you must listen to staff when they go to the park’. This opens a discussion amongst the children, and they exchange ‘yes’ and ‘no’ comments with friends and staff. They appear to be agreeing on most of the information being exchanged. D has waited for a period of time allowing the children to speak, then continues reading from a piece of paper in her hand. She is speaking with children about drinking lots of water, staying predominately out of the sun, having hats on, and what equipment to bring along to the park.

D supports C in calling out the register before they leave., and explains that the register will be taken again upon arrival to park, and again before they leave to return to the after school club. She is informing the children of the play spaces within the park, and additional tennis court area. She speaks with them about using yellow bands, keeping them on, and stresses the time of departure and arrival back at after school club.

One of the children asks D what they will do when they get back. D begins to talking about the possible activities they can play later, and a girl streaks with joy upon hearing dodge ball being an option. D states that the winner of the butterfly competition will also be discussed when they arrive back, agreements with children being made.

D is seated with a girl who is crying, and begins to support girl to remove sweater top, they both stand. Girl has wet/damp tissues dabbing her eyes.

D is now standing, occasionally walking around the hall looking around. Some girls are running in main after school club area screaming chasing each other. Three boys are playing with balloons, and using rolled up cardboard to hit each other; stating “it can’t touch the floor”.

Another girl is blowing up a balloon and hands it to D, and asks ‘can you to tie a knot’? D moves and sits with boys on a table. They have cards in their hands. A couple of the boys are sitting on chairs, a girl is standing in front of D blowing up a balloon, the card dealer is sitting on the table shuffling the cards.

The children are asking D whether they can go to the toilet before they leave to go to the park.

D is supporting other staff to put sun cream into children’s hands, the children are applying it to themselves. D is supporting a few younger children as she starts to rub the sun cream over the foreheads.

D is speaking with C about their plan of action for the visit to the park. It is an alarmingly hot day today. I can hear D making suggestions to C about driving her car to the park with all the children’s lunch boxes so they do not have to carry them. D is supporting C with head counts of the children, and is speaking with children about wearing hats. D has picked up a folder marked registration details, and states to C that she will take these along with the other equipment. D asks children to all grab a partner, and get paired up.

D says to C that she is ‘just going to double check the toilets before they leave’. D returns to hall area, and enters a cupboard. She has a few toilet rolls in her hand, then re-enters the toilet area.

Once outside D drives her car and parks at convenient space for children to approach and place bags/lunch boxes/play equipment into boot of her car. Children are being reminded that they are free to carry what they want to. Some children are carrying their water bottles, and containers with refreshments, liquids, and majority have on caps/hats. D is encouraging children to hold hands. D is asking C whether she has everything she needs. D asks C to double check before departing in her car.

I walk with the children, and other staff members for the short walk to the park

At the park Y has joined the group, she was not at the after school club earlier. D and Y make their way over to the playbuilders park. Before they leave D informs C that she is just going to carry out a visual risk assessment. I ask D what she was looking for, or found upon her return. D says that they found an area where they had been a fair amount of dog mess, and covered it with leaves, and a cardboard box. She had written on the box ‘DO NOT Remove’, and indicated that it would stop any other children walking, running or slipping in it. D spoke about how the children may hurt themselves if they slipped, also the infection side of things if their hands go in the mess, and more so the mocking that may take place if some stepped in it. D spoke about bullying and name calling if one of the kids had dog mess on their shoes. Also the moving about of the mess on their shoes, messing up their play space or environment.

D spoke about putting couple vodka and beer cans in the bin, and also checking, and having a go on the equipment before the children came over, just to double check that it was all safe. D said that it was always good to carry out the assessment in pairs “because sometime another staff member may see something you didn’t”,  but also because she need to ask Y advice on what to do with the dog mess they identified earlier.

Children now in playbuilders park area, which is positioned to the left of the nearby housing estate. Some of the area is fenced off, with over grown grass area, many trees, and a field to give a woodland feel. Man made resources, play opportunities place within area. Spider web, slides, multiple see saws on mounds of grass area allows running, rolling, jumping, crawling, and climbing. Bottom of zipped wire has pebble dashed, and new age roundabout fitted, allowing children to slide or walk.

D is standing beside the zip wire as children are supporting each other to take turns. A few are asking D for support , I can hear her encouraging a few of the children that appear hesitant to “have a try first, before I help you”, D stands back while the children have a go on the zipped wire. There are screams and laughter as a few children fall off. I ask D why she carried out the visual risk assessment earlier. She explains that it is part of the staff’s responsibility to do at the club, and when they are on trips, and that staff take turns. D also says that by doing the risk assessments it can also help children enjoy themselves without staff worrying too much, because we have already checked everyone. “We don’t want to make it completely safe, because we still want them to have a little risky play”. D says that they also do it because it is in their Policies and Procedures to do checks.

D is positioned standing in full view of where children are on zipped wire, and supporting those that ask her for help; “hold on tight”. D has supported process of being on zipped wire for girl who has been crying. The girl is indicating to D that she has not fallen over but one of the other children have tripped her up a few times. D is now speaking with her, and lowered herself to the girls eye level. The girl is attempting to place her arms around D, in the appearance of a hug. ‘it’s getting on my nerves’ the girl has said to D, they keep following me and tripping me up. The girl is now pulling D’s hand and saying “come let me show you who they are” D and the girl walk away.

D has started to speak to me about how multicultural the after school club is generally, but has extended by saying that it has also been refreshing to see so many new children attend for the summer. D is speaking about the different abilities of the children, and those dependent upon their siblings. She is being descriptive in identifying the individual needs of some of the children, and commenting how much she values this, and how the information has helped her and the other Playworkers to plan the summer a little better

More children are joining the line to have a go on the rope swing. D is now assisted by Y.

Two children have approached D and are sitting while D elaborates upon her earlier thoughts about the summer scheme. One of the girls had been the child who fell on the grass earlier, and had started to cry. She was accompanied by one of the older girls who allowed her to go to the front of the line on the zipped wire.

D has stopped talking with me, as the younger girl hugs her to say that “D you always understand you’re the best”. D blushes, she starts to talk about encouraging other children not just at the club but in school also about children’s differences, and ‘diversity’, and listening when other children talk. D say’s to the girls that it’s important to listen as ‘sometimes other people’s points of view or opinions may be right’ The girl goes back to give D a bear hug, and attempts to sit on D’s lap.

Blog Observation Series 2 ep 2

Blog Observation Series are fictional pieces of work, and form the journey of a newly qualified Playwork Assessor.

This is a continuation of T from Series 2

T turns as she hears my voice. T is seated with a child in her arms. The girl has two large coloured crayons in her hands. T is wearing a coloured name badge today.  T stands and walks towards me with the girl still in her arms.

T offers me another biscuit, I decline as I have just bitten into the first one. The girl smiles and reaches out towards me with a vacant hand, I verbally reply “good morning, are you offering me your crayon?”. T informs me that she is attempting to communicate by stretching out her hand. I offer my hand, child places hand on mind, palm to palm, and smiles. We repeat the process, though this time she offers me a crayon.

I have noticed the difference in materials and resources out for the children to access today. There are four tables, six children, three staff, and four parents. On one the tables there are wooden farm buildings, on another, felt tips, coloured tissue paper, coloured card, glue, pasters, pallets and fine cut coloured paper. The other table has plastic food opportunities, with money till beside the home corner. I can see books, Lego, drums, skittles pots pans, wooden blocks, and cars all accessible by the children.

More children and parents are arriving.  The setting is busy, vibrant and has an energetic feel to it today. Parents are involved in conversations amongst themselves, and workers, the children are engaging in play opportunities moving in and outside of the building, some eating biscuits, others fruit.

T has walked with girl to another play opportunity, they are standing in front of the table with the food stall, plastic fruits, plates, teapots and canned fruit. Girl picks up fruit and places crayons on the table. She now has a banana and pineapple in each hand.  T collects a book then moves to the table with paper, glue and colours. T sits in front of girl’s mother, bouncing girl mildly on her lap. Girl smiles, which soon turns to a laugh. T holds girl and allows her to stand, all the time supporting as she is unable to walk.

The girl smiles, bends her legs, then straightens, “are you trying to walk to mummy”, T say’s “you trying to walk”.

T is seated in the soft cushioned and carpet area, the girl is crawling around. She crawls towards the soft duck toy, T say’s “quack, quack”, and offers the toy to the girl, as she is struggling to reach it, mother now repeats T’s actions, and ends by placing rattler in her daughters hand.

T is having a conversation with the girl’s mother. She speaks with T about her daughter’s likes and dislikes, and reasons she gets frustrated. Mother say’s that her daughter enjoys the one-to-one interaction.

Girl is positioned closer to T, they remain on the ground. Mother say’s that her daughter likes anything that has a B, and say’s “Bah bah, bath, bubble” all the time emphasizing on the letter B.  T say’s “Bah bah” girl laughs. Girl attempts to stand, and is holding onto a chair, she wobbles back, T places her hand behind the girl to support her standing. Girl is looking at T. T places her on coloured padded soft whale, and slides her down making a fast motion sound,

T is touching a toy to activate a flute sound, and start the lights. The girl responds by touching, and repeating T’s action. T extends by touching toy again, girl repeats.

T stands to walk away, the girl’s head and eyes follow T, T aware of this and turns around and walks back to where mother and child are. Girl reaches towards T, T responds by reaching back, girl stretches out arms, T takes child from mother.

T with two children back on carpet area with another mother. One is a girl, the other a boy, girl seated in mother’s lap. T seated in position allowing both children to see where she is. T is kneeling down to child level. Girl is making puffed cheeks to T. T responds immediately, and returns action, girl repeats, T returns.

T is communicating with a girl saying “duck, duck…..duck, duck”, at the same time offering a large coloured cushion. T say’s “look, look, where do you want to go?”, T is supporting the balance of the girl while they move around the setting. T stops beside the girl’s mother, and say’s “oh you’re so flexible”, while making bouncy sounds, and rocking herself back and forward. Girls mother starts to sing “row , row, row your boat….”, T starts actions to support the song of rowing ya boat, girl repeat T actions.