Children demonstrate their knowledge of context as they organise their play space, gather resources, and adopt the role of hairdressers. In acting as if they were hairdressers, they adhere to the rules, what customers do, and what hairdressers do.
As you read, *Note*:
1)The children's use of materials, (some more realistic than others),
2) How adults support children's ideas (providing resources or acting their roles),
3) The pretend and meta-communication strategies, demonstrated by children to establish shared meaning & guide & direct the play.
The following comes from a scene in the children’s play, Hairdresser, from the video.
*Cinderella (comes from another play theme in the video).
Teacher A asks if “lost” child (Natalie) wants to follow her to the hairdressing play area.
(Scene changes to hairdressing area).
Natalie follows teacher A to hairdressing area.
Teacher A points out the correct “hairdressing signage” is there.
Hairdresser A acknowledges it.
Hairdresser A asks about “hairdresser things”
Teacher A tells Girl B she “ will ring up to get somebody to deliver for you”.
Immediately, (few seconds later) Teacher B comes in carrying a box (full of curls and ribbons).
Teacher A: “That’s very quick service!”.
Teacher B places box on the floor. “Twenty dollars”.
Hairdresser A slaps Teacher B’s hand (indicating she is paying for it).
Teacher B: “Here’s some change, Thank You”
*Cinderella comes into Hairdressing Area.
Hairdresser B (with short hair) brushes customer B’s hair.
Cinderella: ( to customer A)
“You like some curls on your hair?”.
Customer A indicates no.
“I know, I am just asking.”
Cinderella: (to customer B) “What would you like me to have on your hair?”
Cinderella: (to Hairdresser B ). “She wants some curls on”.
Hairdresser B wets hairbrush in water and brushes hair.
Hairdresser A comes in. She takes hairbrush (and dips it in water) and starts brushing Customer A’s hair. After a while, Hairdresser A starts rummaging for “hairdryer”
Hairdresser B brings curls and ribbons (in a basket). “Look what I’ve brought”.
Hairdresser B takes a strand of sparkly glittery string (to make a wig) and walks away.
Hairdresser A takes it and puts the basket down.
Customer A is sitting down waiting (looking around).
Hairdresser A is taking some bottles from the floor.
Customer A: “….you need my help?”
Hairdresser A: “No”.
Hairdresser B (who was working on the wig) gestures to her to go and sit back on the chair.
Customer A goes back to sit down on the chair.
(Hairdresser B is seen carrying wig back and forth. )
Hairdresser A places 3 bottles on the table.
Customer A chooses the dark pink bottle from the three.
Hairdresser A applies bottle on Customer A’s hair and starts brushing.
(Hairdresser B is seen carrying wig out of Hairdressing Area. )
Customer A chooses (one of two bottles) for Girl B to use from.
Customer A: (to Hairdresser A) “How long is this gonna take?”
Hairdresser B gives wig to teacher:
“Oh beautiful. Oh thank you. How much do I owe you?”
“No dollars, it’s free? Thank you.”
Event Based Play program Center (in Australia).
What is Event Play Based Approach?