GROUNDS:

Jean-Jacques Rosseau mentions in his book, Emile: "Childhood has its own way of seeing, thinking, and feeling, and nothing is more foolish than to substitute ours for theirs." In his book, The Hurried Child, Prof David Elkend warns parents and teachers against wanting children to grow up too quickly. For this he blames professional and non-professional educationalists who, in the sixties, bombarded parents of young children with wrong information regarding their children’s brain potential. According to this information, parents would miss the golden opportunity of optimally developing their children’s cognitive abilities if they did not start with education as early as possible. He continues to point out the negative consequences of pressurising children and refers to research indicating that many of the problems today’s teenagers and youngsters grapple with are a direct result of pressure to transform young children into ‘super kids’. He emphasises the value of play for the young child and quotes researchers such as Freud, Erikson and Montessori in this regard. Dr. M. de Wit further reinforces this by showing that play is accompanied by movement. In fact, for children younger than 7 to 8 years, movement of his body is the most important way of learning. "

Writers such as Prof David Gallahue also emphasises the importance of movement and agree with Elkind by referring to the pressure on children to participate competitively in sport. "...If we as educators are aware of the importance of learning to move effectively and efficiently in a variety of ways through our environment and possess an understanding of the developmental characteristics of children, we must then reject the notion that specialised skill development is one of the purposes of the regular physical educational program at this level..." (From: A Conceptual approach to moving and learning).

Against this background, the planning of all MCPP’s grounds is aimed at providing the children with as many opportunities as possible to play in an environment that invites them to explore by using their bodies.

Each area’s additional equipment is changed daily.

MCPP’s grounds are divided into different areas:

A: CLIMBING AREA

 

B: SENSOPATHIC AREA:

 

 

 

This word describes children’s experience when playing with materials that have different textures. Opportunity is provided to play with water, sand, mud, sawdust, gravel and relevant materials. In addition, children can here play with shapes that have a symbolic meaning, as in chess.The two sand pits facing each other emphasise the difference between the four corners of a square and the three corners of a triangle. These two forms were deliberately chosen to move away from the circular design of the building. Between the two sand pits is a low wall containing pipes of different shapes. The children can run the sand from one sand pit to the other through the pipes,while learning important concepts such as uphill and downhill. A chequered board, painted on the paving around the sand pits, provides for board games such as chequer-board, snakes and ladders and chess.

 

 

 

 

 

 

 

 

 

 

 

 

C: WATER PLAY: Owing to the calming effect thereof, the therapeutic value of especially water play is emphasised by therapists who work with hyperactive children and children who have speech impediments.

D: “TINKA-TONKA”: The “Tinka-Tonka” is exactly what the name suggests: a place where the children can make a noise. A strong wire or cable is stretched between two poles. Various objects that produce melodic and percussion sounds, when hit by the children, are attached to the wire or cable. Apart from the experience with the sound, it can also assist in getting rid of aggression.

E: BALL AREA: This play area consists of a set area as well as an open area on the lawn. A different ball activity is provided for daily.

F: ARENA: The arena is designed to look like those of ancient Greece. Children have the opportunity to act out rhymes individually or with the teacher or they can stage a concert. Different props are provided for daily, such as masks, fantasy costumes, etc.

G: “TRIPPE-TRAPPE”: Children who grow up in the city don’t have many opportunities to walk bear foot over rough terrain. Here, different objects are cemented into the concrete slab and toddlers are encouraged to walk bear foot across the slab and to express their experience in words.

H: HERB GARDEN: This is an exciting area for the children. The smell and various uses of the herbs result in a pleasant experience for the children.

I: VEGETABLE GARDEN: Each class has its own piece of land where they can plant to their hearts’ content. Projects, such as planting of cotton, can be started here.

J: SWING AND BALANCING AREA:

K: BUNDU AREA: In this area, toddlers can build and make a ‘mess’.

L: FANTASY AREA: Music is provided here. Scarves, ribbons, fantasy costumes and much more are provided for here.

M: MINI SHOPPING CENTRE: Rooms can change to fit in with a specific theme.

N: BIRD STORY GARDEN: In this area, the emphasis is on aesthetics. A children’s garden is laid out with pathways in-between the acorns and tableaus. Toddlers can access books, magazines and reading cards from a reading corner. A cage containing budgies and wild birds, as well as a camp for ducks and chickens form part of this area and toddlers become involved in looking after the area.

O: WHEEL AREA: In this area toddlers learn all the skills to manipulate equipment with wheels. The roadway has been planned with variety in mind and boasts a bridge, a hollow and pipe hill. Negotiating side roads and around circles present further challenges. The pedestrian bridge narrows the area overhead.

FaLang translation system by Faboba

 

Office:  012 661 1336                Fax:  012 661 1335                   Aftercare:  082 727 1761

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Principal: Miss Melanie Botha