Small world, big ideas

For example, they may use materials, figures, animals or vehicles to create scenes such as visiting a doctor’s surgery or travelling to outer space. By doing so, children make sense of experiences, develop abstract thinking and express ideas creatively.

The importance of small world play was recognised in the work of several influential early years theorists. Jean Piaget recognised the value of symbolic play, believing children use objects and role play to represent their understanding of the world. Similarly, the Reggio Emilia-approach encourages children to be active participants in creating their learning environment, while Rudolf Steiner valued imagination, natural materials and open-ended resources that allow children to actively create rather than simply consume play experiences.

Many educators are moving beyond commercially-produced small world sets and embracing loose parts play and natural materials, which we discussed in depth in last month’s issue of Under 5.

A pre-constructed dolls' house, for example, already determines how many rooms there are and how it should be used. By contrast, when children build their own house using cardboard boxes, recycled materials, sticks, fabric or wooden blocks, they become the designers, creating a doorway to imagination.

Open-ended resources allow children to create their own narratives, stories and adventures. The same resources can be used in completely different ways from one day to the next, depending on children's interests, experiences and ideas.

A collection of wooden blocks may become a castle, a zoo, a fire station or an airport. There is no right or wrong answer, giving children the freedom to explore, innovate and think independently.

Through play, children can explore emotions in a safe and supportive environment.

Small world play provides opportunities for children to revisit and process experiences that are significant to them.

They may recreate a family celebration, the arrival of a new sibling or a recent journey.

For children who are non-verbal or have developing communication skills, small world play can provide an alternative way to express feelings that may be difficult to communicate through words alone.

Small world play has a vital role in creating inclusive environments where every child feels represented. Children should be able to see themselves, their families, friends and communities reflected within play resources.

Inclusive provision might include figures representing different cultures, ethnicities, disabilities, occupations, ages and family structures. It can also help challenge gender stereotypes by presenting diverse and realistic representations of people and roles in society.

When children see themselves reflected in play, it strengthens their sense of identity and belonging.

Resources should not be limited to a dedicated small world area. They should be used throughout the setting to enhance learning and engagement.

In the construction area, children can bring their ideas to life and engage in problem solving. In sand and water play, children can create rivers, oceans, farms or rescue scenarios. Outdoors, they can build large-scale habitats using natural materials and loose parts. In creative areas, children can design props, furniture and scenery for their stories.

Small world resources also support literacy through storytelling, while mathematical concepts such as counting, sorting, size and position naturally emerge through play.

By embracing small world play across the entire provision, it becomes a valuable tool for cross-curricular learning and a key feature of effective continuous provision.

In a truly child-centred approach, children are encouraged to follow their own interests, select resources and make decisions independently. Ask children what resources they would like, which characters should be included and what stories they want to tell. By involving children in these decisions, educators ensure provision remains meaningful, engaging and reflective of children's interests, cultures and lived experiences.

As part of ongoing quality improvement, it is important to regularly review resources. Consider whether children see themselves represented and whether resources reflect both the local community and the wider world.

Ask yourself:

• Do the resources promote inclusion and diversity?
• Do they challenge gender stereotypes?
  
• Are different family structures represented?
  
• Is disability positively represented?
  
• Are there sufficient loose parts and natural materials available?
  
• Do children have opportunities to contribute ideas and shape the story?
  

When thoughtfully planned, small world play becomes far more than a collection of miniature toys. It is a powerful tool for learning that supports children's communication, emotional wellbeing, creativity and understanding of the world.

It promotes independent thinking, fuels imagination, provides a sense of belonging and enables children to create meaningful narratives based on their interests and experiences, and as such, it remains an essential part of high-quality early years practice.