All My Children

Andrew is happy to play with other children and has three boys with whom he particularly likes to play. As soon as the game becomes involved enough to warrant rules, e.g. ‘You are not allowed to get me when I go behind this tree’, Andrew seems to deliberately ignore the rules. Games almost always end in arguments. When an adult is setting out the rules of a table-top game, Andrew often ignores these, deliberately moving his counter in any way he sees fit. Although the adults end up barring Andrew from the games, he always makes a fuss about it.

Possible reasons for this behaviour

Andrew:

• is deliberately causing a ‘drama’ because he enjoys the attention
• likes to be in charge and resents it if others make up rules
• cannot understand the idea of rules and why we have them
• is not used to following rules set by others
• is used to getting his own way
• knows that if he ‘holds out’ for long enough, he will eventually get his own way

Strategies

• Explain why we have to have rules in order to play some games Encourage
• Andrew to make up some rules for games that other people have to stick to. His friends could do the same and Andrew has to stick to their rules
• Make the consequences of not playing or sticking to rules very clear Talk to Andrew about situations where we have to obey rules, e.g. at traffic lights, and what would happen if people did not obey them

A child who dislikes playing outside

Emma always chooses to play inside even though there is an ‘open door’ policy at her pre-school. If adults persuade her to go into the garden, she just stands around and eventually finds her way back inside. Sometimes the adults do not even notice her making her way in. Emma is a popular and lively child with a good sense of humour and no one can make sense of her constant choice of playing inside.

Possible reasons for this behaviour

Emma:

• is really interested in the toys and equipment in the indoor room
• doesn’t feel secure outside
• finds some activities outside frightening
• cannot hear or see clearly what is going on outside
• may not have a garden at home and is used to being inside
• may associate being outdoors with a negative episode

Strategies

• Arrange to have Emma’s eyesight and hearing checked
• Find out what is attractive to Emma about the indoor space and what is unappealing about the outdoor one. If there are activities or apparatus which are unfamiliar to her, adults should model their uses and encourage her to participate for minimal periods at first
• Regularly carry out Emma’s favourite activities outside. She will learn to make positive associations with the outdoor area. Indeed, the whole session could be conducted outside as a matter of course

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