The module is organised into three blocks of study. The first block concentrates on young children’s play and creative experiences, the second explores the role of the adult and their influence on children’s play and creativity and the third block considers what play and creativity might look like in the future through debate and research.
Block 1 - Exploring play and creativity: the child’s perspective
There are some key themes that underpin the whole of the module. The first is that play is universal. This means that any child has the capacity and ability to play and be creative. Play and creativity can happen in a variety of situations with different children of different ages or a child can be involved in solitary play on their own. They can play alongside other children doing different activities known as parallel play or they can involve adults in their play. This first block of study introduces the idea that it is significant for play and creativity to be a social experience and that those experiences are shared with others in situations that are familiar to everyone involved. The block asks:
These questions help in the second key theme of understanding the value of play and creativity for children. As you might expect in this module, play and creative experiences are considered essential for all children and so it is also important to question how you value play and creativity and how you demonstrate this to the children you support.
The third key theme is understanding the significance of children’s play and creativity for their learning and development and how children make sense of their world through play and by being creative. You will have the opportunity to reflect on your own understanding of play and creativity and in this first block you will also encounter lots of different views about what play and creativity is, why it is important and what it means for children.
Block 2 - Play for all: Responding creatively
In the second block you will explore how you facilitate and respond to children’s play and creative experiences. The role of the adult both in a professional capacity such as an Early Years teacher or practitioner and a personal capacity as a parent or carer has a significant influence on children’s experiences. Some children also have many and varied influential adults in their lives such as grandparents, extended family and close friends. Often adults organise play situations and creative opportunities, making choices and decisions about the resources available and time allocated to experiencing different environments such as the outdoors. This block asks:
Inclusion is a key theme to the whole module and throughout this block you will consider how play and creative experiences encourage children’s participation. Children play in different ways and are captivated by different objects, environments and play situations. Some children enjoy physical outdoor play whilst others will show their preference for quiet spaces or use their environment in creative ways. Developing the skills to interpret children’s creative expressions through a range of contexts is introduced and explored through a number of different perspectives.
Examining your own values and beliefs about play are also developed through this block, encouraging you to think about how playful and creative you are in providing rich opportunities for children’s engagement. Your thinking and interaction with children through play and creative opportunities influence their experiences and responses to new and different ideas, supporting their knowledge and understanding of their immediate and wider environment.
Block 3 - Critical reflections: Young children’s play, creativity and futures
In this final block you are encouraged to think beyond your immediate circumstances and experience with children and consider:
You will revisit some of the key themes of the module including play as a universal concept and how children’s right to play and be creative shape how you support their experiences. This block will explore the fast-paced nature of childhood including the influence of technology and growing up in a digital world. You will consider what children’s futures may look like and whether play and creativity will be valued in the same way.
You will also revisit some of the different perspectives of play and creativity and reflect on what you understand to be fundamental in supporting the process of children’s learning and development. You will also consider aspects of research around children’s play and creativity which will support your knowledge and understanding of topical issues that affect children’s play and creative experiences. There are no straightforward answers to the question ‘what is play and creativity?’ but this block provides you with some examples of how researching play and creativity with children can help you to critically reflect on your own values and beliefs and help you to form your own opinions about how you may effectively facilitate play and creative experiences now and in the future.
It is recommended that you negotiate opportunities to experience practice in an early childhood setting during the module (for example, in a voluntary capacity) to enhance your learning. However, this is not a compulsory element, and you will not be at a disadvantage if you are unable to gain first-hand experience. It is your responsibility to arrange such opportunities with provision in your locality. We recommend you visit such a setting regularly on a weekly or fortnightly basis throughout your time studying the module.
In Scotland, this module is not suitable for those seeking support worker, practitioner, lead practitioner or manager level registration with the Scottish Social Services Council (SSSC).
You’ll get help and support from an assigned tutor throughout your module.
They’ll help by:
Online tutorials run throughout the module. While they’re not compulsory, we strongly encourage you to participate. Where possible, we’ll make recordings available.
Course work includes:
The module is organised into three study blocks and you will receive a printed book for each block.
You will have access to a module website, which includes:
You can study this module on its own or use the credits you gain towards an Open University qualification.
E110 is a compulsory module in our:
E110 is an option module in our:
Young children’s play and creativity (E110) starts once a year – in October.
This page describes the module that will start in October 2026, when we expect it to start for the last time.
As a student of The Open University, you should be aware of the content of the academic regulations, which are available on our Student Policies and Regulations website.
There are no formal academic or experiential requirements to study this module.
However, it’s essential that you have an interest in young children’s play and creativity. It would also be beneficial to arrange access to an early childhood setting if you are not already working or volunteering in one. We recommend visiting a setting weekly or fortnightly throughout the module, particularly during Blocks 2 and 3.
Note: Access to schools will require you to meet the ‘fit person’ criteria in your country to work with children. You and your setting are responsible for ensuring you meet these requirements, not the OU.
If you are unable to access a setting, you can still take the module and complete all assessments without being disadvantaged.
If you’re not sure you’re ready, talk to an adviser.
The OU strives to make all aspects of study accessible to everyone, and this Accessibility Statement outlines what studying E110 involves. You should use this information to inform your study preparations and any discussions with us about how we can meet your needs.
To find out more about what kind of support and adjustments might be available, contact us or visit our Disability support website.
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If your income is not more than £25,000 or you receive a qualifying benefit, you might be eligible for help with some of these costs after your module has started.
There may be extra costs on top of the tuition fee, such as set books, a computer and internet access.
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