Primary 1 and Primary 2 children engage in a range of child‑led learning experiences during Learning through Investigative Play. Last week, a group of children chose to create a doctor’s surgery which was enhanced with signs, costumes and resources.
Social
Children worked cooperatively as doctors, nurses, receptionists, patients and family members. They negotiated roles, took turns answering phones and booking appointments and communicated confidently with one another throughout their play.
Physical
Fine motor skills were developed through writing waiting lists, using the laptop, handling equipment and dressing in role‑play costumes. Gross motor movement was evident as children responded to emergency scenarios and transported patients quickly in the ambulance.
Intellectual
Children shared real‑life experiences of visiting the doctor and Daisy Hill Hospital, showing a growing understanding of the world around them. They used early writing, thinking and problem‑solving skills when organising appointments, examining x‑rays, recording information and responding to medical emergencies.
Creative
Imaginative play was central to the doctor’s surgery. Children invented scenarios, made strawberry medicine to help younger patients, created emergency situations and even adapted the surgery into a veterinary surgery, confidently taking the play in new directions.
Emotional
Children demonstrated empathy and care by reassuring patients, helping injured people and caring for animals. They showed confidence and independence within their roles, building emotional understanding through meaningful, child‑led play.
The beauty of Learning through Investigative Play is that it remains open‑ended and led by the children themselves. While last week’s play focused on a doctor’s surgery, we know that this week the children may take their ideas in an entirely new direction. By following their interests, voices and experiences, we allow learning to evolve in meaningful ways, empowering children to lead, explore and create through play.
