Units of Play
(Simple, Complex, Super Units)
• Simple unit
– one primary purpose in play
– generally used by one child at a time for the
intended purpose
– usually does not have subparts
– e.g. a drum, a spinning toy, a windup toy
= one play space (when calculating the
complexity of the play environment)
Shipley, D. (1993). Empowering children: Play-based curriculum for lifelong learning. Scarborough, Ont. : Nelson Canada
Units of Play
(Simple, Complex, Super Units)
• Complex units
– a play unit with subparts
– offers flexibility for various types of play
– can be created by combining two or more simple units, or by
adding simple units to one that is complex
– E.g.
• a telephone (a simple unit) + note pads (a simple unit)
• a tape recorder (a simple unit) + a few sets of earphones (a simple
unit)
• a doll house with furniture / a doctor’s kits / a puppet theatre with
hand puppets
– Require sufficient space for children to use the same toy either in
small group or on his own
= four play spaces (when calculating the complexity of the play
environment)
Units of Play
(Simple, Complex, Super Units)
• Super units
– having one or more additional play materials
– e.g. a toy shelf stocked with grocery boxes
and tins, and paper bags
– e.g. adding blankets and tables to the
playhouse
= eight play spaces (assuming the space in
which the super unit is set up can house eight
children)
Example
• a 1-metre-square water table with jugs & plastic bottles
• string painting at a round table for four
• 4 single-sided easels
• a small listening centre with 2 headsets
• a climber with slide, firefighter’s pole, and helmets
• a table and 4 chairs with a tea set
• one set of unit blocks with wooden accessories
• 4 hoops
• a bean bag target toss with four bean bags
Recommended number of play spaces
(per child/per 20 minutes)
18- to 30-month-olds
5-6 play spaces
3- and 4-year-olds
3-4 play spaces
5- and 6-year-olds
2-3 play spaces
Shipley, D. (1993). Empowering children: Play-based curriculum for lifelong
learning. Nelson, Canada: Thomson Canada Limited.
Contents of Play Space
• Variety
– How many kinds of things are there to do in
the learning environment?
– Is there a disproportionate amount of any one
kind of thing to do?
– Does the variety of the play units address the
interests and developmental needs of all
children individually?
Complexity of a play environment
Calculation of Complexity
• identify the number of
– Simple units (x1)=
– Complex units (x4)=
– Super units (x8)=
• calculate the total number of play spaces (added totals
above)
• identify the number of children usually playing in the
learning environment
• calculate the complexity of the play and learning
environment (i.e. divide the total number of play spaces
by the number of children playing in the learning
environment)
•  then answer the following questions:
• Is the proportion of things to do per child within the
ranges deemed acceptable for the age group:
– 1-2 years = 5-6 play space?
– 3-4 years = 3-4 play space?
– 5-6 years = 2-3 play space?
• Is there a need for:
– More simple units? More complex units? More super units?
• Is there a need to combine units?
– List the play units which can be added to each learning centre to
raise total number of play spaces: daily living/active role
play/quiet thinking/science discovery/technology/unit
blocks/creative
• Total number of additional play units?
– Calculate revised complexity using formulas:
• Total number of play spaces divided by number of children normally
playing in a learning environment equals the complexity or amount
to do per child.