For such a young child I would expect craft/messy play/song time to be on offer throughout the day, and the programme to be free play, so the children choose when & how often they get involved.
Reading your paragraphs, I think there may be some confusion as to what free play actually means. In a high quality setting, there would be a variety of activities set up, and staff would spread out throughout the space in order to
observe, interact with & support the children as needed.
This approach encourages independence, confidence and self help skills. Which are necessary before your child can gain the more academic skills.
This type of setting is particularly important for toddlers. As to push a more structured environment on them too early can be damaging.
In a high quality service, adults:
-respond to children with warmth and affection;
-comfort and reassure children promptly and with care;
-respond to children’s needs and preferences through flexible routines and timetables;
-are familiar with individual children’s interests and strengths, and provide for them;
-respect children’s choices of activity;
-suggest ways of extending activities to challenge children;
help children to persist when faced with difficulties and to overcome setbacks;
-ask questions that encourage and extend children’s thinking and learning;
-become more informed about topics of interest to children;
are knowledgeable and skilful in their support for children’s play and learning;
-actively respond to infants and toddlers varied communication; and
-respond to children’s interest in reading and books through skilful shared reading.
-Educators should be able to explain to parents how they identify children’s interests and strengths; how they use this information to make learning exciting and meaningful; and how they involve parents/wh?nau in this process.
High quality environment
The quality of the learning environment has a significant impact on learning outcomes for children. The environment of a service, both inside and outside, should be attractive and stimulating, inviting curiosity and exploration. The environment, resources and equipment should meet the specific needs of the infants, toddlers and young children attending.
In a high quality service:
-thoughtful consideration is given to the way the learning environment is presented;
-adults minimise risks to children’s safety while still providing a challenging environment;
-equipment and materials are selected to meet the emerging interests of children;
-resources are open-ended and can be used in many ways;
-resources are accessible to children at their level;
-adults ensure materials and resources are available for sustained periods of time;
-children have the freedom to choose equipment and resources, as they require them;
-children move easily inside and outside easily;
-children are surrounded by messages that are in writing, pictures and photographs; and
-the environment and resources are safe and hygienic.