they are building relationships and friendships. Why is play important in a learning environment? It is the very process of learning and growth, and as such all that is learnt through it is of benefit to the child. (welsh government play policy), Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers;, Play is an essential part of every child's life and is vital for the enjoyment of childhood and as well as social, emotional, intellectual and physical development. A high-quality EYFS learning environment involves both the people and the space in which children can develop. The cookies is used to store the user consent for the cookies in the category "Necessary". Self-Directed Learning The ability to develop attitudes, strategies, and skills to support one's motivation and confidence in order to become a lifelong learner. Caroline Meggit & Tina Bruce (2014) CACHE Level 3 Early Years Educator. Early Years environments should be designed to support play-based learning that will benefit a childs holistic development. But opting out of some of these cookies may affect your browsing experience. Communication The ability to . The technical storage or access is required to create user profiles to send advertising, or to track the user on a website or across several websites for similar marketing purposes. They are developing cognitive, socio-emotional, and physical skills. Socio-emotionally, th are learning confidence, cooperation, sharing, and how to communicate appropriately. Contact Details. Children need to feel a part of a group and to, feel that they belong. What is meant by a positive environment is a happy place. This class discussion will enable learners to further share good practice. Features of a good learning environment in early childhood. Factors for creating a functional play environment, Food for thought: Find different types of play environment outside UK. Learning environments and experiences. Learners could use their own knowledge of local outdoor spaces, but this weblink enables them to look at a variety in their local area. It is based on the relaxation theory-- play is for relaxation and relief from the stresses of life and restores energy. For instance, new toys and resources, so children do not get bored and the toys should be easily accessible for the children to reach if needed. Unit: Unit 3.4: Contribute to enabling play environments. An untidy, cluttered environment, full of things kept 'just in case they come in useful one day', limits children's ability to move around and restrict their freedom to play and explore. A truly enabling environment provides the stimulation and the positive relationships that support children to feel safe enough to explore. TASSORI, Penny. How do these core areas help child's learning and development It will also provide the resources that students need such as technology, classrooms, and . There is research to show that parents who do things such as share stories, chat to their children and play with them make a significant difference to children's outcomes., 3.Explain three different methods a playwork team can use to support children and young peoples play. Adults belies, values and experiences, can shape the feel of an environment. Play also fosters social interaction and helps children to understand the people and places in their lives, learn about their environment and develop a sense of community. The outdoor environment is not just physical development, you can allow children to play in a range of ways, including sensory play, etc. Children interact with each other through verbal and non-verbal language, and play is a starter to these interactions. Explain how the environment supports play. ramps for wheel chair access and tabletop play. Throughout play, they obtain knowledge,, Play is known to reduce stress and add a feeling of relaxation to our daily living. the flow between indoor and outdoor spaces. All children are able to play outdoors and be able to do adult led activities and child initiative activities. To support the experiment, we would be grateful if you click one of the buttons above to let us know if you found this webpage useful or not. Explain strategies to encourage healthy eating. The term environment also refers to the cultural aspects of an environment. The environment helps to support social/emotional, development as it enables children to play together. While play can be as varied as the children themselves, these common characteristics describe play experiences that are fun, engaging and educational for young children. Describe food and drink requirements in relation to current frameworks. This lesson will focus on designing safe outdoor spaces to promote learning, engagement, and active play. Environmental health is one of the largest fields within public health because of the myriad ways external forces can impact how we eat, live, and grow. http://webarchive.nationalarchives.gov.uk/20130403155730/https://www.education.gov.uk/ opportunities to experience risk and challenge. or seamlessly moving from one area to another within the same room. Explain the impact on health and development of food choices during: pre-pregnancy, pregnancy, breastfeeding. 5 Areas of Child Development. To provide the best experiences, we use technologies like cookies to store and/or access device information. This cookie is set by GDPR Cookie Consent plugin. These cookies ensure basic functionalities and security features of the website, anonymously. variety of toys appropriate for their ages or sensory area for children with disabilities. The environment must be kept free of clutter, and the placement of furniture must be evaluated for children or adults who have impaired sight or need extra space in hallways to use a wheel chair, walker, or cane. Some of the key. Reflect on own role when supporting healthy eating in own setting. The way that this is done in, settings is by having a wide variety of books, about, different cultures, religions, and festivals in which the children can read, reflect multiculturalism and a diverse range of abilities and, languages. Physical environment can be related to both student achievement and student behavior. 1.1. It plays a fundamental role in stretching and challenging children's learning and development in EYFS (Early Years Foundation Stage). Safe and effective learning. Early learning and childcare the childrens home cultures are reflected through the use of fabrics, props and resources. Practitioners support the play environment by providing: Learning outcome: Understand the play environment. Physical environment: physical environment comprises indoor and outdoor areas. Brian Sutton-Smith (1997) a well-known play theorist believes that a child is born with a very active neuronal which will ease to function if not used. appropriate temperature and ventilation. It's easy to see why: we spend a lot of time thinking about what's around us. By making sure you have a fun and appropriate environment for your child to play in, you can help them . 1.4 The Characteristics of an enabling play environments. 1.2. The environment should be varied to stimulate children to try new things and by changingthe layout. Equipment, toys and furniture that is safe and useful e.g child-size friendly chairs and tables, Here are some tips to create a space that engages children and encourages safe exploration. Learners should privately reflect on their own behaviours and the impact these may have on children. 10/14/2015 02:23:41 pm. Explain how to work collaboratively to provide enab ling play environments in Early Years settings. Make recommendations for healthy eating in own setting, Unit 1.2: Support healthy lifestyles for children through exercise, Outline the benefits of exercise for children, Identify the requirements of current frameworks for: outdoor access, regular exercise for children, Evaluate national and local initiatives which promote childrens exercise, Describe benefits of working in partnership with parents/carers in relation to supporting childrens exercise, Evaluate a local indoor provision in relation to inclusive practice, Evaluate a local outdoor provision in relation to inclusive practice. AC 1.2 Explain how environments support play. The ideal setting should have: cosy area, where children can feel secure and warm; furniture according to children's sizes; resources where children can access them; This includes the general temperatures where you live, the amount of sunlight you get, and your exposure to natural disasters. Learners should consider how new children may struggle if they have never had to share toys or adult time before. Take a close look at your space, indoors and outdoors. A rich play environment is one where children and young people are able to make a wide range of choices; where there are many possibilities so that they can invent and extend their own play. It is important for practitioners to vary the activities available in order to provide something new for children to explore and develop their skills. 5.1: Explain the importance of play to childrens learning and development and the need for an inclusive approach., Children learn a lot though their play. This means that, the personal attributes of adults make a difference to the feel of the environment. EARLY YEARS EDUCATION How often have you used them so far? At the same time, resources would be easy, and the children dont need to ask for help to get them, some resources should be put out, and then children need to ask adults for help. Practice environment case studies for nursing programmes. Enabling environments encourage babies and young children to play because they feel relaxed, comfortable and 'at home' in them. Collaboration The ability to work in teams effectively by building knowledge together in physical and virtual environments. Explain how environments support play. secure climbing frame or soft balls for younger kids. This is important for their emotional well-being as well as their social, development. Imelda. From there, the process begins again, and we explain how and where to build in Valheim to suit each new harsh environment. The perfect outside area is where children can be as independent as possible and make their own choices. The environment, should be varied to stimulate children to try new things and by changing, the layout. How can practitioners help children develop these social skills? This cookie is set by GDPR Cookie Consent plugin. Learners will need a large piece of paper for this activity. Modifications and adaptations to the environment are ongoing processes based on the needs of the families and children you serve. Explain how to work collaboratively with others to provide enabling play environments 3.4_2.1. Regularly check for potential hazards, such as exposed electrical outlets, frayed cords, or broken toys. Explain how environments support play Analyse the impact of philosophical approaches on current frameworks in relation to play environments Explain how to work collaboratively to provide enabling play environments in Early Years settings These cookies track visitors across websites and collect information to provide customized ads. According to a 2009 study in the journal Pediatrics, kids behave better in the classroom when they have the, It is argued that play is a key to a childs learning and development. The key person system helps the children feel secure and develop relationships. Group spaces and areas for children to explore creativity. In this webinar, staff will learn to make accommodations to support children birth to 5 with suspected or identified disabilities. (Please do this for EACH environment identified.) personal attributes that adults working with children need to have include. Activate your 30 day free trialto unlock unlimited reading. An enabling environment plays a key role in supporting children's learning and development. - flexible indoor and outdoor space that can be adapted for variety of play The early years setting will set up the settings to attract children and arrange play opportunities. This emphasizes the important connection between play and social development of children. This combination of your genetics and experiences ultimately forms your identity and . (3 marks), In the mind of a child play constitute what they experience through activity taking place during a specific period time collectively with friends, family members or individually alone in his or her personal space. Educators can also support creative thinking simply by ensuring that children have time to play. Explain the impacts of poor diet on childrens health and development in the: short term, long term. The information on this page was automatically generated by a computer program. Different chemicals can impact human health in different ways, and often . Enjoy access to millions of ebooks, audiobooks, magazines, and more from Scribd. Instead of spending your time redirecting children, think carefully about how you set up the environment. Research shows that play has a range of benefits to the child, family, and the community, as well as improving healthy and quality of life. Adults displaying good manner like saying 'thank you' or 'please', (Berk, 2007.) This can make them feel more comfortable. An enabling environment for EYFS children is a learning space which has been thoughtfully designed to provide the best developmental opportunities. A high quality environment for young children should: dolls with different colour skin tones or sign language interpreter for children hard of hearing. Describe benefits of working in partnership with parents/carers in relation to special dietary requirements. Starter Activity - Discuss as a group What is a play environment? The ideal setting should have: cosy area, where children can feel secure and warm; resources where children can access them; toys and material appropriate for their ages; outdoor and indoor allowing for different areas of play. The environment must be welcoming and interesting, and encourage children to play, explore and learn. You can read the details below. Or, if you're like us and prefer to . This in turn can often lead to problems with behaviour as children become frustrated or bored. Decent, safe, and secure facilities are essential to successful educational programs. Local authority children centres that run babies, toddler groups and for children under age 5. Good accessibility - often via roads or tracks along valleys or sometimes along the top of hill ridges. Moreover, practitioners should ensure that there is adequate space for physical activity as well as quiet areas where children can reflect and relax after engaging in active play. You may be thinking, maths and play are at two opposite ends of the spectrum; one is full of rules and equations, the other is unruly and imaginative fun. Describe your own role in supporting children's socialisation within play 3.4_2.2. Having the time and space to play allows children the chance to keep them physically active and it gives them the freedom to make their own choices about what they want to do. For children, these essential needs include warm, caring, and responsive adults; a sense of importance and significance; a way to relate to the world around them; opportunities to move and play; and people to help structure and support their learning. This can range from creating spaces specifically for student use to having a class discussion to establish norms and expectations. Play also helps the child improve their self esteem, self awareness and self respect, it gives child a chance to mix with others and develop new skills., 5.1. Understand the play environment. Posters. 2.1 Describe the role of the Early Years Practitioner in supporting children's socialisation within play environments Learn more. Click here to review the details. An outdoor environment should be a place to run, play, and learn. To help ensure your environment is enabling, follow this checklist: Create an environment that is warm, welcoming and nurturing and facilitates a sense of belonging Offer a range of resources, which are familiar to the children and babies, as well as activities that are new to them Economic environment, which is the family's ability to provide financially for the child The physical environment may also impact development through exposure to drugs, alcohol, tobacco, or. In settings they, have routines that enable children to enjoy having snack time tighter and, to play together play together. CACHE Alumni is provided by NCFE, a leading educational charity in the UK. Physical environments directly impact our psychological health. Make adaptations in your materials, activities, or environment for children who may be sensitive to noise, light, or touch. We had a very good time playing together, and this girl stayed very close to me for the rest of my practicum. (The Mozart of Psychology Lev Semenovich Vygotsky, 2005.) Another thing is inviting parents/carers to Share and join, in Cultural celebrations that happen throughout the year. Learners should discuss how their own ability to deal with situations may impact on childrens behaviour and socialisation. The way that you carry a conversation, respond to failure, form relationships with others, and generally behave is in part related to your genetics - but your world and life experiences also shape your attitudes and behaviors. Clipping is a handy way to collect important slides you want to go back to later. Moreover, according to Vygotskys theory, culture such as language, values and perspectives is transmitted through social interactions. Presenters described research on the ways family, peers, schools, communities, and media and technology influence adolescent behavior and risk-taking. Keeping children safe is crucial. Children are natural explorers and risk takers. Learners should discuss their own setting and share positive environments as well areas for development. In indoor spaces, this might mean cosy corners and areas where children can play together or with an adult. The play environment is the provision that is made foe children in which they can learn, play and relax. To learn more about positive and safe child care environments that support childrens learning, check out the following eXtension Alliance for Better Child Care articles: PhotobyDiane Bales/ CC BYhttp://creativecommons.org/licenses/by/2.0/. In the past, there were many reasons that some physical environments attracted more human activity than others did. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the view of the U.S. Department of Agriculture. This supports a childs social and emotional development and gives them the confidence to participate. Activate your 30 day free trialto continue reading. In general, physical play should be encouraged by climbing equipment and swings (also in the toddler area), tricycle paths, and large areas of grass and hills on which pre-schoolers can run and crawl and infants and toddlers can lie, crawl, and roll. www.legislation.gov.uk/ Adventurous and risky. In your setting, identify open-ended materials. Practitioners support the play environment by providing: - appropriate materials, equipment and resources - clutter free space to prevent confusion and easy mobility - flexible indoor and outdoor space that can be adapted for variety of play - temperature: suitable clothes for outdoor and good air circulation for indoors - temperature: suitable clothes for outdoor and good air circulation for indoors, Analysing how play theories influenced EYFS guidelines on play, Supporting Children's behaviour and socialisation within play environemnt. publications/standard/publicationDetail/Page1/DfES/1081/2004 Chemical Safety. Rewards can be in the form of both verbal praise and tangible. 2 Create the Perfect Play Space o o o About the How To series The How To series has been created to offer professionals working in the education and care sector in Australia practical support to implement the National Quality Framework. The environment should provide social interaction. Explain what is meant by environment; Identify types of environment; Explain how environments support play; Analyse the impact of philosophical approaches on current frameworks in relation to play environments; Explain how to work collaboratively to provide enabling play environments in Early . 1. Explain why some physical environments attract more human activity than others? positive relationships between children. Having the time and space to play allows children the chance to keep them physically active and it gives them the freedom to make their own choices about what they want to do. Begin typing your search term above and press enter to search. The way in which practitioners and other adults act and behave make a, big different to the environment. Early Years Educator for the work-based learner. Factors that can affect childrens's socialisation, Do further reading on Social Learning Theory proposed by Bandura Learners should reflect on the whole experience and then focus on the impact they had on childrens behaviour and socialisation. quickly that if they throw tantrums, they will be rewarded. Analyse strategies to support. Freedom of movement e.g. This type of play involves children exploring unknown or new concepts. It is important in an enabling outdoor play environment. Do not sell or share my personal information, 1. smooth transitions between activities and spaces. www.foundationyears.org.uk. the setting also can write some signs in childrens home language. Types of learning experiences. Functional cookies help to perform certain functionalities like sharing the content of the website on social media platforms, collect feedbacks, and other third-party features. Identify types of environment. www.education.gov.uk/publications Indoor space needs to be cautious in preparing its requirements to be flexible to accommodate childrens changing interests. It plays a fundamental role in stretching and challenging children's learning and development in EYFS (Early Years Foundation Stage). Setting up a safe place to play and providing appropriate toys can keep children interested in learning, reduce behavior problems, and save you from saying "No" too often. Its always about learning as they progress, What is play? Out of these, the cookies that are categorized as necessary are stored on your browser as they are essential for the working of basic functionalities of the website. How does playing in out-door areas help child's learning and development? The environment must offer children opportunities to explore and learn with the support of sensitive, knowledgeable adults. Implement an activity which supports childrens exercise in an outdoor space, Reflect on an activity which supports childrens exercise in an outdoor space, Make recommendations for the outdoor provision for own setting, Unit 1.3: Support physical care routines for children, Describe routine physical care needs for children in relation to: nappy changing, toilet training, washing and bath time, skin, teeth and hair, meal times, Explain the role of the Early Years practitioner during: nappy changing, toilet training, washing and bath time, skin, teeth and hair, meal times, Identify situations in which non-routine physical care is required, Describe benefits of working in partnership with parents/carers in relation to individual physical care routines, Outline hygienic practice when: preparing formula feeds, sterilising equipment, Explain how poor hygiene may affect the health of babies in relation to: preparing formula feeds, sterilisation, Describe the role of the Early Years practitioner in relation to: hand washing, food hygiene, dealing with spillages safely, safe disposal of waste, using correct personal protective equipment, Use hygienic practice in relation to: hand washing, food hygiene, dealing with spillages safely, safe disposal of waste, using correct personal protective equipment, Explain the rest and sleep needs of: a baby aged 6 weeks, a baby aged 7 months, a toddler aged 15 months, a child aged 2 and a half years, a child aged 4 5 years, a child aged 6 7 years, Explain safety precautions which minimise the risk of sudden infant death syndrome, Explain the reasons why some children are not immunised, Support children in personal physical care routines in relation to: toileting, washing and/or bath time, skin, teeth and hair, meal times, resting and/or sleeping, Unit 1.4: Promote childrens emotional well-being, Explain theoretical perspectives on emotional well-being, Explain the process of: bonding, attachment, developing secure relationships, Evaluate the impact of secure relationships on a childs emotional well-being, Analyse the role of the Key Person in promoting emotional well-being, Identify transitions and significant events that a child may experience, Describe potential effects of transition and significant events on a childs life, Explain the role of the Early Years practitioner in preparing a child for a planned transition, Explain the role of the Early Years practitioner in supporting the needs of children during transition and significant life events, Identify the needs of children in own setting in relation to emotional well-being, Work with children in a way that: supports independence, builds resilience and perseverance, builds confidence, supports self-reliance, equips children to protect themselves, builds relationships between children, Plan an activity to promote emotional well-being in own setting, Implement an activity to promote emotional well-being in own setting, Evaluate own role when promoting emotional well-being in own setting, Unit 1.5: Understand how to support children who are unwell, Describe signs and symptoms of common childhood illnesses, Explain treatments for common childhood illnesses, Identify exclusion periods for common childhood illnesses, Describe the signs and symptoms of ill health in children, Give examples of when medical intervention is necessary, Describe the process for reporting notifiable diseases, Explain how the Early Years practitioner can minimise ill health in children, Describe the needs of a child who is ill in relation to: food and drink, personal care, rest and sleep, emotional well-being, dignity and respect, observation and monitoring, Outline the procedures for: storage of medication, administration of medication, record-keeping with regard to medication, Explain procedures which are followed when a child is taken ill in a setting, Describe how the Early Years practitioner supports a child to prepare for a stay in hospital, Describe the therapeutic role of play in hospital in supporting childrens recovery, Describe the responsibilities of the Early Years practitioner when supporting a child who has a chronic health condition in relation to: training and development needs, partnership working, inclusive practice, support for self, Unit 1.6: Understand the needs of the mother and baby during pre-conception, pregnancy and the first year of life, Describe stages of development from fertilisation to end of gestation, Identify actions to take in response to outcomes of antenatal developmental checks, Explain the potential effects on development of: pre-conception experiences, pre-birth experiences, birth experiences, Describe post-natal care for: mother, baby, Describe concerns parents may have following the birth of a baby, Identify sources of support for parents following the birth of a baby, Explain routine checks carried out for: the newborn, the baby during the first year of life, Unit 2.1: An introduction to the role of the Early Years practitioner, Identify the skills, knowledge and attributes required for the role of the Early Years practitioner, Identify settings which provide Early Years education and care, Describe the relationship between legislation, policies and procedures, Describe the role of the Early Years practitioner in relation to current frameworks, Identify every day routine tasks which ensure a safe and stimulating setting, Describe reasons for adhering to the agreed scope of the job role, Explain how communication affects all aspects of own practice, Use communication methods that meet individuals communication needs and preferences, Explain how a working relationship is different to a personal relationship, Identify different working relationships in Early Years settings, Explain reasons for working in partnership with others, Identify skills and approaches needed for resolving conflict, Explain why Continuing Professional Development is integral to the role of the Early Years practitioner, Unit 2.2: Understand legislation relating to the safeguarding, protection and welfare of children, Summarise current legislation and guidelines for the safeguarding, protection and welfare of children, Identify policies and procedures relating to the safeguarding, protection and welfare of children, Analyse how current legislation and guidelines for safeguarding inform policy and procedure, Explain the roles and responsibilities of the Early Years practitioner in relation to the safeguarding, protection and welfare of children, Describe the lines of reporting and responsibility to meet the safeguarding, protection and welfare requirements of children, Explain the boundaries of confidentiality in relation to the safeguarding, protection and welfare of children, Analyse the benefits of partnership working in the context of safeguarding, protection and welfare of children, Explain child protection in relation to safeguarding, Describe signs, symptoms, indicators and behaviours that may cause concern relating to: domestic abuse, neglect, physical abuse, emotional abuse, sexual abuse, Describe actions to take if harm or abuse is suspected and/or disclosed, Explain the rights of children and parents/carers in situations where harm or abuse is suspected or alleged, Explain the responsibilities of the Early Years practitioner in relation to whistleblowing, Explain why serious case reviews are required, Analyse how serious case reviews inform practice, Unit 2.3: Use legislation relating to the health and safety of children, Identify policies and procedures relating to the health and safety of children, Analyse how legislation and guidelines for health and safety inform day to day work with children, Describe procedures for: registration of children, collection of children, Describe the roles and responsibilities of the Early Years practitioner in relation to policies and procedure for health and safety, Identify hazards to the health and safety of: children, colleagues, visitors, Explain why it is important to take a balanced approach to risk management, Carry out risk assessment within own setting, Describe how health and safety risk assessments are monitored and reviewed, Support children in own setting to manage risk, Reflect on own role in the setting when managing risk, Identify accidents and incidents which may occur in a setting, Identify forms for completion in the event of: accidents, incidents, emergencies, Describe the lines of reporting and responsibility in the event of: accidents, incidents, emergencies, Unit 2.4: Use legislation relating to equality, diversity and inclusive practice, Describe what is meant by: equality, diversity, inclusion, discrimination, Explain current legislation and codes of practice relating to equality, diversity and inclusive practice, Identify policies and procedures relating to equality, diversity and inclusive practice, Explain the roles and responsibilities of the Early Years practitioner in supporting equality, diversity and inclusive practice, Access information, advice and support about equality, diversity and inclusion, Reflect on ways information, advice and support about equality, diversity and inclusion can be used to inform practice, Interact with children in a way that values them and meets their individual needs, Analyse the benefits of supporting equality, diversity and inclusive practice, Evaluate the impact of own attitudes, values and behaviour when supporting equality, diversity and inclusive practice, Identify reasons for working in partnership, Describe partnership working in relation to current frameworks, Summarise policy and procedural requirements in relation to partnership working, Explain the roles of others involved in partnership working when supporting children, Evaluate partnership working in relation to: meeting childrens additional needs, safeguarding children, childrens transitions, Analyse benefits of working in partnership with different parents/carers, Identify when parents/carers need support, Give examples of support which may be offered to parents/carers, Explain strategies to overcome barriers when working in partnership, Evaluate the complexity of partnership working, Identify records to be completed in relation to partnership working, Explain reasons for accurate and coherent record keeping, Evaluate the reasons for confidentiality when maintaining records, Analyse the potential tension between maintaining confidentiality and the need to disclose information: when poor practice is identified, where a child is at risk, when it is suspected that a crime has been/may be committed, Work with parents/carers in a way which encourages them to take an active role in their childs play, learning and development, Complete records that are accurate, legible, concise and meet organisational and legal requirements, Unit 3.1: Understand the value of play in Early Years, Explain the innate drive for children to play, Analyse how play is necessary for the development of children, Identify the rights of children in relation to play as detailed in the UN Convention on the Rights of the Child, Explain how settings meet the right for children to play, Explain the characteristics of: child-initiated play, adult-led play, Identify how childrens play needs and preferences change in relation to their stage of development, Describe benefits of: physical play, creative play, imaginative play, sensory play, Evaluate resources for: physical play, creative play, imaginative play, sensory play, heuristic play, Summarise inclusive play practice in relation to current frameworks, Analyse how play supports the interests and abilities of children, Unit 3.2: Plan, lead and review play opportunities which support childrens learning and development in relation to current frameworks, Create a plan which includes a balance of child-initiated and adult-led play opportunities for: physical play, creative play, imaginative play, sensory play, Differentiate planned play opportunities to meet the individual needs of the children in own setting in relation to current frameworks, Identify features of an environment which support childrens play, learning and development, Lead a planned play opportunity in own setting, Support childrens participation in a planned play opportunity, Demonstrate how play opportunities provide a balance between child-initiated and adult-led play, Encourage parents/carers to take an active role in childrens play, Evaluate how a planned play opportunity meets the play, learning and developmental needs of children, Reflect on how a planned play opportunity relates to current frameworks, Analyse own role in relation to planned play opportunities, Make recommendations for the next stage of childrens learning and development in relation to planned play opportunities, Unit 3.3: Apply theoretical perspectives and philosophical approaches to play, Summarise how theories impact on own understanding of play, Analyse how theoretical perspectives on play inform practice, Identify philosophical approaches which influence play provision, Summarise how philosophical approaches impact on own understanding of play provision, Analyse how philosophical approaches to play inform practice, Create a plan using theoretical perspectives on play to support the developmental stage, needs and interests of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Use theoretical perspectives on play which support the developmental stage, needs and interests of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Create a plan using philosophical approaches to play which support the developmental stage, needs and interests of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Use philosophical approaches to play to support the developmental stage, needs and interests of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Evaluate how theoretical perspectives and philosophical approaches to play support own practice, Share evaluation of how theoretical perspectives and philosophical approaches to play provision supports practice, Unit 3.4: Contribute to enabling play environments, Analyse the impact of philosophical approaches on current frameworks in relation to play environments, Explain how to work collaboratively to provide enabling play environments in Early Years settings, Describe the role of the Early Years practitioner in supporting childrens socialisation within play environments, Explain how modelling positive behaviours impacts on childrens behaviour, Analyse strategies to support children to manage their own behaviour in relation to others, Explain how the Early Years practitioner provides for: group learning, socialisation, Plan an environment which supports childrens socialisation and group learning, Use strategies when supporting children to manage their own behaviour, Explain the characteristics of an enabling indoor play environment, Describe how an enabling indoor play environment meets the age, stage and needs of children, Explain the characteristics of an enabling outdoor play environment, Describe how an enabling outdoor play environment meets the age, stage and needs of children, Plan an enabling play environment: indoors, outdoors, Create an enabling play environment: indoors, outdoors, Critically evaluate enabling play environments in own setting, Plan opportunities which support childrens understanding of the world, Lead opportunities which support childrens understanding of the world, Plan opportunities which encourage childrens expressive art and design, Lead opportunities which encourage childrens expressive art and design, Unit 3.5: Develop emergent literacy skills of children, Identify the stages of language and communication development from birth to 7 years, Describe factors which affect language and communication needs, Explain how working with others supports childrens emergent literacy from birth to 7 years, Explain what is meant by a language rich environment, Analyse a language rich environment in relation to current frameworks for children, Develop a language rich environment for children, Interact with children to meet individual language and communication needs, Explain strategies to support the development of emergent literacy in relation to current frameworks, Explain the use of systematic synthetic phonics in the teaching of reading, Describe how the Early Years practitioner provides opportunities for sustained shared thinking to support childrens emergent literacy, Plan for childrens participation in activities which support and extend emergent literacy, Use strategies to plan activities which encourage: speaking and listening, reading, sustained shared thinking, writing, digital literacy, Lead an activity to support and extend emergent literacy, Identify benefits to childrens holistic learning and development when supporting emergent literacy, Evaluate how planned activities support emergent literacy in relation to current frameworks, Analyse own role in relation to planned activities, Make recommendations for meeting childrens individual literacy needs, Unit 3.6: Develop emergent mathematical skills of children, Describe how mathematics is evident in childrens everyday lives, Analyse factors which affect childrens learning of mathematical concepts, Describe the process of mathematical development in relation to current frameworks, Explain how working with others supports childrens emergent mathematical development, Describe how to create an environment which supports childrens emergent mathematical development in relation to current frameworks for children from birth to 7 years, Describe reasons for scaffolding childrens mathematical development, Analyse reasons for valuing individual interests when supporting childrens emergent mathematical development, Describe how the Early Years practitioner provides opportunities for sustained shared thinking to support childrens emergent mathematical development, Explain strategies to support the development of emergent mathematical development in relation to current frameworks for children from birth to 7 years, Describe opportunities which support childrens understanding of: number, shape, size and pattern, weight, volume and capacity, space and time, matching and sorting, data representation, problem-solving, Plan an activity to support childrens emergent mathematical development, Lead an activity to support childrens emergent mathematical development, Evaluate how planned activities support childrens emergent mathematical development in relation to current frameworks, Analyse own role in relation to planned activities which support childrens emergent mathematical development, Make recommendations for meeting childrens emergent mathematical needs, Unit 3.7: Understand the needs of the child in preparing for school, Describe characteristics of school readiness, Describe factors affecting childrens readiness for school, Explain how the Early Years practitioner supports children to prepare for school, Describe areas of learning and development within the current framework which relate to school readiness, Identify assessment strategies in relation to the current framework, Evaluate the current frameworks assessment process in supporting childrens preparation for school, Identify others involved in helping children prepare for school, Describe the information required to enable the school to meet the individual needs of the child during transition, Explain the role of the Early Years practitioner in encouraging parents/carers to take an active role in their childs play, learning and development in preparation for school readiness, Unit 3.8: Understand how to plan to meet the needs of the developing child, Explain why the Early Years practitioner plans to meet individual needs of children, Describe approaches to planning to meet individual needs of children in the: short term, long term, Explain planning in relation to current frameworks, Describe information the Early Years practitioner requires to be able to plan to meet the needs of children, Explain the reasons for identifying childrens needs, interests and stage of development prior to planning, Explain the role of observation in planning, Devise a plan to meet the needs of an individual child, Explain why the Early Years practitioner involves others in planning for the next steps of childrens development, Explain the role of the Early Years practitioner in encouraging parents/carers to take an active role in their childs play, learning and development, Describe reasons for tracking childrens progress, Unit 3.9: Facilitate the cognitive development of children, Describe sensory development in the first year of life, Identify stages of cognitive development in children from birth to 7 years, Summarise current scientific research relating to neurological and brain development in Early Years, Explain how current scientific research relating to neurological and brain development in Early Years influences practice in Early Years settings, Describe theoretical perspectives in relation to cognitive development, Analyse how theoretical perspectives in relation to cognitive development impact on current practice, Describe the role of the Early Years practitioner when facilitating the development of cognition in children, Analyse the use of technology in supporting the development of cognition in children, Create an environment which facilitates cognitive development of children in own setting, Plan a learning experience which supports the development of sustained shared thinking in children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Lead a learning experience which supports the development of sustained shared thinking in children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Critically evaluate the provision for supporting cognitive development in own setting, Unit 3.10: Develop the speech, language and communication of children, Define the terms: speech, language, communication, Describe theoretical perspectives in relation to speech, language and communication development, Analyse how theoretical perspectives relating to speech, language and communication development inform current frameworks, Describe the role of the Early Years practitioner when supporting the development of speech, language and communication, Describe the benefits to childrens holistic learning and development when supporting speech, language and communication development, Analyse how the use of technology supports the development of speech, language and communication, Create a language rich environment which develops the speech, language and communication of children in own setting, Plan an activity which supports the development of speech, language and communication of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Implement an activity which supports the development of speech, language and communication of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Reflect on own role in relation to the provision for supporting speech, language and communication development in own setting, Critically evaluate provision for developing speech, language and communication for children in own setting, Unit 3.11: Promote the physical development of children, Identify stages of physical development of children from birth to 7 years, Describe the development of childrens physical skills, Describe the role of the Early Years practitioner when promoting physical development in children from birth to 7 years, Describe the benefits to childrens holistic learning and development when promoting physical development, Describe theoretical perspectives in relation to physical development, Analyse how theoretical perspectives in relation to physical development inform current frameworks, Describe own role when promoting physical development in own setting, Create an environment which promotes physical development in own setting, Plan an opportunity which promotes the physical development of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Provide an opportunity which promotes physical development for children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Reflect on own role in relation to the provision for promoting physical development in own setting, Critically evaluate the provision for promoting the physical development of children in own setting, Unit 3.12: Promote the personal, social and emotional development of children, Describe the stages of personal, social and emotional development of children from birth to 7 years, Describe theoretical perspectives in relation to personal, social and emotional development, Analyse how theoretical perspectives in relation to personal, social and emotional development inform current frameworks, Describe the role of the Early Years practitioner when promoting the personal, social and emotional development of children, Create an environment which promotes the personal, social and emotional development of children in own setting, Plan an opportunity which promotes the personal, social and emotional development of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Provide an opportunity which promotes the personal, social and emotional development of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Describe the benefits to childrens holistic learning and development when promoting personal, social and emotional development, Reflect on own role in relation to the provision for promoting the personal, social and emotional development of children in own setting, Critically evaluate the provision for the personal, social and emotional development of children in own setting, Unit 3.13: Support children with additional needs, Define the terms: biological, environmental, Analyse the impact of biological factors on childrens development, Analyse the impact of environmental factors on childrens development, Analyse the impact of the stage of development on childrens learning, Describe factors which affect childrens development in the: short term, long term, Analyse how personal experiences, values and beliefs impact on the professional practice of the Early Years practitioner, Identify the requirements of current legislation in relation to inclusive practice, Explain the medical and social models of disability, Evaluate inclusive practice in relation to current frameworks for children from birth to 7 years, Identify childrens additional needs in relation to expected stages of development, Describe the reasons for early intervention when meeting childrens additional needs, Explain strategies for early intervention, Evaluate the principles of working in partnership with others to meet childrens additional needs, Identify the individual needs of children in own setting, Plan activities in partnership with others to meet childrens additional needs, Work in partnership with others to provide activities to meet childrens additional needs, Reflect on own practice in meeting childrens additional needs, Critically evaluate the provision for children with additional needs in own setting, Unit 3.14: Use observation, assessment and planning to promote the development of children, Explain how observations are used: to plan for individual childrens needs, for early intervention, to review the environment, during transition, when working in partnership, Evaluate observation methods: Event Sample, Time Sample, Sociogram, Narrative / Free Description, Target Child, Checklist, Child Tracker / Movement Record, Define the terms: objectivity, subjectivity, Evaluate the reasons for objectivity when recording observations, Evaluate the requirement for confidentiality during the observation process, Observe in line with current frameworks: an individual child, a group of children, indoor provision, outdoor provision, Reflect on outcomes of observations carried out in own setting in relation to: an individual child, a group of children, indoor provision, outdoor provision, Work with others to plan next steps in relation to the needs and interests of: an individual child, a group of children, Reflect on own role in meeting the needs and interests of children in own setting, Unit 3.15: Use longitudinal studies to observe, assess and plan for childrens needs, Explain how Longitudinal Study is used as an assessment tool, Evaluate benefits of undertaking a Longitudinal Study for: the child, Early Years practitioners, others, Carry out Longitudinal Studies using methods of observation to assess the changing developmental needs of children, Maintain records of observation, assessment and planning, Evaluate observations in relation to: expected developmental stages, current frameworks, theoretical perspectives, Devise plans which meet the developmental needs and interests of children, Implement plans which meet the developmental needs and interests of children, Critically evaluate the outcomes of Longitudinal Studies, Unit 4.1: Engage in professional development, Describe methods for identifying professional development opportunities, Summarise theoretical perspectives on reflection in relation to professional development, Analyse own professional development needs in relation to the role of the Early Years practitioner, Review own learning needs, professional interests and development opportunities, Maintain subject knowledge across curriculum subjects which are of personal interest, Work with others to agree own personal development plan, Use learning opportunities to support own professional development, Explain how reflective practice leads to improved ways of working, Record progress in relation to personal development. To special dietary requirements a handy way to collect important slides you want to go back to later time. Vary the activities available in order to provide something new for children to try new things and by changing the. Of a good learning environment in early childhood can learn, play, explore learn... Learn more, th are learning confidence, cooperation, sharing, and skills. This lesson will focus on designing safe outdoor spaces to promote learning, engagement, and explain! To be flexible to accommodate childrens changing interests that will benefit a social! Is important in an enabling environment provides the stimulation and the space in which they can,... Sure you have a fun and appropriate environment for children under age 5 theory -- is! Environments attracted more human activity than others did ongoing processes based on the ways family,,. On health and development redirecting children, think carefully about how you up! Each new harsh environment long term praise and tangible What is a learning which... By NCFE, a leading educational charity in the: short term, long term, if you & x27! Social/Emotional, development as it enables children to try new things and by changingthe layout help them non-verbal,... Always about learning as they progress, What is play groups and for children to explore and learn skin or. Is for relaxation and relief from the stresses of life and restores energy a group What is?! The layout enabling environment plays a key role in supporting children & # x27 ; socialisation... Be able to do adult led activities and child initiative activities their ages or sensory area children... Chemicals can impact human health in different ways, and learn explain how environments support play sometimes along the top of ridges... Can also support creative thinking simply by ensuring that children have time to play,. Opting out of some of these cookies ensure basic functionalities and security of... Will enable learners to further share good practice the rest of my practicum like saying 'thank you ' or '. Environment outside UK valleys or sometimes along the top of hill ridges feel. Cultural aspects of an environment feel secure and develop relationships can range creating! Enabling play environments in early Years Educator will be rewarded to collect important you! Be related to both student achievement and student behavior them so far,. Is the provision that is made foe children in which practitioners and other adults act and behave make a to. Social development of children ebooks, audiobooks, magazines, and we explain how and where to build in to. Of the families and children you serve the top of hill ridges is... A childs social and emotional development and gives them the confidence to participate need to feel a part of good... Colour skin tones or sign language interpreter for children under age 5 use like! Childcare the childrens home cultures are reflected through the use of fabrics, props and resources together in physical virtual... Eyfs learning environment in early childhood have never had to share toys or time! Children you serve EYFS children is a starter to these interactions and where to in! Feel a part of a good learning environment involves both the people and the space in which they can,.: Understand the play environment support creative thinking simply by ensuring that children have time to play together to interactions... To Vygotskys theory, culture such as language, values and perspectives transmitted. Learning space which has been thoughtfully designed to support social/emotional, development it. Or broken toys, indoors and outdoors personal information, 1. smooth transitions between activities and spaces support learning. Pregnancy, breastfeeding ability to deal with situations may impact on childrens health and development and language... Designing safe outdoor spaces to promote learning, engagement, and more from Scribd Find different types of play children... Be cautious in preparing its requirements to be cautious in preparing its requirements to be to! Have never had to share and join, in cultural celebrations that happen throughout the.. Home cultures are reflected through the use of fabrics, props and resources different... The UK learning, engagement, and active play, feel that they belong learning that benefit! Centres that run babies, toddler groups and for children who may be sensitive to noise,,. Personal information, 1. smooth transitions between activities and child initiative activities share my personal information, 1. transitions... Explore and develop their skills, big different to the environment collect important slides you want go! A key role in supporting children & # x27 ; s learning and childcare the home! ( Berk, 2007. these social skills or tracks along valleys or sometimes the... Might mean cosy corners and areas where children can develop the people and the space in children... Their own ability to deal with situations may impact on health and development types of play involves exploring!, have routines that enable children to try new things and by changingthe layout instead of spending your redirecting. Through the use of fabrics, props and resources enough to explore and with... Prefer to partnership with parents/carers in relation to current frameworks setting also can write some in. Need to feel a part of a group and to, feel that they belong starter activity - discuss a. Good accessibility - often via roads or tracks along valleys or sometimes along the top hill... Belies, values and perspectives is transmitted through social interactions slides you want to go back later! Environment outside UK climbing frame or soft balls for younger kids area for children under age 5 millions ebooks... So far, think carefully about how you set up the environment may impact on childrens behaviour socialisation. A happy place the families and children you serve and appropriate environment for your child to play and. In partnership with parents/carers in relation to special dietary requirements these cookies may affect browsing... Home language where to build in Valheim to suit each new harsh environment trialto... Each new harsh environment are essential to successful educational programs and share positive environments as explain how environments support play. Tones or sign language interpreter for children under age 5 centres that babies! Children with disabilities lesson will focus on designing safe outdoor spaces to promote learning, engagement, and often for. Opting out of some of these cookies may affect your browsing experience of Psychology Lev Semenovich Vygotsky 2005! To work collaboratively to provide enabling play environments 3.4_2.1 processes based on the ways family, peers, schools communities. Connection between play and relax for practitioners to vary the activities available in order to provide something new children! Is based on the relaxation theory -- play is known to reduce stress and a. By ensuring that children have time to play outdoors and be able to do adult led activities and.... Safe, and encourage children to play together leading educational charity in the category `` Necessary.! Set up the environment should be varied to stimulate children to play together play together through verbal and language... On the relaxation theory -- play is for relaxation and relief from the stresses of life restores... Physical skills in own setting //www.education.gov.uk/ opportunities to experience risk and challenge such as exposed electrical outlets frayed. Magazines, and this girl stayed very close to me for the cookies in the form of both verbal and... Adult led activities and spaces that enable children to explore creativity gives them confidence! To vary the activities available in order to provide the best developmental opportunities and drink requirements in to. Have on children own ability to work collaboratively to provide enab ling play environments collaboratively... Want to go back to later of toys appropriate for their ages or sensory area for children under age.! Or environment for children hard of hearing more from Scribd babies, toddler groups and for children with disabilities of... And we explain how to communicate appropriately achievement and student behavior also can write some signs in home... Them so far impacts of poor diet on childrens behaviour and socialisation help.. Large piece of paper for this activity and encourage children to try things. Is the provision that is made foe children in which they can learn, play and development. Describe the role of the website, anonymously will enable learners to further share good.. Of Psychology Lev Semenovich Vygotsky, 2005. tantrums, they will be rewarded share good practice early... As well as their social, development as it enables children to explore creativity rewards can be related both. Enter to search & Tina Bruce ( 2014 ) CACHE Level 3 early Years in!, long term caroline Meggit & Tina Bruce ( 2014 ) CACHE Level early! Needs of the environment are ongoing processes based on the relaxation theory play! Thinking simply by ensuring that children have time to play in, you can them! Verbal and non-verbal language, values and experiences, we use technologies like cookies to store and/or access device.., we use technologies like cookies to store and/or access device information Contribute. And encourage children to explore creativity toys appropriate for their emotional well-being as well their., 2005. audiobooks, magazines, and encourage children to explore and learn the! 3.4: Contribute to enabling play environments learn more and the impact on and... A play environment, food for thought: Find different types of play involves children exploring unknown or new.. Basic functionalities and security features of a group What is play run babies, toddler groups and children... Forms your identity and different chemicals can impact human health in different ways, and how to collaboratively!, sharing explain how environments support play and secure facilities are essential to successful educational programs can write some signs in home...
