The cookie is set by GDPR cookie consent to record the user consent for the cookies in the category "Functional". Plan an activity which supports childrens exercise in an outdoor space. We've updated our privacy policy. They are developing cognitive, socio-emotional, and physical skills. Of course, tantrums are negative behaviour and not socially acceptable, so reinforcing that behaviour is also not For instance, new toys and resources, so children do not get, bored and the toys should be easily accessible for the children to reach, The environment should be sensitive to cultural diversity, inclusion, and, equality to promote a sense of belonging. Natural environments within children's services are the arena in which children learn these things. Qualification: NCFE CACHE Level 3 Diploma for the Early Years EducatorUnit: Unit 3.4: Contribute to enabling play environmentsLearning outcome: Understand the play environmentAssessment criteria: Explain how environments support play. By accepting, you agree to the updated privacy policy. children. This also supports outdoor play because holistic learning links to more than one area. The environment must offer children opportunities to explore and learn with the support of sensitive, knowledgeable adults. 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. children's understanding, respect, care and appreciation for the natural. 3 What is meant by a positive environment? It is beneficial for Early Years settings to reflect the cultures of the children that attend. The outdoors is valuable to Holistic Development as nature provides the foundation for learning & young children need this in their lives to educate them. Play promotes a childs development, learning, creativity and independence. A high-quality EYFS learning environment involves both the people and the space in which children can develop. Decent, safe, and secure facilities are essential to successful educational programs. The way in which practitioners and other adults act and behave make a, big different to the environment. 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 The environment should be interesting, inviting and free from distractions, allowing the children to focus on their play. Planning for play. The workshop discussions of biobehavioral and psychological perspectives on adolescent risk behavior alluded repeatedly to the importance of the cultural and social contexts in which young people develop. Understand the play environment. Encouraging safe exploration is an important job for child care providers. How it is the requirement of the EYFS that children must go outside every day and the outdoor activities also reflect the seven areas of EYFS. All aspects of an enabling environment include learning . variety of activities using indoor and outdoor environments. A good early childhood environment meets the child's basic needs and supports and encourages children to engage in activities that implement the program's curriculum. Unit 3.4 Promote enabling play environments, The physical environment can be either indoors or doors, and there should be appropriate furniture and accessible toys, so the, furniture should be the right size, and there should be enough chairs and, tables that the children can use and access. Pearson: Harlow Essex Educators can also support creative thinking simply by ensuring that children have time to play. Student empowerment. For early childhood educators it means looking at the constraints on practice, such as prescriptive and formal . Free access to premium services like Tuneln, Mubi and more. Why is play important in a learning environment? How does the environment affect childrens right to play? Understand how the Early Years Practitioner supports children's behaviour and socialisation within play environments 2.1 Describe the role of the Early Years Practitioner in supporting children's This could be any space or setting, either outdoors or inside, and may include: play centres. How often have you used them so far? allowing children to move around and choose their play area. Essays on Explain How Environments Support Play for students to reference for free. Tricycle paths are used for Big Toys, tricycles, scooters, balls, jogging, and wagons. Learners should consider opportunities for children to be together and, where appropriate, to work together at one activity such as building blocks or ball play. INTRODUCTION TO It appears that you have an ad-blocker running. 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; View the evidence supporting his theory, Identify therapeutic support available for child's learning and development, DFE (2017) Early Years Foundation Stage Framework (EYFS) positive relationships between children. Identify reasons for: special dietary requirements, keeping and sharing, coherent records with regard to special dietary requirements. Quorum Park Benton Lane Newcastle upon Tyne NE12 8BT alumni@cache.org.uk. The environment should be varied to stimulate children to try new things and by changingthe layout. Discuss the nutritional requirements of children aged: 1-2 years, 2-3 years, 3-5 years, 5-7 years. It does not store any personal data. the environment, help children to learn about dangers, and how to protect themselves. Play doesn't just happen. Therefore, we do not recommend that you use or trust the information without first fact-checking it using a reliable source. The outdoors is not just for play but for learning as what can be found is there . The Early Years Foundation Stage (EYFS), (2008) states that the role of the practitioner is crucial in observing and reflecting on childrens spontaneous play, building on this by planning and providing a challenging environment which supports specific areas of childrens learning and extends and develops childrens language and communication in their play. Layout of the physical environment e.g. Detrimental environmental changes are already affecting the overall safety of outdoor play for children. It plays a fundamental role in stretching and challenging children's learning and development in EYFS (Early Years Foundation Stage). This can range from creating spaces specifically for student use to having a class discussion to establish norms and expectations. Another thing is inviting parents/carers to Share and join, in Cultural celebrations that happen throughout the year. Physical environment can be related to both student achievement and student behavior. Learners should use the Independent research activity and peer discussion to finalise their plan. Living in a multicultural country, it is necessary for the early setting to be ready to accept children with different backgrounds. This is known as positive reinforcements. This creates opportunities to socialize and communicate. A high quality environment for young children should: Good accessibility - often via roads or tracks along valleys or sometimes along the top of hill ridges. What are some characteristics of an ideal learning environment for children during early childhood? Place hazardous objects, such as knives and other sharp items, out of reach. the flow between indoor and outdoor spaces. Resources such as blocks for building with felt pens, chalks or pencils, clothes for dressing up in and small items such as cars, dolls and jigsaws should be available to children themselves. Unit 3.4: Contribute to enabling play environments. What leadership styles fit you best? 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/. However, for young children, maths and play actually have a lot in common. The environment must reflect the different ways that children learn and provide children with open-ended . Holistic plans support children's access to outdoor play because they are looked at as a whole and they are not restricted from any activity. for him/her to touch it. It has not been fact-checked, so we recommend that you do not use it in your studies. 5 Areas of Child Development. DFE (2014) Development Matters in the Early Years Foundation Stage (EYFS) Understand how the Early Years practitioner supports children's behaviour and socialisation within play environments. Activate your 30 day free trialto unlock unlimited reading. Equipment, toys and furniture that is safe and useful e.g child-size friendly chairs and tables, It is important to create opportunities for children to have a challenge. This is important for their emotional well-being as well as their social, development. It helps children to deal with difficult circumstances such as emotional stress or medical treatments. Early learning and childcare Physical environment of schools is . all the EYFS areas can be covered in outdoor areas. 1. Regularly check for potential hazards, such as exposed electrical outlets, frayed cords, or broken toys. Children interact with each other through verbal and non-verbal language, and play is a starter to these interactions. Moreover, play provides opportunities for children to establish good relationships with teachers and peers. Learners should reflect on the whole experience and then focus on the impact they had on childrens behaviour and socialisation. An enabling environment for EYFS children is a learning space which has been thoughtfully designed to provide the best developmental opportunities. opportunities to experience risk and challenge. Learn faster and smarter from top experts, Download to take your learnings offline and on the go. Compromising: Give children ideas about how each can get a little of what they want. This supports a childs social and emotional development and gives them the confidence to participate. It is well recognised that children learn and develop best in caring, supportive environments which respond to their individual needs, allowing them to play and explore. Check the source www.HelpWriting.net This site is really helped me out gave me relief from headaches. The environment should be stimulating but not too busy, or children will become distracted when playing. Make adaptations in your materials, activities, or environment for children who may be sensitive to noise, light, or touch. You also have the option to opt-out of these cookies. An enabling environment plays a key role in supporting children's learning and development. http://webarchive.nationalarchives.gov.uk/20130403155730/https://www.education.gov.uk/ What contributes to a positive environment? Learners should describe their own settings play environment in a way that shows how positive an environment it is. or seamlessly moving from one area to another within the same room. Provision for indoor and outdoor play area within the childcare setting. Books need to be attractive and appropriate for their ages. Important features include unstructured spaces and activities for creative learning and spontaneous play. Instant access to millions of ebooks, audiobooks, magazines, podcasts and more. Some of the cognitive skills being learned are curiosity, problem solving, intentionality, verbal skills, etc. personal attributes that adults working with children need to have include. Adults have ultimate control over a child's environment. 1 options: The term temporal order is used in film plots to present events out of story order by way of flashbacks or _____ Question 3 options: Plays are first written in text but include ____. We always plan a flexible environment that offers a sufficient range of materials, props, tools, and equipment for . 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. We've encountered a problem, please try again. http://www.foundationyears.org.uk/eyfs-statutory-framework/ Support for those who deliver education. 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. The How To series consists of seven booklets promoting key areas of quality provision. NCFE CACHE Level 3 Diploma for the Early Years Educator, Unit 1.1: Support healthy lifestyles for children through the provision of food and nutrition. Explain how the environment supports play. Here are some tips to create a space that engages children and encourages safe exploration. The infant will read a mother's frown as 'no' and a 'smile' as yes, its ok to touch the object. The outdoor environment is not just physical development, you can allow children to play in a range of ways, including sensory play, etc. This creates opportunity for children to develop independence. These skills will last them a lifetime and prepare them for life after preschool. Play is a significant part of childrens development, and it is also a part of their nature. Types of learning experiences. www.gov.uk/government/publications/2010-to-2015-government-policy-childcare-and-early-education Child Development Theorists Vygotsky and Piaget both emphasized the importance of play in the overall development of children., Play is an essential part of of every child's life and is vital for the enjoyment of childhood and as well as social, emotional, intellectual and physical development. Use current government guidance to identify the nutritional needs of babies until they are fully weaned. How does the environment support play? (Berk, 2007.) Use our essays to help you with your writing 1 - 60. In Aistear: the Early Childhood Curriculum Frameworks Learning and developing through play, 10 characteristics of play are defined: What are the characteristics of a good school environment? Take a close look at your space, indoors and outdoors. Early Years Educator for the work-based learner. The environment must be welcoming and interesting,and encourage children to play, explore and learn. Have you been pursuing one of them already? 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 Session 1. To provide the best experiences, we use technologies like cookies to store and/or access device information. Course Hero is not sponsored or endorsed by any college or university. Unit: Unit 3.4: Contribute to enabling play environments. It encompasses both the physical environment (such as the layout, equipment and furniture) and the "emotional" environment (the atmosphere, or ambience that is created). Environments should also foster creativity by encouraging experimentation and exploration. 1.4 The physical environment The way the physical environment is designed and configured . Throughout each booklet, there are references to national legislation . Creating a cultural diversity environment is important in meeting the needs of all children within the setting. This activity will enable learners to describe specific areas such as the baby room or the pre-school room, and show how the environment is age and stage appropriate. Advertisement cookies are used to provide visitors with relevant ads and marketing campaigns. AC 1.2 Explain how environments support play. Explain how environments support play. Early years setting will set up the, physical environment so that it is attractive and so that the children can access a range of play. Learners should be given time to choose a suitable activity and to create a plan. TASSORI, Penny. Hunt and coworkers have suggested that school climate has four domains and that to achieve a positive school climate, these domains must have the following characteristics: What makes a positive learning environment? acceptable. Learn more. Hear specific strategies for inclusive services, including changing classroom routines and environments to support individualization. Learners should consider how new children may struggle if they have never had to share toys or adult time before. In an early year setting. The main idea is every time the children enter some part of the setting they need to feel motivated and interested in exploring the place. Unit 6 Supporting childrens play Understand how the Early Years Practitioner supports children's behaviour and socialisation within play environments . publications/standard/publicationDetail/Page1/DfES/1081/2004 Explain the impacts of poor diet on childrens health and development in the: short term, long term. Performance cookies are used to understand and analyze the key performance indexes of the website which helps in delivering a better user experience for the visitors. 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. 1. He also believed that, childrens cognitive development is socially and culturally mediated, and it depends on and is affected by social interactions. http://creativecommons.org/licenses/by/2.0/, Encouragement Is More Effective Than Praise in Guiding Children's Behavior. Socio-emotionally, th are learning confidence, cooperation, sharing, and how to communicate appropriately. AND CARE Describe your own role in supporting children's socialisation within play 3.4_2.2. Practitioners and adults in the, settings need to be friendly and welcoming, have empathy, organisation, skills, be fun, creative, adaptable, patient, dedicated and effective, communicators, as children are more likely to respond and therefore, participate with positive adults. Aistear: the Early Childhood Curriculum Framework's " Learning and developing through play " identifies the following three stages of adult support of play. Any safe environment can support play, but the environment needs to be positive and welcoming for children to want to play. The physical environment will motivate children to play. Explore effective, research-based environmental modification practices. The way the physical environment is set and configured often affects how people feel, act, and behave. www.4children.org.uk, Bhaviour and socialisation within play environment, Click here to see an example of "How to Analyse". Learners should privately reflect on their own behaviours and the impact these may have on children. 1.3. 4 Which is the best description of active play? When your child is playing in the Dramatic Play or Block Area in preschool, they are not simply playing with toys. opportunities. EARLY YEARS EDUCATION Explain the importance of play to childrens learning and development and the need for an inclusive approach., play is the elemental learning process by which humankind has developed. Assessment criteria: Explain how environments support play. The SlideShare family just got bigger. The environment must be welcoming and interesting, and encourage children to play, explore and learn. A key feature of any early years settings is the adults who work with the children. Explain strategies to encourage healthy eating. Safe and effective learning. Analyse strategies to support. What specific actions might help you further develop leadership styles and techniques most suitable for you? Imelda. https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2 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. 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. 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