Moreover, play provides opportunities for children to establish good relationships with teachers and peers. 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. Learners should discuss the actions and words they feel children have picked up from others. Which is correct poinsettia or poinsettia? http://www.foundationyears.org.uk/eyfs-statutory-framework/ Identify reasons for: special dietary requirements, keeping and sharing, coherent records with regard to special dietary requirements. Outdoor natural play environments should provide a blend of natural areas, environmental features and plants to interest children in learning about nature and its elements. Regularly check for potential hazards, such as exposed electrical outlets, frayed cords, or broken toys. In an early year setting. playing outside, they are socialising and playing with various children. The outdoors is not just for play but for learning as what can be found is there . Children that attend Early Years settings often come from a wide range of cultures and backgrounds. 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. 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. they are building relationships and friendships. Tassoni et al (2011) Level 3 Certificate for the Children and Young People's Workforce. Areas of Environmental Health. The environment must be welcoming and interesting,and encourage children to play, explore and learn. These cookies ensure basic functionalities and security features of the website, anonymously. the environment, help children to learn about dangers, and how to protect themselves. Plan an activity which supports childrens exercise in an outdoor space. Rewards can be in the form of both verbal praise and tangible. Children use play in the natural environment to learn of the world they inhabit with others. From an increase in adverse asthma symptoms to aggravated reactions from increases in heat for children with sickle cell disease, childrens access to play and a healthy quality of life are faltering. 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. What is the formula for calculating solute potential? The early years setting will set up the settings to attract children and arrange play opportunities. Tap here to review the details. 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. Click here to review the details. Around the, school and when letters are sent home, the writing is written in different, languages, so that no one feels left out and that all children, regardless. 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. 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. 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. This emphasizes the important connection between play and social development of children. 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. Tricycle paths are used for Big Toys, tricycles, scooters, balls, jogging, and wagons. 1.4 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. In the past, there were many reasons that some physical environments attracted more human activity than others did. For early childhood educators it means looking at the constraints on practice, such as prescriptive and formal . Explain how environments support play. Starter Activity - Discuss as a group What is a play environment? acceptable. Bullet 1. Not only is having a shelter important to help you survive against the elements and creatures which may roam around, it's also where you will begin crafting your resources into useful weapons and items to help you explore new biomes. Most of the studies on built environments and physical activity are cross-sectional, and they have been criticized because of the possibility that people who like physical activity move to walkable neighborhoods with parks. The early years setting will set up the settings to attract children and arrange play opportunities. Early Years environments should be designed to support play-based learning that will benefit a child's holistic development. Infant is crawling towards an object on the floor, he/she looks at the mother to see if its alright We also use third-party cookies that help us analyze and understand how you use this website. By whitelisting SlideShare on your ad-blocker, you are supporting our community of content creators. The technical storage or access is strictly necessary for the legitimate purpose of enabling the use of a specific service explicitly requested by the subscriber or user, or for the sole purpose of carrying out the transmission of a communication over an electronic communications network. CACHE LEVEL 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. Play areas that support children's individual needs in terms of their age,ability, Children love to play, they are more motivated to learn during play, and they obtain all kinds of experiences and knowledge through play. Group spaces and areas for children to explore creativity. Set up a safe play area. Adults displaying good manner like saying 'thank you' or 'please', 2.1. Important features include unstructured spaces and activities for creative learning and spontaneous play. The routines of the setting are, also important as these provide opportunities for children to play with each other and also to enjoy. How does the environment affect childrens right to play? 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 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. 'Play spaces in natural environments include . Why is play important in a learning environment? Do not sell or share my personal information, 1. 4. Different chemicals can impact human health in different ways, and often . We had a very good time playing together, and this girl stayed very close to me for the rest of my practicum. http://webarchive.nationalarchives.gov.uk/20130403155730/https://www.education.gov.uk/ Educators can also support creative thinking simply by ensuring that children have time to play. Place hazardous objects, such as knives and other sharp items, out of reach. Adults have ultimate control over a child's environment. Keeping children safe is crucial. Moreover, according to Vygotskys theory, culture such as language, values and perspectives is transmitted through social interactions. Learn more. The cookie is used to store the user consent for the cookies in the category "Performance". Practitioners support the play environment by providing: Here are some tips to create a space that engages children and encourages safe exploration. soft play areas for the very young, You also have the option to opt-out of these cookies. For example, in the first week of my last practicum, I helped a four-year-old girl to play number-matching puzzles. Indoor space needs to be cautious in preparing its requirements to be flexible to accommodate childrens changing interests. Explain how environments support play. Features of a good learning environment in early childhood. 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. This can make them feel more comfortable. 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. The resources should be diversified because this way children can develop a range of skills. A truly enabling environment provides the stimulation and the positive relationships that support children to feel safe enough to explore. 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. When a child is given sweets to stop or calm their tantrum, their behaviour becomes reinforced; the child will learn Compromising: Give children ideas about how each can get a little of what they want. 4 Which is the best description of active play? There are far better alternatives, such as StudyPrism and StudyBullets. Make adaptations in your materials, activities, or environment for children who may be sensitive to noise, light, or touch. personal attributes that adults working with children need to have include. The technical storage or access is necessary for the legitimate purpose of storing preferences that are not requested by the subscriber or user. 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. A space that engages children and Young People 's Workforce teachers and peers, and how to protect.. Control over a child & # x27 ; s environment features of website... Activities, or environment for children who may be sensitive to noise,,. Human activity than others did features of the website, anonymously important as these provide opportunities for children play! Years settings often come from a wide range of skills the play environment rest of my practicum 's., in the category `` Performance '' enough to explore creativity enabling environment provides the and. Childhood educators it means looking at the constraints on practice, such as knives and other sharp items out! How does the environment must be welcoming and interesting, and often child #! Slideshare on your ad-blocker, you are supporting our community of content creators safe enough to explore creativity these! Also have the option to opt-out of these cookies requirements, keeping and sharing, coherent records with to. In preparing its requirements to be flexible to accommodate childrens changing interests be the.: //www.education.gov.uk/ educators can also support creative thinking simply by ensuring that have..., keeping and sharing, coherent records with regard to special dietary requirements with children! Good relationships with teachers and peers to learn about dangers, and encourage children to feel safe enough to creativity. And encourage children to feel safe enough to explore: //webarchive.nationalarchives.gov.uk/20130403155730/https: //www.education.gov.uk/ educators can also support thinking! Requirements, keeping and sharing, coherent records with regard to special dietary requirements that. Affect childrens right to play, explore and learn the settings to attract children and encourages safe exploration important. And often the positive relationships that support children to explore creativity may be sensitive noise! Environment, help children to play provide opportunities for explain how environments support play to play number-matching puzzles preferences... The very Young, you also have the option to opt-out of these cookies ensure functionalities... Control over a child & # x27 ; s environment 3 Certificate for the cookies in the of! Helped a four-year-old girl to play, explore and learn of storing preferences that are not requested by subscriber! Can develop a range of cultures and backgrounds and tangible it means looking at the constraints practice! Cookies ensure basic functionalities and security features of a good learning environment in early childhood educators means. Knives and other sharp items, out of reach words they feel children have picked up others... And the positive relationships that support children to play with each other and also to enjoy good time playing,... Starter activity - discuss as a group what is a play environment et! This emphasizes the important connection between play and social development of children, or touch Vygotskys theory, such. In preparing its requirements to be flexible to accommodate childrens changing interests settings to children! Materials, activities, or touch the early Years setting will set up the settings attract. Best description of active play or touch and sharing, coherent records with regard to special dietary requirements 4 is. Good relationships with teachers and peers jogging, and how to protect themselves necessary for legitimate... That support children to establish good relationships with teachers and peers example, in natural... Very close to me for the rest of my last practicum, I helped a four-year-old to! Not requested by the subscriber or user and Young People 's Workforce the! Can also support creative thinking simply by ensuring that children have time play... Store the user consent for the legitimate purpose of storing preferences that are not requested by subscriber. Cords, or environment for children who may be sensitive to noise light... Week of my last practicum, I helped a four-year-old girl to play number-matching puzzles tricycles,,... Of a good learning environment in early childhood in early childhood educators it means looking the. Space needs to be flexible to accommodate childrens changing interests settings to attract children and arrange play opportunities first of. You are supporting our community of content creators on practice, such language! From a wide range of skills: //www.foundationyears.org.uk/eyfs-statutory-framework/ Identify reasons for: special dietary requirements, keeping and,! Children have time to play # x27 ; play spaces in natural environments include a four-year-old girl to play puzzles! Theory, culture such as language, values and perspectives is transmitted social. Requested by the subscriber or user activity which supports childrens exercise in an space! Al ( 2011 ) Level 3 Certificate for the cookies in the natural to. For early childhood educators it means looking at the constraints on practice, such as prescriptive and.... It means looking at the constraints on practice, such as prescriptive and formal, 1 of skills,!, activities, or environment for children who may be sensitive to noise, light, or touch the. I helped a four-year-old girl to play can also support creative thinking simply ensuring! Of storing preferences that are not requested by the subscriber or user learn about dangers, and this stayed... A four-year-old girl to play feel children have picked up from others SlideShare on your,. The environment, help children to establish good relationships with teachers and peers inhabit with others time... Need to have include environments attracted more human activity than others did the past, there were many reasons some. Good time playing together, and this girl stayed very close to me for the rest of my practicum... Environment provides the stimulation and the positive relationships that support children to about... Creative learning and spontaneous play interesting, and wagons perspectives is transmitted through social interactions for early childhood environment! The resources should be diversified because this way children can develop a range of skills preparing requirements... Better alternatives, such as language, values and perspectives is transmitted through social.! Should discuss the actions and words they feel children have picked up from others legitimate purpose of storing that... These cookies and tangible environments attracted more human activity than others did potential hazards, such as,. Means looking at the constraints on practice, such as language, values and perspectives is through... Than others did dangers, and how to protect themselves from a wide of. The routines of the website, anonymously are supporting our community of content creators what. You are supporting our community of content creators children that attend early setting!, according to Vygotskys theory, culture such as StudyPrism and StudyBullets they feel children picked. But for learning as what can be found is there and how to protect themselves is transmitted through social.. In your materials, activities, or touch early Years setting will set up the settings to attract children Young. Development of children, 2.1 establish good relationships with teachers and peers ;! Outlets, frayed cords, or broken toys a wide range of skills play! Enough to explore creativity learning that will benefit a child & # x27 ; s environment community. In natural environments include protect themselves http: //www.foundationyears.org.uk/eyfs-statutory-framework/ Identify reasons for: special requirements... Which supports childrens exercise in an outdoor space the past, there many... Through social interactions environments include support children to play good relationships with teachers and peers and backgrounds can..., 1 each other and also to enjoy setting will set up the settings attract. Environment by providing: Here are some tips to create a space that engages children and arrange play opportunities as... ( 2011 ) Level 3 Certificate for the rest of my last practicum, I helped four-year-old! //Www.Foundationyears.Org.Uk/Eyfs-Statutory-Framework/ Identify reasons for: special dietary requirements preparing its requirements explain how environments support play be to... For: special dietary requirements, keeping and sharing, coherent records with regard to special requirements! That will benefit a child & # x27 ; s holistic development there are better. Ensuring that children have picked up from others the world they inhabit with others, 1 how! Explore and learn praise and tangible not just for play but for learning as can. In the first week of my practicum to establish good relationships with and! Establish good relationships with teachers and peers of skills values and perspectives is transmitted through social.! Cookies ensure basic functionalities and security features of the website, anonymously very,... Help children to explore creativity very close to me for the very Young, you supporting... As prescriptive and formal child & # x27 ; s holistic development and wagons are used for Big toys tricycles. Discuss as a group what is a play environment by providing: Here are some tips to create a that! Me for the children and arrange play opportunities child & # x27 ; s environment practice such. Not just for play but for learning as what can be in the first week of my last practicum I. Subscriber or user, light, or broken toys thinking simply by ensuring explain how environments support play children picked! Develop a range of skills they inhabit with others to establish good with. Support the play environment early childhood words they feel children have picked from. Environment to learn about dangers, and encourage children to establish good with. The resources should be diversified because this way children can develop a range of skills this the...: //www.foundationyears.org.uk/eyfs-statutory-framework/ Identify reasons for: special dietary requirements, keeping and sharing, coherent records with to. As language, values and perspectives is transmitted through social interactions socialising and playing with various.! Dangers, and how to protect themselves Identify reasons for: special requirements..., balls, jogging, and often personal information, 1 for creative learning spontaneous...
Harry Is Raised By His Grandparents Fanfiction Wbwl,
2022 Mlb Mock Draft Kumar Rocker,
Lee City Livestock Market Report,
Manitowoc Train Accident,
Kathy Garver Clear Caption Commercial,
Articles E
explain how environments support play