And all that external stimuli has an effect! The physical environment is said to help in the growth and development via activities and materials in defined play regions. 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. Factors that can affect childrens's socialisation, Do further reading on Social Learning Theory proposed by Bandura Learners should discuss positive role models within the setting and describe situations that they feel have had a positive impact on childrens socialisation in play. The environment helps to support social/emotional, development as it enables children to play together. ramps for wheel chair access and tabletop play. This can make them feel more comfortable. Adults belies, values and experiences, can shape the feel of an environment. How does the environment support play? Set up a safe play area. Children need to feel accepted and part of, group and that they belong, as this will have a major impact on, their social development and their own well-being. Essays on Explain How Environments Support Play for students to reference for free. The play environment is the provision that is made foe children in which they can learn, play and relax. Bullet 1. I have also observed in my practicum that children who played together earlier in the day tended to stay together for the rest of the day. Raising concerns. This type of play involves children exploring unknown or new concepts. Keeping children safe is crucial. 2.1 Describe the role of the Early Years Practitioner in supporting children's socialisation within play environments 4 Which is the best description of active play? Giving opportunities to children to play in different ways creates opportunities to gain a range of experiences. Resources should be of the highest quality. To support the experiment, we would be grateful if you click one of the buttons above to let us know if you found this webpage useful or not. He also believed that, childrens cognitive development is socially and culturally mediated, and it depends on and is affected by social interactions. 1. These skills will last them a lifetime and prepare them for life after preschool. How do I choose between my boyfriend and my best friend? Warning: The information on this website has been written by a robot as part of test we are carrying out to test the viability of using Artificial Intelligence in an Academic arena. A good learning environment will help students to feel comfortable and safe while they are in it. Communication The ability to . Collaboration The ability to work in teams effectively by building knowledge together in physical and virtual environments. Learning environments and experiences. When your child is playing in the Dramatic Play or Block Area in preschool, they are not simply playing with toys. Learning Outcomes . A well-arranged environment should enhance childrens development through learning and play. Physical environment of schools is . - appropriate materials, equipment and resources It's easy to see why: we spend a lot of time thinking about what's around us. e.g. All aspects of an enabling environment include learning . A positive learning environment is created when you value participatory teaching and learning and when there is trust and rapport among students and between yourself and students. Children should and will change the story, characters, materials, events, locations and purpose of their play at will. Block play can help develop children's creativity, imagination and physical development. dolls with different colour skin tones or sign language interpreter for children hard of hearing. 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. Session 1. Maybe the laundry hasn't been folded in three days, and it bugs you every time you go to bed. Children love to play, they are more motivated to learn during play, and they obtain all kinds of experiences and knowledge through play. CACHE Level 2 Intro to Early Years Education Hodder & Stoughton Limited Children are natural explorers and risk takers. 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. It is the very process of learning and growth, and as such all that is learnt through it is of benefit to the child. (welsh government play policy), Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers;, Play is an essential part of every child's life and is vital for the enjoyment of childhood and as well as social, emotional, intellectual and physical development. acceptable. Early learning and childcare 1. Discuss the nutritional requirements of children aged: 1-2 years, 2-3 years, 3-5 years, 5-7 years. How do these core areas help child's learning and development Different chemicals can impact human health in different ways, and often . View the evidence supporting his theory, Identify therapeutic support available for child's learning and development, DFE (2017) Early Years Foundation Stage Framework (EYFS) 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. CACHE Alumni is provided by NCFE, a leading educational charity in the UK. Learners should consider options they have not seen in the setting. At the same time, resources would be easy, and the children dont need to ask for help to get them, some resources should be put out, and then children need to ask adults for help. Hear specific strategies for inclusive services, including changing classroom routines and environments to support individualization. As discussed in the previous section, it is also important for practitioners to have characteristics that are sensitive and inspiring to the children. By whitelisting SlideShare on your ad-blocker, you are supporting our community of content creators. When children are. 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. 1. Learners should use the Independent research activity and peer discussion to finalise their plan. Explain why some physical environments attract more human activity than others? Tricycle paths are used for Big Toys, tricycles, scooters, balls, jogging, and wagons. 1. See a clip on the Bobo Doll experiment supporting SLT, Do further reading on Operant Conditioning Theory proposed by Skinner If the settings dont have their own outdoor area, the practitioners should go to some playground or park area near the nursery. We've updated our privacy policy. Physically their fine motor and gross motor skills are being developed. Children that attend Early Years settings often come from a wide range of cultures and backgrounds. 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. Throughout play, they obtain knowledge,, Play is known to reduce stress and add a feeling of relaxation to our daily living. Make changes in your classroom environment. But opting out of some of these cookies may affect your browsing experience. The environment should be varied to stimulate children to try new things and by changingthe layout. The outdoors is valuable to Holistic Development as nature provides the foundation for learning & young children need this in their lives to educate them. Explain how to work collaboratively to provide enab ling play environments in Early Years settings. Play is a significant part of childrens development, and it is also a part of their nature. Adventurous and risky. 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. engagement with the natural environment. 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. Explain how environments support play. Children need the opportunity to play and socialize outside too. Teaching maths through play in the Early Years Foundation Stage (EYFS) is very beneficial for children. It helps children to deal with difficult circumstances such as emotional stress or medical treatments. This combination of your genetics and experiences ultimately forms your identity and . Group spaces and areas for children to explore creativity. Opioid Replacement Therapies (ORT). 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. 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. Explain the nutritional value of the main food groups. Senses should be valued as they are needed as a child moves forward in life. Good luck! (3 marks), In the mind of a child play constitute what they experience through activity taking place during a specific period time collectively with friends, family members or individually alone in his or her personal space. Learners should be given time to choose a suitable activity and to create a plan. Creating Spaces for Infants and Toddlers that Ensure Safety and Promote Health One of the most important considerations when designing any space for infants and toddlers is to ensure young children's health and safety. Therefore, we do not recommend that you use or trust the information without first fact-checking it using a reliable source. In settings they, have routines that enable children to enjoy having snack time tighter and, to play together play together. (Please do this for EACH environment identified.) Explain how to work collaboratively with others to provide enabling play environments 3.4_2.1. The cookie is used to store the user consent for the cookies in the category "Analytics". Physical environment: physical environment comprises indoor and outdoor areas. Play gives children chance to let off steam and have fun., The role of the practitioner in supporting the learning needs of children is they have to do regular assessments on their development and learning to identify their progress and plan their next steps Beaver, et .al, (2008). Provide a range of activities which serve different purposes and promote different areas of development, such as inspiring role play, problem-solving, exploration of personal relationships and quiet time and reflection. The environment must be kept free of clutter, and the placement of furniture must be evaluated for children or adults who have impaired sight or need extra space in hallways to use a wheel chair, walker, or cane. The perfect outside area is where children can be as independent as possible and make their own choices. Adults have ultimate control over a child's environment. A rich play environment is one where children and young people are able to make a wide range of choices; where there are many possibilities so that they can invent and extend their own play. There are far better alternatives, such as StudyPrism and StudyBullets. According to Penny Tassoni in Early Years Educator for the work-based learners: Physical environment: physical environment comprises indoor and outdoor areas. 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. These cookies track visitors across websites and collect information to provide customized ads. This cookie is set by GDPR Cookie Consent plugin. As reported by, To play is to engage in or to function or perform. - temperature: suitable clothes for outdoor and good air circulation for indoors, Analysing how play theories influenced EYFS guidelines on play, Supporting Children's behaviour and socialisation within play environemnt. Learners have put their ideas to paper and may have already carried out their plan, so this activity will enable them to reflect or predict areas they feel they may struggle with. While play can be as varied as the children themselves, these common characteristics describe play experiences that are fun, engaging and educational for young children. all the EYFS areas can be covered in outdoor areas. Rewards can be in the form of both verbal praise and tangible. In the past, there were many reasons that some physical environments attracted more human activity than others did. Explain how environments support play. Give example? 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. To help ensure your environment is enabling, follow this checklist: Create an environment that is warm, welcoming and nurturing and facilitates a sense of belonging Offer a range of resources, which are familiar to the children and babies, as well as activities that are new to them Detrimental environmental changes are already affecting the overall safety of outdoor play for children. Would you like to change your career path if you are given a, Outlinea training budget for developing all employees including line managers in the use 360-degree feedback tool. What contributes to a positive environment? Explain what is meant by environment. Indoor space needs careful planning as it needs to be flexible to accommodate children's changing interests and needs. NCFE CACHE Level 3 Diploma for the Early Years Educator, Unit 3.4: Contribute to enabling play environments, REFLECTIVE PRACTICE: A COMPREHENSIVE GUIDE, Unit 3.10: Develop the speech, language and communication of children, Critically evaluate provision for developing speech, language and communication for children in own setting, Reflect on own role in relation to the provision for supporting speech, language and communication development in own setting, 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, 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, Create a language rich environment which develops the speech, language and communication of children in own setting, Unit 3.9: Facilitate the cognitive development of children, Critically evaluate the provision for supporting cognitive development in own setting, 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, 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, Create an environment which facilitates cognitive development of children in own setting, Analyse the use of technology in supporting the development of cognition in children, Describe the role of the Early Years practitioner when facilitating the development of cognition in children, Analyse how theoretical perspectives in relation to cognitive development impact on current practice, Describe theoretical perspectives in relation to cognitive development, Explain how current scientific research relating to neurological and brain development in Early Years influences practice in Early Years settings, Work with parents/carers in a way which encourages them to take an active role in their childs play, learning and development, Make recommendations for meeting childrens individual literacy needs, Analyse own role in relation to planned activities, Evaluate how planned activities support emergent literacy in relation to current frameworks. The key person system helps the children feel secure and develop relationships. Practitioners support the play environment by providing: Important features include unstructured spaces and activities for creative learning and spontaneous play. Explain how environments support play. When a child is given sweets to stop or calm their tantrum, their behaviour becomes reinforced; the child will learn These cookies will be stored in your browser only with your consent. Cache level 3. The SlideShare family just got bigger. Features of a physical environment include: Outdoor environment allowing for a range of different play opportunities, Resources arranged so children can access them, Wide range of toys and materials appropriate for age/stage of children, Layout indoors allowing different areas of play, The term environment also covers the social aspects. - clutter free space to prevent confusion and easy mobility 1.2. Play also helps the child improve their self esteem, self awareness and self respect, it gives child a chance to mix with others and develop new skills., 5.1. They are developing cognitive, socio-emotional, and physical skills. Home-based environmental factors that can have a significant impact on mental health include: Climate. Learners should discuss the actions and words they feel children have picked up from others. Factors for creating a functional play environment, Food for thought: Find different types of play environment outside UK. The term environment also refers to the cultural aspects of an environment. You may be thinking, maths and play are at two opposite ends of the spectrum; one is full of rules and equations, the other is unruly and imaginative fun. The How To series consists of seven booklets promoting key areas of quality provision. This can be achieved through a range of . 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. https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2 smooth transitions between activities and spaces. Have you been pursuing one of them already? 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. Begin typing your search term above and press enter to search. We had a very good time playing together, and this girl stayed very close to me for the rest of my practicum. 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. TASSORI, Penny. An enabling environment plays a key role in supporting children's learning and development. The environment should be stimulating but not too busy, or children will become distracted when playing. Self-Directed Learning The ability to develop attitudes, strategies, and skills to support one's motivation and confidence in order to become a lifelong learner. Describe your own role in supporting children's socialisation within play 3.4_2.2. Any safe environment can support play, but the environment needs to be positive and welcoming for children to want to play. The cookie is used to store the user consent for the cookies in the category "Performance". The routines of the setting are, also important as these provide opportunities for children to play with each other and also to enjoy. children will learn to be polite too. Physical environment is related to teachers' levels of absenteeism, effort, effectiveness in the classroom, morale, and job satisfaction. The cookie is set by GDPR cookie consent to record the user consent for the cookies in the category "Functional". positive relationships between children. These issues include chemical pollution, air pollution, climate change, disease-causing microbes, lack of access to health care, poor infrastructure, and poor water quality. Some of the cognitive skills being learned are curiosity, problem solving, intentionality, verbal skills, etc. Children at an early age are capable of developing neurological function with will help them to solve problems, understand communication through language, respond to simple command and gain knowledge through the learning process. Provide a brief introduction into why it is important to produce a. EARLY YEARS EDUCATION Play also helps children to find out about themselves, their abilities and their interests. The information on this page was automatically generated by a computer program. This could be any space or setting, either outdoors or inside, and may include: play centres. the childrens home cultures are reflected through the use of fabrics, props and resources. Learners should consider how new children may struggle if they have never had to share toys or adult time before. These cookies ensure basic functionalities and security features of the website, anonymously. personal attributes that adults working with children need to have include. Explain the impact on health and development of food choices during: pre-pregnancy, pregnancy, breastfeeding. The environment must offer children opportunities to explore and learn with the support of sensitive, knowledgeable adults. Always looking at the positive in everything that children do can help them to be more confident. http://www.foundationyears.org.uk/eyfs-statutory-framework/ 2.1. Keep all hazardous chemicals and medicines in a locked cabinet and away from children. Play also helps the child improve their self-esteem, self-awareness and self-respect, it gives child a chance to mix with others and develop new skills.. Practitioners must support the beliefs and values of each child through a diverse environment. Children need to feel a part of a group and to, feel that they belong. or seamlessly moving from one area to another within the same room. AND CARE Use tab to navigate through the menu items. Moreover, play provides opportunities for children to establish good relationships with teachers and peers. 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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