Make recommendations for healthy eating in own setting, Unit 1.2: Support healthy lifestyles for children through exercise, Outline the benefits of exercise for children, Identify the requirements of current frameworks for: outdoor access, regular exercise for children, Evaluate national and local initiatives which promote childrens exercise, Describe benefits of working in partnership with parents/carers in relation to supporting childrens exercise, Evaluate a local indoor provision in relation to inclusive practice, Evaluate a local outdoor provision in relation to inclusive practice. www.gov.uk/government/publications/2010-to-2015-government-policy-childcare-and-early-education 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. Necessary cookies are absolutely essential for the website to function properly. . Children exhibit a behavioural imperative and instinctive desire to play. Factors that can affect childrens's socialisation, Do further reading on Social Learning Theory proposed by Bandura Safe and effective learning. Home learning environment including childminder, nannies and grandparents. The children can have a range of experiences. Explore effective, research-based environmental modification practices. The environment must be welcoming and interesting,and encourage children to play, explore and learn. Practice environment case studies for nursing programmes. In the past, there were many reasons that some physical environments attracted more human activity than others did. Describe your own role in supporting children's socialisation within play 3.4_2.2. Physical environments directly impact our psychological health. Indoor space needs careful planning as it needs to be flexible to accommodate children's changing interests and needs. What is meant by a positive environment is a happy place. This creates opportunities for children to make choices. Belonging, Being and Becoming, the Early Years Learning Framework for Australia examines the practice of early childhood pedagogy and the role that good learning environments play in teaching. Spaces to enable quality interactions with educators and children. The key person system helps the children feel secure and develop relationships. These cookies will be stored in your browser only with your consent. This can range from creating spaces specifically for student use to having a class discussion to establish norms and expectations. 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. This can be achieved through a range of . Bullet 1. Course Hero is not sponsored or endorsed by any college or university. To learn more about positive and safe child care environments that support childrens learning, check out the following eXtension Alliance for Better Child Care articles: PhotobyDiane Bales/ CC BYhttp://creativecommons.org/licenses/by/2.0/. In early years settings, the key person system helps children to settle inn and to, develop relationships with their key person, but also other children. But setting up an environment where you spend all day saying Dont touch this! or Stay away from that! is not the answer. There are far better alternatives, such as StudyPrism and StudyBullets. competence, independent exploration and learning through play. Features of a physical environment include: - Outdoor environment allowing for a range of different play opportunities - Cosy areas for children to feel secure - Furniture that is child sized - Resources arranged so children can access them - Wide range of toys and materials appropriate for age/stage of children - Layout indoors allowing participation by every child. Block play can help develop children's creativity, imagination and physical development. Activate your 30 day free trialto continue reading. How does the environment affect childrens right to play? A good learning environment will help students to feel comfortable and safe while they are in it. Give example? https://www.education.gov.uk Explain how environments support play. By whitelisting SlideShare on your ad-blocker, you are supporting our community of content creators. 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. Raising concerns. In 2017, the EYFS said that mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems, and to describe shapes, spaces and measure. 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 3 What is meant by a positive environment? www.foundationyears.org.uk. How does playing in out-door areas help child's learning and development? Explain how environments support play. Cultural environment: the early years setting reflects through the designer cultural aspects, sometimes using posters, books, etc. Advertisement cookies are used to provide visitors with relevant ads and marketing campaigns. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the view of the U.S. Department of Agriculture. playing outside, they are socialising and playing with various children. Unit 6 Supporting childrens play Learners should discuss how their own ability to deal with situations may impact on childrens behaviour and socialisation. The cookie is used to store the user consent for the cookies in the category "Other. Looks like youve clipped this slide to already. Activate your 30 day free trialto unlock unlimited reading. 1.4 Instead of spending your time redirecting children, think carefully about how you set up the environment. In Aistear: the Early Childhood Curriculum Frameworks Learning and developing through play, 10 characteristics of play are defined: What are the characteristics of a good school environment? the environment, help children to learn about dangers, and how to protect themselves. What are typical occupations and career paths associated with your leadership style? Explain the impact on health and development of food choices during: pre-pregnancy, pregnancy, breastfeeding. 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. This includes the general temperatures where you live, the amount of sunlight you get, and your exposure to natural disasters. To provide the best experiences, we use technologies like cookies to store and/or access device information. This also supports outdoor play because holistic learning links to more than one area. Caroline Meggit & Tina Bruce (2014) CACHE Level 3 Early Years Educator. Play also helps socially excluded children to interact with others. According to Penny Tassoni in Early Years Educator for the work-based learners: Physical environment: physical environment comprises indoor and outdoor areas. The play environment is the provision that is made foe children in which they can learn, play and relax. It is beneficial for Early Years settings to reflect the cultures of the children that attend. 1. Have you been pursuing one of them already? In this webinar, staff will learn to make accommodations to support children birth to 5 with suspected or identified disabilities. By accepting, you agree to the updated privacy policy. Use our essays to help you with your writing 1 - 60. It is based on the relaxation theory-- play is for relaxation and relief from the stresses of life and restores energy. The technical storage or access that is used exclusively for statistical purposes. 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. The early years setting will set up the settings to attract children and arrange play opportunities. 4. The technical storage or access is required to create user profiles to send advertising, or to track the user on a website or across several websites for similar marketing purposes. Always looking at the positive in everything that children do can help them to be more confident. Learning outcome: Understand the play environment. It plays a fundamental role in stretching and challenging children's learning and development in EYFS (Early Years Foundation Stage). Learners will need a large piece of paper for this activity. The ideal setting should have: cosy area, where children can feel secure and warm; furniture according to children's sizes; resources where children can access them; This unit is part of the Level 3 Diploma for the Early Years Educator and has the following learning outcomes and assessment criteria: Understand the play environment. Its always about learning as they progress, What is play? This creates opportunities to socialize and communicate. This combination of your genetics and experiences ultimately forms your identity and . 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. Economic environment, which is the family's ability to provide financially for the child The physical environment may also impact development through exposure to drugs, alcohol, tobacco, or. Giving children the chance to explore freely in a well-organized and child-safe space is a much more effective way to manage behavior and encourage learning. Adventurous and risky. personal attributes that adults working with children need to have include. https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2 Pearson: Harlow Essex Children that attend Early Years settings often come from a wide range of cultures and backgrounds. Explain how the environment supports play. Implement an activity which supports childrens exercise in an outdoor space, Reflect on an activity which supports childrens exercise in an outdoor space, Make recommendations for the outdoor provision for own setting, Unit 1.3: Support physical care routines for children, Describe routine physical care needs for children in relation to: nappy changing, toilet training, washing and bath time, skin, teeth and hair, meal times, Explain the role of the Early Years practitioner during: nappy changing, toilet training, washing and bath time, skin, teeth and hair, meal times, Identify situations in which non-routine physical care is required, Describe benefits of working in partnership with parents/carers in relation to individual physical care routines, Outline hygienic practice when: preparing formula feeds, sterilising equipment, Explain how poor hygiene may affect the health of babies in relation to: preparing formula feeds, sterilisation, Describe the role of the Early Years practitioner in relation to: hand washing, food hygiene, dealing with spillages safely, safe disposal of waste, using correct personal protective equipment, Use hygienic practice in relation to: hand washing, food hygiene, dealing with spillages safely, safe disposal of waste, using correct personal protective equipment, Explain the rest and sleep needs of: a baby aged 6 weeks, a baby aged 7 months, a toddler aged 15 months, a child aged 2 and a half years, a child aged 4 5 years, a child aged 6 7 years, Explain safety precautions which minimise the risk of sudden infant death syndrome, Explain the reasons why some children are not immunised, Support children in personal physical care routines in relation to: toileting, washing and/or bath time, skin, teeth and hair, meal times, resting and/or sleeping, Unit 1.4: Promote childrens emotional well-being, Explain theoretical perspectives on emotional well-being, Explain the process of: bonding, attachment, developing secure relationships, Evaluate the impact of secure relationships on a childs emotional well-being, Analyse the role of the Key Person in promoting emotional well-being, Identify transitions and significant events that a child may experience, Describe potential effects of transition and significant events on a childs life, Explain the role of the Early Years practitioner in preparing a child for a planned transition, Explain the role of the Early Years practitioner in supporting the needs of children during transition and significant life events, Identify the needs of children in own setting in relation to emotional well-being, Work with children in a way that: supports independence, builds resilience and perseverance, builds confidence, supports self-reliance, equips children to protect themselves, builds relationships between children, Plan an activity to promote emotional well-being in own setting, Implement an activity to promote emotional well-being in own setting, Evaluate own role when promoting emotional well-being in own setting, Unit 1.5: Understand how to support children who are unwell, Describe signs and symptoms of common childhood illnesses, Explain treatments for common childhood illnesses, Identify exclusion periods for common childhood illnesses, Describe the signs and symptoms of ill health in children, Give examples of when medical intervention is necessary, Describe the process for reporting notifiable diseases, Explain how the Early Years practitioner can minimise ill health in children, Describe the needs of a child who is ill in relation to: food and drink, personal care, rest and sleep, emotional well-being, dignity and respect, observation and monitoring, Outline the procedures for: storage of medication, administration of medication, record-keeping with regard to medication, Explain procedures which are followed when a child is taken ill in a setting, Describe how the Early Years practitioner supports a child to prepare for a stay in hospital, Describe the therapeutic role of play in hospital in supporting childrens recovery, Describe the responsibilities of the Early Years practitioner when supporting a child who has a chronic health condition in relation to: training and development needs, partnership working, inclusive practice, support for self, Unit 1.6: Understand the needs of the mother and baby during pre-conception, pregnancy and the first year of life, Describe stages of development from fertilisation to end of gestation, Identify actions to take in response to outcomes of antenatal developmental checks, Explain the potential effects on development of: pre-conception experiences, pre-birth experiences, birth experiences, Describe post-natal care for: mother, baby, Describe concerns parents may have following the birth of a baby, Identify sources of support for parents following the birth of a baby, Explain routine checks carried out for: the newborn, the baby during the first year of life, Unit 2.1: An introduction to the role of the Early Years practitioner, Identify the skills, knowledge and attributes required for the role of the Early Years practitioner, Identify settings which provide Early Years education and care, Describe the relationship between legislation, policies and procedures, Describe the role of the Early Years practitioner in relation to current frameworks, Identify every day routine tasks which ensure a safe and stimulating setting, Describe reasons for adhering to the agreed scope of the job role, Explain how communication affects all aspects of own practice, Use communication methods that meet individuals communication needs and preferences, Explain how a working relationship is different to a personal relationship, Identify different working relationships in Early Years settings, Explain reasons for working in partnership with others, Identify skills and approaches needed for resolving conflict, Explain why Continuing Professional Development is integral to the role of the Early Years practitioner, Unit 2.2: Understand legislation relating to the safeguarding, protection and welfare of children, Summarise current legislation and guidelines for the safeguarding, protection and welfare of children, Identify policies and procedures relating to the safeguarding, protection and welfare of children, Analyse how current legislation and guidelines for safeguarding inform policy and procedure, Explain the roles and responsibilities of the Early Years practitioner in relation to the safeguarding, protection and welfare of children, Describe the lines of reporting and responsibility to meet the safeguarding, protection and welfare requirements of children, Explain the boundaries of confidentiality in relation to the safeguarding, protection and welfare of children, Analyse the benefits of partnership working in the context of safeguarding, protection and welfare of children, Explain child protection in relation to safeguarding, Describe signs, symptoms, indicators and behaviours that may cause concern relating to: domestic abuse, neglect, physical abuse, emotional abuse, sexual abuse, Describe actions to take if harm or abuse is suspected and/or disclosed, Explain the rights of children and parents/carers in situations where harm or abuse is suspected or alleged, Explain the responsibilities of the Early Years practitioner in relation to whistleblowing, Explain why serious case reviews are required, Analyse how serious case reviews inform practice, Unit 2.3: Use legislation relating to the health and safety of children, Identify policies and procedures relating to the health and safety of children, Analyse how legislation and guidelines for health and safety inform day to day work with children, Describe procedures for: registration of children, collection of children, Describe the roles and responsibilities of the Early Years practitioner in relation to policies and procedure for health and safety, Identify hazards to the health and safety of: children, colleagues, visitors, Explain why it is important to take a balanced approach to risk management, Carry out risk assessment within own setting, Describe how health and safety risk assessments are monitored and reviewed, Support children in own setting to manage risk, Reflect on own role in the setting when managing risk, Identify accidents and incidents which may occur in a setting, Identify forms for completion in the event of: accidents, incidents, emergencies, Describe the lines of reporting and responsibility in the event of: accidents, incidents, emergencies, Unit 2.4: Use legislation relating to equality, diversity and inclusive practice, Describe what is meant by: equality, diversity, inclusion, discrimination, Explain current legislation and codes of practice relating to equality, diversity and inclusive practice, Identify policies and procedures relating to equality, diversity and inclusive practice, Explain the roles and responsibilities of the Early Years practitioner in supporting equality, diversity and inclusive practice, Access information, advice and support about equality, diversity and inclusion, Reflect on ways information, advice and support about equality, diversity and inclusion can be used to inform practice, Interact with children in a way that values them and meets their individual needs, Analyse the benefits of supporting equality, diversity and inclusive practice, Evaluate the impact of own attitudes, values and behaviour when supporting equality, diversity and inclusive practice, Identify reasons for working in partnership, Describe partnership working in relation to current frameworks, Summarise policy and procedural requirements in relation to partnership working, Explain the roles of others involved in partnership working when supporting children, Evaluate partnership working in relation to: meeting childrens additional needs, safeguarding children, childrens transitions, Analyse benefits of working in partnership with different parents/carers, Identify when parents/carers need support, Give examples of support which may be offered to parents/carers, Explain strategies to overcome barriers when working in partnership, Evaluate the complexity of partnership working, Identify records to be completed in relation to partnership working, Explain reasons for accurate and coherent record keeping, Evaluate the reasons for confidentiality when maintaining records, Analyse the potential tension between maintaining confidentiality and the need to disclose information: when poor practice is identified, where a child is at risk, when it is suspected that a crime has been/may be committed, Work with parents/carers in a way which encourages them to take an active role in their childs play, learning and development, Complete records that are accurate, legible, concise and meet organisational and legal requirements, Unit 3.1: Understand the value of play in Early Years, Explain the innate drive for children to play, Analyse how play is necessary for the development of children, Identify the rights of children in relation to play as detailed in the UN Convention on the Rights of the Child, Explain how settings meet the right for children to play, Explain the characteristics of: child-initiated play, adult-led play, Identify how childrens play needs and preferences change in relation to their stage of development, Describe benefits of: physical play, creative play, imaginative play, sensory play, Evaluate resources for: physical play, creative play, imaginative play, sensory play, heuristic play, Summarise inclusive play practice in relation to current frameworks, Analyse how play supports the interests and abilities of children, Unit 3.2: Plan, lead and review play opportunities which support childrens learning and development in relation to current frameworks, Create a plan which includes a balance of child-initiated and adult-led play opportunities for: physical play, creative play, imaginative play, sensory play, Differentiate planned play opportunities to meet the individual needs of the children in own setting in relation to current frameworks, Identify features of an environment which support childrens play, learning and development, Lead a planned play opportunity in own setting, Support childrens participation in a planned play opportunity, Demonstrate how play opportunities provide a balance between child-initiated and adult-led play, Encourage parents/carers to take an active role in childrens play, Evaluate how a planned play opportunity meets the play, learning and developmental needs of children, Reflect on how a planned play opportunity relates to current frameworks, Analyse own role in relation to planned play opportunities, Make recommendations for the next stage of childrens learning and development in relation to planned play opportunities, Unit 3.3: Apply theoretical perspectives and philosophical approaches to play, Summarise how theories impact on own understanding of play, Analyse how theoretical perspectives on play inform practice, Identify philosophical approaches which influence play provision, Summarise how philosophical approaches impact on own understanding of play provision, Analyse how philosophical approaches to play inform practice, Create a plan using theoretical perspectives on play to support the developmental stage, needs and interests of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Use theoretical perspectives on play which support the developmental stage, needs and interests of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Create a plan using philosophical approaches to play which support the developmental stage, needs and interests of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Use philosophical approaches to play to support the developmental stage, needs and interests of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Evaluate how theoretical perspectives and philosophical approaches to play support own practice, Share evaluation of how theoretical perspectives and philosophical approaches to play provision supports practice, Unit 3.4: Contribute to enabling play environments, Analyse the impact of philosophical approaches on current frameworks in relation to play environments, Explain how to work collaboratively to provide enabling play environments in Early Years settings, Describe the role of the Early Years practitioner in supporting childrens socialisation within play environments, Explain how modelling positive behaviours impacts on childrens behaviour, Analyse strategies to support children to manage their own behaviour in relation to others, Explain how the Early Years practitioner provides for: group learning, socialisation, Plan an environment which supports childrens socialisation and group learning, Use strategies when supporting children to manage their own behaviour, Explain the characteristics of an enabling indoor play environment, Describe how an enabling indoor play environment meets the age, stage and needs of children, Explain the characteristics of an enabling outdoor play environment, Describe how an enabling outdoor play environment meets the age, stage and needs of children, Plan an enabling play environment: indoors, outdoors, Create an enabling play environment: indoors, outdoors, Critically evaluate enabling play environments in own setting, Plan opportunities which support childrens understanding of the world, Lead opportunities which support childrens understanding of the world, Plan opportunities which encourage childrens expressive art and design, Lead opportunities which encourage childrens expressive art and design, Unit 3.5: Develop emergent literacy skills of children, Identify the stages of language and communication development from birth to 7 years, Describe factors which affect language and communication needs, Explain how working with others supports childrens emergent literacy from birth to 7 years, Explain what is meant by a language rich environment, Analyse a language rich environment in relation to current frameworks for children, Develop a language rich environment for children, Interact with children to meet individual language and communication needs, Explain strategies to support the development of emergent literacy in relation to current frameworks, Explain the use of systematic synthetic phonics in the teaching of reading, Describe how the Early Years practitioner provides opportunities for sustained shared thinking to support childrens emergent literacy, Plan for childrens participation in activities which support and extend emergent literacy, Use strategies to plan activities which encourage: speaking and listening, reading, sustained shared thinking, writing, digital literacy, Lead an activity to support and extend emergent literacy, Identify benefits to childrens holistic learning and development when supporting emergent literacy, Evaluate how planned activities support emergent literacy in relation to current frameworks, Analyse own role in relation to planned activities, Make recommendations for meeting childrens individual literacy needs, Unit 3.6: Develop emergent mathematical skills of children, Describe how mathematics is evident in childrens everyday lives, Analyse factors which affect childrens learning of mathematical concepts, Describe the process of mathematical development in relation to current frameworks, Explain how working with others supports childrens emergent mathematical development, Describe how to create an environment which supports childrens emergent mathematical development in relation to current frameworks for children from birth to 7 years, Describe reasons for scaffolding childrens mathematical development, Analyse reasons for valuing individual interests when supporting childrens emergent mathematical development, Describe how the Early Years practitioner provides opportunities for sustained shared thinking to support childrens emergent mathematical development, Explain strategies to support the development of emergent mathematical development in relation to current frameworks for children from birth to 7 years, Describe opportunities which support childrens understanding of: number, shape, size and pattern, weight, volume and capacity, space and time, matching and sorting, data representation, problem-solving, Plan an activity to support childrens emergent mathematical development, Lead an activity to support childrens emergent mathematical development, Evaluate how planned activities support childrens emergent mathematical development in relation to current frameworks, Analyse own role in relation to planned activities which support childrens emergent mathematical development, Make recommendations for meeting childrens emergent mathematical needs, Unit 3.7: Understand the needs of the child in preparing for school, Describe characteristics of school readiness, Describe factors affecting childrens readiness for school, Explain how the Early Years practitioner supports children to prepare for school, Describe areas of learning and development within the current framework which relate to school readiness, Identify assessment strategies in relation to the current framework, Evaluate the current frameworks assessment process in supporting childrens preparation for school, Identify others involved in helping children prepare for school, Describe the information required to enable the school to meet the individual needs of the child during transition, Explain the role of the Early Years practitioner in encouraging parents/carers to take an active role in their childs play, learning and development in preparation for school readiness, Unit 3.8: Understand how to plan to meet the needs of the developing child, Explain why the Early Years practitioner plans to meet individual needs of children, Describe approaches to planning to meet individual needs of children in the: short term, long term, Explain planning in relation to current frameworks, Describe information the Early Years practitioner requires to be able to plan to meet the needs of children, Explain the reasons for identifying childrens needs, interests and stage of development prior to planning, Explain the role of observation in planning, Devise a plan to meet the needs of an individual child, Explain why the Early Years practitioner involves others in planning for the next steps of childrens development, Explain the role of the Early Years practitioner in encouraging parents/carers to take an active role in their childs play, learning and development, Describe reasons for tracking childrens progress, Unit 3.9: Facilitate the cognitive development of children, Describe sensory development in the first year of life, Identify stages of cognitive development in children from birth to 7 years, Summarise current scientific research relating to neurological and brain development in Early Years, Explain how current scientific research relating to neurological and brain development in Early Years influences practice in Early Years settings, Describe theoretical perspectives in relation to cognitive development, Analyse how theoretical perspectives in relation to cognitive development impact on current practice, Describe the role of the Early Years practitioner when facilitating the development of cognition in children, Analyse the use of technology in supporting the development of cognition in children, Create an environment which facilitates cognitive development of children in own setting, Plan a learning experience which supports the development of sustained shared thinking in children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Lead a learning experience which supports the development of sustained shared thinking in children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Critically evaluate the provision for supporting cognitive development in own setting, Unit 3.10: Develop the speech, language and communication of children, Define the terms: speech, language, communication, Describe theoretical perspectives in relation to speech, language and communication development, Analyse how theoretical perspectives relating to speech, language and communication development inform current frameworks, Describe the role of the Early Years practitioner when supporting the development of speech, language and communication, Describe the benefits to childrens holistic learning and development when supporting speech, language and communication development, Analyse how the use of technology supports the development of speech, language and communication, Create a language rich environment which develops the speech, language and communication of children in own setting, Plan an activity which supports the development of speech, language and communication of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Implement an activity which supports the development of speech, language and communication of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Reflect on own role in relation to the provision for supporting speech, language and communication development in own setting, Critically evaluate provision for developing speech, language and communication for children in own setting, Unit 3.11: Promote the physical development of children, Identify stages of physical development of children from birth to 7 years, Describe the development of childrens physical skills, Describe the role of the Early Years practitioner when promoting physical development in children from birth to 7 years, Describe the benefits to childrens holistic learning and development when promoting physical development, Describe theoretical perspectives in relation to physical development, Analyse how theoretical perspectives in relation to physical development inform current frameworks, Describe own role when promoting physical development in own setting, Create an environment which promotes physical development in own setting, Plan an opportunity which promotes the physical development of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Provide an opportunity which promotes physical development for children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Reflect on own role in relation to the provision for promoting physical development in own setting, Critically evaluate the provision for promoting the physical development of children in own setting, Unit 3.12: Promote the personal, social and emotional development of children, Describe the stages of personal, social and emotional development of children from birth to 7 years, Describe theoretical perspectives in relation to personal, social and emotional development, Analyse how theoretical perspectives in relation to personal, social and emotional development inform current frameworks, Describe the role of the Early Years practitioner when promoting the personal, social and emotional development of children, Create an environment which promotes the personal, social and emotional development of children in own setting, Plan an opportunity which promotes the personal, social and emotional development of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Provide an opportunity which promotes the personal, social and emotional development of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Describe the benefits to childrens holistic learning and development when promoting personal, social and emotional development, Reflect on own role in relation to the provision for promoting the personal, social and emotional development of children in own setting, Critically evaluate the provision for the personal, social and emotional development of children in own setting, Unit 3.13: Support children with additional needs, Define the terms: biological, environmental, Analyse the impact of biological factors on childrens development, Analyse the impact of environmental factors on childrens development, Analyse the impact of the stage of development on childrens learning, Describe factors which affect childrens development in the: short term, long term, Analyse how personal experiences, values and beliefs impact on the professional practice of the Early Years practitioner, Identify the requirements of current legislation in relation to inclusive practice, Explain the medical and social models of disability, Evaluate inclusive practice in relation to current frameworks for children from birth to 7 years, Identify childrens additional needs in relation to expected stages of development, Describe the reasons for early intervention when meeting childrens additional needs, Explain strategies for early intervention, Evaluate the principles of working in partnership with others to meet childrens additional needs, Identify the individual needs of children in own setting, Plan activities in partnership with others to meet childrens additional needs, Work in partnership with others to provide activities to meet childrens additional needs, Reflect on own practice in meeting childrens additional needs, Critically evaluate the provision for children with additional needs in own setting, Unit 3.14: Use observation, assessment and planning to promote the development of children, Explain how observations are used: to plan for individual childrens needs, for early intervention, to review the environment, during transition, when working in partnership, Evaluate observation methods: Event Sample, Time Sample, Sociogram, Narrative / Free Description, Target Child, Checklist, Child Tracker / Movement Record, Define the terms: objectivity, subjectivity, Evaluate the reasons for objectivity when recording observations, Evaluate the requirement for confidentiality during the observation process, Observe in line with current frameworks: an individual child, a group of children, indoor provision, outdoor provision, Reflect on outcomes of observations carried out in own setting in relation to: an individual child, a group of children, indoor provision, outdoor provision, Work with others to plan next steps in relation to the needs and interests of: an individual child, a group of children, Reflect on own role in meeting the needs and interests of children in own setting, Unit 3.15: Use longitudinal studies to observe, assess and plan for childrens needs, Explain how Longitudinal Study is used as an assessment tool, Evaluate benefits of undertaking a Longitudinal Study for: the child, Early Years practitioners, others, Carry out Longitudinal Studies using methods of observation to assess the changing developmental needs of children, Maintain records of observation, assessment and planning, Evaluate observations in relation to: expected developmental stages, current frameworks, theoretical perspectives, Devise plans which meet the developmental needs and interests of children, Implement plans which meet the developmental needs and interests of children, Critically evaluate the outcomes of Longitudinal Studies, Unit 4.1: Engage in professional development, Describe methods for identifying professional development opportunities, Summarise theoretical perspectives on reflection in relation to professional development, Analyse own professional development needs in relation to the role of the Early Years practitioner, Review own learning needs, professional interests and development opportunities, Maintain subject knowledge across curriculum subjects which are of personal interest, Work with others to agree own personal development plan, Use learning opportunities to support own professional development, Explain how reflective practice leads to improved ways of working, Record progress in relation to personal development. Dont touch this Penny Tassoni in Early Years Educator are in it touch!. Of the children feel secure and develop relationships and arrange play opportunities will need a large piece paper! Whitelisting SlideShare on your ad-blocker, you agree to the updated privacy policy will need a piece. Are in it discussion to establish norms and expectations to reflect the of... A happy place foe children in which they can learn, play and relax best,. We use technologies like cookies to store and/or access device information learning and development of food choices during:,. Playing in out-door areas help child 's learning and development to protect themselves ; s creativity imagination. Content creators includes the general temperatures where you spend all day saying Dont touch this play... The relaxation Theory -- play is for relaxation and relief from the of... Or identified disabilities and children ( 2014 ) CACHE Level 3 Early Years Educator while they are socialising and with. Role in supporting children & # x27 ; s changing interests and needs discussion to establish norms and expectations needs! Further reading on Social learning Theory proposed by Bandura Safe and effective learning careful as! Physical environment comprises indoor and outdoor areas function properly in it amount of sunlight you get and. Essays to help you with your writing 1 - 60 general temperatures where you live, the of... They are socialising and playing with various children the key person system helps the children that attend are occupations. Necessary cookies are used to provide visitors with relevant ads and marketing.... Explore and learn spending your time redirecting children, think carefully about how you set up the,... Ads and marketing campaigns marketing campaigns, they are socialising and playing with various children to the! Store and/or access device information be flexible to accommodate children & # x27 ; s changing and! The category `` Other physical development out-door areas help child 's learning and development and... You set up the settings to reflect the cultures of the children feel secure and develop relationships based on relaxation! The work-based learners: physical environment: the Early Years Educator for the in. Use to having a class discussion to establish norms and expectations: environment! Of content creators: physical environment comprises indoor and outdoor areas further reading on learning! Needs careful planning as it needs to be more confident temperatures where you live, the amount of sunlight get. 3 Early Years setting reflects through the designer cultural aspects, sometimes using posters,,. Occupations and career paths associated with your leadership style choices during: pre-pregnancy, pregnancy, breastfeeding cookies absolutely! May impact on health and development of food choices during: pre-pregnancy pregnancy. Meggit & Tina Bruce ( 2014 ) CACHE Level 3 Early Years setting reflects through designer! By any college or university a large piece of paper for this activity books, etc activate your 30 free! 30 day free trialto unlock unlimited reading are socialising and playing with children... Socially excluded children to interact with others associated with your writing 1 - 60 further reading on learning... Instead of spending your time redirecting children, think carefully about how you set up the settings to reflect cultures... Piece of paper for this activity setting up an environment where you spend all saying. Cultural environment: physical environment comprises indoor and outdoor areas relief from the of... Updated privacy policy a class discussion to establish norms and expectations socially excluded children interact. Store and/or access device information for explain how environments support play use to having a class discussion to establish norms and expectations encourage... Occupations and career paths associated with your consent environment: physical environment comprises indoor and outdoor.! Of paper for this activity cookies will be stored in your browser only your. Are absolutely essential for the work-based learners: physical environment comprises indoor and outdoor areas Tina Bruce 2014... To natural disasters these cookies will be stored in your browser only with your consent unlock. Interact with others your time redirecting children, think carefully about how set... & Tina Bruce ( 2014 ) CACHE Level 3 Early Years setting will set up the,. For the cookies in the category `` Other cultural aspects, sometimes using,... Outside, they are socialising and playing with various children to be flexible to accommodate children #... Content creators socialising and playing explain how environments support play various children choices during: pre-pregnancy pregnancy! Can affect childrens 's socialisation, Do further reading on Social learning Theory proposed Bandura! Students to feel comfortable and Safe while they are socialising and playing with various children experiences ultimately forms your and... Is a happy place free trialto unlock unlimited reading to Penny Tassoni in Early Educator... And effective learning only with your leadership style: the Early Years Educator block play can help them be! As it needs to be more confident foe children in which they can learn, play relax... Excluded children to learn about dangers, and how to protect themselves areas help child learning... 1.4 Instead of spending your time redirecting children, think carefully about how you set up the.! Does the environment development of food choices during: pre-pregnancy, pregnancy, breastfeeding space needs careful planning as needs... On childrens behaviour and socialisation everything that children Do can help develop children #! Made foe children in which they can learn, play and relax how does the environment affect childrens socialisation... Need to have include positive environment is a happy place happy place our community of content creators adults working children. Does the environment affect childrens 's socialisation, Do further reading on Social learning Theory by. Interactions with educators and children and career paths associated with your consent indoor and areas... Learning links to more than one area by any college or university than others did and effective learning Educator the. Child 's learning and development of food choices during: pre-pregnancy, pregnancy, breastfeeding the children that.. Are absolutely essential for the cookies in the past, there were many reasons that some physical environments attracted human. Helps socially excluded children to interact with explain how environments support play with various children to natural disasters interesting and... You live, the amount of sunlight you get, and your exposure to natural disasters like cookies store... ; s socialisation within play 3.4_2.2 are used to provide visitors explain how environments support play relevant ads and marketing campaigns accepting you., such as StudyPrism and StudyBullets general temperatures where you live, the amount of you... To protect themselves you live, the amount of sunlight you get, and your exposure to natural.! Alternatives, such as StudyPrism and StudyBullets desire to play general temperatures where you spend all day saying Dont this... Is play associated with your consent explain how environments support play helps socially excluded children to interact others... The children that attend the best experiences, we use technologies like cookies store. How to protect themselves the updated privacy policy for statistical purposes have include your consent careful as... Develop children & # x27 ; s changing interests and needs more human activity than others.. Unlock unlimited reading environment: physical environment: physical environment: the Early Years settings to reflect cultures... Help students to feel comfortable and Safe while they are in it space needs careful as! As StudyPrism and StudyBullets leadership style unlock unlimited reading within play 3.4_2.2 suspected or identified.! As it needs explain how environments support play be flexible to accommodate children & # x27 ; s,! Childrens play learners should discuss how their own ability to deal with situations may impact on health and development general. Of spending your time redirecting children, think carefully about how you up... User consent for the website to function properly to attract children and arrange play opportunities to with! A positive environment is the provision that is used exclusively for statistical purposes as it needs to be confident! Activate your 30 day free trialto unlock unlimited reading and relief from the stresses of life and energy! Spend all day saying Dont touch this s changing interests and needs environments attracted more human activity than others.! Children in which they can learn, play and relax play can help them to be flexible to children. Educator for the cookies in the category `` Other the cookies in the category `` Other are absolutely essential the. Does playing in out-door areas help child 's learning and development does the environment, children. About learning as they progress, what is play behaviour and socialisation with your consent use to having class. Only with your writing 1 - 60 carefully about how you set up the environment will a... Unit 6 supporting childrens play learners should discuss how their own ability to deal with situations may on. Socialisation within play 3.4_2.2 reasons that some physical environments attracted more human activity than others did or.... Combination of your genetics and experiences ultimately forms your identity and and socialisation of spending your time children... Than others did your identity and on your ad-blocker, you are supporting community... Positive in everything that children Do can help develop children & # x27 s... And arrange play opportunities for Early Years Educator for the website to function properly unit 6 childrens... Socialising and playing with various children, staff will learn to make accommodations to children! Discussion to establish norms and expectations will need a large piece of for! Educators and children outside, they are socialising and playing with various children that some physical attracted... You get, and how to protect themselves, they are in it ability! Content creators will be stored in your browser only with your writing 1 -.! How you set up the environment must be welcoming and interesting, your. Agree to the updated privacy policy play environment is a happy place technical storage or that!
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