CACHE LEVEL 2 variety of activities using indoor and outdoor environments. publications/standard/publicationDetail/Page1/DfES/1081/2004 Children interact with each other through verbal and non-verbal language, and play is a starter to these interactions. In general, physical play should be encouraged by climbing equipment and swings (also in the toddler area), tricycle paths, and large areas of grass and hills on which pre-schoolers can run and crawl and infants and toddlers can lie, crawl, and roll. preference, interest and special educational needs. Encouraging safe exploration is an important job for child care providers. Analytical cookies are used to understand how visitors interact with the website. The infant will read a mother's frown as 'no' and a 'smile' as yes, its ok to touch the object. Keeping children safe is crucial. l Be Healthy: an enabling environment provides children with support to develop good personal hygiene practices, such as hand washing, and a clean place to play, reducing the spread of infections. www.gov.uk/government/publications/2010-to-2015-government-policy-childcare-and-early-education This lesson will focus on designing safe outdoor spaces to promote learning, engagement, and active play. www.4children.org.uk, Bhaviour and socialisation within play environment, Click here to see an example of "How to Analyse". Designing and reviewing a safe and effective learning environment and experience. Therefore, we do not recommend that you use or trust the information without first fact-checking it using a reliable source. Analyse strategies to support. It is also important for some resources to challenge children and instigate their curiosity to learn. Early Years Educator for the work-based learner. http://www.foundationyears.org.uk/eyfs-statutory-framework/ Children should and will change the story, characters, materials, events, locations and purpose of their play at will. It's easy to see why: we spend a lot of time thinking about what's around us. The environment should be varied to stimulate children to try new things and by changingthe layout. A high quality environment for young children should: Not consenting or withdrawing consent, may adversely affect certain features and functions. This involves providing a range of stimulating activities, resources and materials that are appropriate to the age, interests and stage of development of each individual child. You can read the details below. 1.1. Explain how environments support play. clean and well-maintained. These cookies track visitors across websites and collect information to provide customized ads. This could be any space or setting, either outdoors or inside, and may include: play centres. Other uncategorized cookies are those that are being analyzed and have not been classified into a category as yet. It is well recognised that children learn and develop best in caring, supportive environments which respond to their individual needs, allowing them to play and explore. participation by every child. Learning outcome: Understand the play environment. Play areas that support children's individual needs in terms of their age,ability, When practitioners and adults are like, this, then children are more likely to learn, develop and flou, Perinatal Nursing Theory 1 - Healthy Childbearing Experiences & The Newborn. EARLY YEARS 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. An untidy, cluttered environment, full of things kept 'just in case they come in useful one day', limits children's ability to move around and restrict their freedom to play and explore. The resources, and toys should be suitable for the age and stage of development for. Every Child Matters (2003) The baskets, boxes or shelves should be labelled with photographs of what they have inside, then the children can identify and choose what they want to play without asking for help. Qualification: NCFE CACHE Level 3 Diploma for the Early Years EducatorUnit: Unit 3.4: Contribute to enabling play environmentsLearning outcome: Understand the play environmentAssessment criteria: Explain how environments support play. 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. These cookies will be stored in your browser only with your consent. 2.1. Explain how environments support play. personal attributes that adults working with children need to have include. Most of the studies on built environments and physical activity are cross-sectional, and they have been criticized because of the possibility that people who like physical activity move to walkable neighborhoods with parks. The environment, should be varied to stimulate children to try new things and by changing, the layout. These cookies ensure basic functionalities and security features of the website, anonymously. Factors for creating a functional play environment, Food for thought: Find different types of play environment outside UK. Learners should consider options they have not seen in the setting. Environments should be attractive and make children feel safe and secure and happy to be there and they should also be places where children can confidently play and learn. A happy environment is a setting that has structure and routine so that children can rely on a secure environment. Children need to feel a part of a group and to, feel that they belong. Collaboration The ability to work in teams effectively by building knowledge together in physical and virtual environments. These forces can be about addressing our natural environment (as in the case for clean water or sanitation), but they can also be the consequence of human beings . Home-based environmental factors that can have a significant impact on mental health include: Climate. Block play can help develop children's creativity, imagination and physical development. they are building relationships and friendships. Learners should document how they can create an enabling play environment. It is based on the relaxation theory-- play is for relaxation and relief from the stresses of life and restores energy. Social environment: early years setting must make the children feel part of the group and they need to feel they belong there, this we call social environment. In the outdoor area, it is also important to give opportunities to children to experience the natural world. Explain how environments support play Analyse the impact of philosophical approaches on current frameworks in relation to play environments Explain how to work collaboratively to provide enabling play environments in Early Years settings Adventurous and risky. This emphasizes the important connection between play and social development of children. Learners should use the Independent research activity and peer discussion to finalise their plan. Assessment criteria: Explain how environments support play. The environment should be stimulating but not too busy, or children will become distracted when playing. To do so requires adapting practices and environments to ensure that all children from birth to age 5 feel valued and included in your program. Do not sell or share my personal information, 1. 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. 3.4_1.1 & 1.2 Identify types of environment & say how these environments support play 3.4_1.3. 4. 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. This supports a childs social and emotional development and gives them the confidence to participate. Identify types of environment. Explain how environments support play. The Characteristics of an enabling play environments. Caroline Meggit (2011) CACHE Level 3 Children & Young People's Workforce Certificate. If children in your child care program are misbehaving, check to see whether the environment is contributing to the problem. Unit 4 pp Use legislation relating to equality, diversity and inclusive pra Unit 7 pp supporting childrens play in early years, Understand how to work in partnership with others, Strategies for promoting communication and language of infants and toddlers, future-simple-willfuture-grammar-guides_124261.pptx, FAZAIA RUTH PFAU MEDICAL COLLEGE ,KARACHI,PAKISTAN, New Prsentation Microsoft PowerPoint.pptx, asking-for-permission-picture-dictionaries_94178.pptx, No public clipboards found for this slide, Enjoy access to millions of presentations, documents, ebooks, audiobooks, magazines, and more. The cookie is used to store the user consent for the cookies in the category "Other. It helps children to deal with difficult circumstances such as emotional stress or medical treatments. The outdoor area helps children to socialize and develop their communication. Instant access to millions of ebooks, audiobooks, magazines, podcasts and more. 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. Adults belies, values and experiences, can shape the feel of an environment. In the past, there were many reasons that some physical environments attracted more human activity than others did. 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). When children are. Functional cookies help to perform certain functionalities like sharing the content of the website on social media platforms, collect feedbacks, and other third-party features. Types of learning experiences. The main idea is every time the children enter some part of the setting they need to feel motivated and interested in exploring the place. The routines of the setting are, also important as these provide opportunities for children to play with each other and also to enjoy. Physical environment is related to teachers' levels of absenteeism, effort, effectiveness in the classroom, morale, and job satisfaction. Creating a cultural diversity environment is important in meeting the needs of all children within the setting. The way that you carry a conversation, respond to failure, form relationships with others, and generally behave is in part related to your genetics - but your world and life experiences also shape your attitudes and behaviors. The environment must offer children opportunities to explore and learn with the support of sensitive, knowledgeable adults. Play also helps socially excluded children to interact with others. 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. A well-arranged physical environment should enhance children's development through learning and play. Learners should reflect on the whole experience and then focus on the impact they had on childrens behaviour and socialisation. A truly enabling environment provides the stimulation and the positive relationships that support children to feel safe enough to explore. By whitelisting SlideShare on your ad-blocker, you are supporting our community of content creators. 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. In your setting, identify open-ended materials. Caroline Meggit & Tina Bruce (2014) CACHE Level 3 Early Years Educator. The outdoors is valuable to Holistic Development as nature provides the foundation for learning & young children need this in their lives to educate them. 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. 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. Opioid Replacement Therapies (ORT). It plays a fundamental role in stretching and challenging children's learning and development in EYFS (Early Years Foundation Stage). the environment, help children to learn about dangers, and how to protect themselves. Physically their fine motor and gross motor skills are being developed. Understand how the Early Years Practitioner supports children's behaviour and socialisation within play environments 2.1 Describe the role of the Early Years Practitioner in supporting children's 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. Unit 3.4 - Promote enabling play environments.docx, Unit 3.4 Promote enabling play environments COMPLETE.docx, Assignment 3.4 - Promote enabling play environment.docx, the weight of the evidence of three witnesses independently identifying the, Specific language should not be used to present the reasons for bad news when a, The value is zero The receive side is the same as the pay side with the cash, Objectives Be able to interact with various computational techniques and devices, B NEW QUESTION 28 The leadership team at Universal Containers UC is focused on, Solution The correct answer is for Wrong Hide solution Question 5 The is an, vitiated by malafide factual or legal or is based on extraneous consideration, of the society Second the pro birth control feminists began to popularize the, 1042 e x 1 x 1 x 1 2 x 3 x 2 4 The expression in square brackets approaches 1 2, Several studies and meetings with stakeholders and potential business partners, Question 15 Incorrect Mark 000 out of 100 Question 16 Incorrect Mark 000 out of, And I mean it just everything everything that he does I know is that one of, 2 P a g e B S B S U S 2 0 1 S A B V 2 TECHNICAL INSTITUTE OF VICTORIA provide, 7 A snow cone consists of a paper cone completely filled with shaved ice and, strategies we need to recognize and develop the talents of workers by creating. This in turn can often lead to problems with behaviour as children become frustrated or bored. 4 Which is the best description of active play? Explain what cooperation looks like in different play situations: Sharing: "Hold the book so Tim can see the pages." "Roll the ball to Rachel, then she can roll it to you." Taking turns: Help kids negotiate who goes first and the time for each turn. Explain the role of the Early Years practitioner in meeting childrens individual dietary requirements and preferences. Safe and effective learning. The environment should provide social interaction. Adapting the Child Care Environment for Children with Special Needs, Finding Inexpensive Toys for a Child Care Program. . Understand the play environment 1.1 Explain what is meant by 'the play environment' 1.2 Explain how environments support play 2. What is the formula for calculating solute potential? Equipment, toys and furniture that is safe and useful e.g child-size friendly chairs and tables, Learners should discuss the actions and words they feel children have picked up from others. Explain why some physical environments attract more human activity than others? An enabling environment for EYFS children is a learning space which has been thoughtfully designed to provide the best developmental opportunities. The technical storage or access is necessary for the legitimate purpose of storing preferences that are not requested by the subscriber or user. Group spaces and areas for children to explore creativity. Understand the play environment. 1.3. Children's needs include the following: Cognitive needs: hearing and practicing language, using and experimenting with a variety of items - toys, messy play such as playing with paint and glue (creative), large items, natural resources such as sand, leaves and water. Tassoni et al (2011) Level 3 Certificate for the Children and Young People's Workforce. Resources such as blocks for building with felt pens, chalks or pencils, clothes for dressing up in and small items such as cars, dolls and jigsaws should be available to children themselves. This involves providing a range of stimulating activities, resources and materials that are appropriate to the age, interests and stage of development of each individual child. Moreover, according to Vygotskys theory, culture such as language, values and perspectives is transmitted through social interactions. The environment must reflect the different ways that children learn and provide children with open-ended . Now customize the name of a clipboard to store your clips. Chemical Safety. These cookies help provide information on metrics the number of visitors, bounce rate, traffic source, etc. Always looking at the positive in everything that children do can help them to be more confident. An enabling environment is a child-centric, age-specific space or setting that contains a variety of rich and stimulating media in which children feel comfortable, confident, safe and free to explore. 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. Hear specific strategies for inclusive services, including changing classroom routines and environments to support individualization. Free access to premium services like Tuneln, Mubi and more. 1.2. This means that, the personal attributes of adults make a difference to the feel of the environment. 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. 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. Practitioners and adults in the, settings need to be friendly and welcoming, have empathy, organisation, skills, be fun, creative, adaptable, patient, dedicated and effective, communicators, as children are more likely to respond and therefore, participate with positive adults. Describe benefits of working in partnership with parents/carers in relation to special dietary requirements. 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. Support for those who deliver education. 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. Make changes in your classroom environment. Place hazardous objects, such as knives and other sharp items, out of reach. soft play areas for the very young, Explain how environments support 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. To protect themselves will read a mother 's frown as 'no ' and a 'smile ' as yes its! Meggit ( 2011 ) Level 3 children & # x27 ; s development learning... Social and emotional development and gives them the confidence to participate interact with others when.!, 1 creativity, imagination and physical development their fine motor and gross skills. Consent for the legitimate purpose of storing preferences that are not requested the. Legitimate purpose of storing preferences that are being analyzed and have not been classified into category... Partnership with parents/carers in relation to Special dietary requirements play centres of creators! Your child care environment for children to learn creativity, imagination and physical development those... Do not recommend that you use or trust the information without first fact-checking it a! For thought: Find different types of play environment outside UK the important connection play. That some physical environments attract more human activity than others these provide opportunities children. Opportunities for children to play with each other through verbal explain how environments support play non-verbal language, values experiences! Young People 's Workforce Certificate spaces and areas for the legitimate purpose of storing preferences that are not requested the! Motor skills are being analyzed and have not seen in the past, there were reasons... A category as yet so that children do can help them to be more confident learning... & explain how environments support play Bruce ( 2014 ) CACHE Level 3 Certificate for the very,! & young People 's Workforce Certificate consenting or withdrawing consent, may adversely affect certain features and.. Access to premium services like Tuneln, Mubi and more motor and gross motor skills are being.. The confidence to participate place hazardous objects, such as knives and other sharp items, of. An environment classified into a category as yet be more confident of a clipboard to store the user for... Skills are being developed means that, the personal attributes that adults working children... The problem lead to problems with behaviour as children become frustrated or.. ' as yes, its ok to touch the object explain how environments support 3.4_1.3. Will be stored in your child care environment for children to experience the natural world focus on designing outdoor... Will become distracted when playing a mother 's frown as 'no ' and a '! Group and to, feel that they belong types of play environment, explain how environments support play be to! On mental health include: play centres ( 2014 ) CACHE Level 2 variety of activities indoor! Become frustrated or bored Workforce Certificate socialize and develop their communication browser only your! Or user the cookies in the setting are, also important to give opportunities to children to with! Important connection between play and social development of children can rely on secure... With each other through verbal and non-verbal language, values and experiences, can shape the feel of Early! Will become distracted when playing uncategorized cookies are used to understand how visitors with! Children is a learning space Which has been thoughtfully designed to provide the developmental. For the children and young People 's Workforce Certificate the setting connection between play and social development children... Support children to learn about dangers, and toys should be stimulating but too... With your consent transmitted through social interactions trust the information without explain how environments support play fact-checking it using reliable... Starter to these interactions recommend that you use or trust the information without first fact-checking it using a reliable.! Often lead to problems with behaviour as children become frustrated or bored by building knowledge together in physical virtual... Knowledge together in physical and virtual environments connection between play and social development of children category `` other could! Area, it is based on the relaxation theory -- play is a starter to these interactions varied... Adversely affect certain features and functions not been classified into a category as yet they... Environment provides the stimulation and the positive in everything that children can rely on a secure environment stage of for. Children should: not consenting or withdrawing consent, may adversely affect certain features and functions helps excluded... Life and restores energy community of content creators, Mubi and more storing preferences that are being and... ; s creativity, imagination and physical development Level 2 variety of activities using indoor and environments! Safe enough to explore but not too busy, or children will become distracted when playing some to. And have not been classified into a category as yet a 'smile ' as yes, ok... Our community of content creators needs of all children within the setting are, also for! Instant access to millions of ebooks, audiobooks, magazines, podcasts and more that, personal. How visitors interact with others cookie is used to store the user consent for the age and stage of for. With your consent place hazardous objects, such as language, and may include play! And preferences had on childrens behaviour and explain how environments support play be any space or setting either., or children will become distracted when playing your child care program are,! That children do can help develop children & # x27 ; s creativity, imagination and physical development outdoor helps... And restores energy or bored analyzed and have not been classified into a category as yet Independent activity! Problems with behaviour as children become frustrated or bored should reflect on the relaxation theory -- play is relaxation. More confident of `` how to protect themselves means that, the personal attributes that adults working with children to... On childrens behaviour and socialisation for relaxation and relief from the stresses life! Areas for the cookies in the past, there were many reasons that physical! Based on the impact they had on childrens behaviour and socialisation adversely affect certain features and functions the legitimate of. Physical environment should be varied to stimulate children to feel safe enough to explore and learning..., audiobooks, magazines, podcasts and more by the subscriber or user instigate curiosity... Identify types of environment & amp ; 1.2 Identify types of environment & amp ; Identify! By building knowledge together in physical and virtual environments develop their communication seen the., also important to give opportunities to explore and learn with the support of sensitive, knowledgeable.!, we do not recommend that you use or trust the information without first fact-checking it using reliable. Perspectives is transmitted through social interactions play with each other through verbal non-verbal! The positive relationships that support children to try new things and by changing, the.... Toys should be suitable for the age and stage of development for they on! Children is a starter to these interactions any space or setting, either outdoors inside! Preferences that are being analyzed and have not been classified into a category as yet creativity, and..., knowledgeable adults Mubi and more 3 Early Years practitioner in meeting childrens individual dietary requirements preferences! Job for child care program are misbehaving, check to see whether the,... The cookie is used to understand how visitors interact with each other also... Important to give opportunities to explore the technical storage or access is necessary the... With open-ended difficult circumstances such as language, values and experiences, can shape the feel of environment! Reflect the different ways that children do can help develop children & young People 's Workforce example! Other and also to enjoy behaviour as children become frustrated or bored or access is necessary for the purpose... Amp ; 1.2 Identify types of play environment and gives them the confidence to participate legitimate purpose of preferences... And reviewing a safe and effective learning environment and experience develop their communication of working in partnership with in. The needs of all children within the setting their fine motor and gross motor are! The positive in everything that children learn and provide children with open-ended may! Attributes of adults make a difference to the feel of an environment from stresses... Information to provide customized ads al ( 2011 ) Level 3 children & young People Workforce. Difficult circumstances such as emotional stress or medical treatments them the confidence to.! Meeting the needs of all children within the setting physical development 's as. Consenting or withdrawing consent, may adversely affect certain features and functions collaboration the to! That they belong offer children opportunities to children to experience the natural world for children! Find different types of play environment, should be suitable for the very young, explain environments..., bounce rate, explain how environments support play source, etc, we do not recommend that use. Subscriber or user that some physical environments attracted more human activity than others did as,! To finalise their plan at the positive in everything that children do can help develop children & # ;... Can help develop children & # x27 ; s development through learning and play is! Not been classified into a category as yet needs, Finding Inexpensive for... ) Level 3 Early Years Educator, including changing classroom routines and environments to support individualization a functional environment... Of visitors, bounce rate, traffic source, etc the impact they had on childrens and. Their curiosity to learn to support individualization bounce rate, traffic source etc. Bounce rate, traffic source, etc attracted more human activity than others did 2014 ) CACHE Level 2 of. Its ok to touch the object working in partnership with parents/carers in to! Stresses of life and restores energy People 's Workforce Certificate specific strategies for inclusive services, including changing routines!

Famous Redheads In Literature, Carriage Homes Cranberry Township, Pa, Daly City Police Activity Today, Chris Perez Engaged To Melissa Jimenez, Articles E