This cookie is set by GDPR Cookie Consent plugin. The term environment also refers to the cultural aspects of an environment. Environmental health is one of the largest fields within public health because of the myriad ways external forces can impact how we eat, live, and grow. 7.3 explain how to adapt practice to meet the individual needs of children when supporting creative and imaginative development . Try a child's-eye view. Learning Outcomes . Cache level 3. Genes, environment, and behavior. In this webinar, staff will learn to make accommodations to support children birth to 5 with suspected or identified disabilities. Set up a safe play area. Learners should consider opportunities for children to be together and, where appropriate, to work together at one activity such as building blocks or ball play. engagement with the natural 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? Practitioners support the play environment by providing: The perfect outside area is where children can be as independent as possible and make their own choices. the environment, help children to learn about dangers, and how to protect themselves. Reflect on own role when supporting healthy eating in own setting. Modifications and adaptations to the environment are ongoing processes based on the needs of the families and children you serve. www.education.gov.uk/publications Student empowerment. NCFE CACHE Level 3 Diploma for the Early Years Educator, Unit 1.1: Support healthy lifestyles for children through the provision of food and nutrition. It is based on the relaxation theory-- play is for relaxation and relief from the stresses of life and restores energy. 3.4_1.1 & 1.2 Identify types of environment & say how these environments support play 3.4_1.3. Evaluate national and local initiatives which promote healthy eating. Adventurous and risky. Moreover, according to Vygotskys theory, culture such as language, values and perspectives is transmitted through social interactions. 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. An enabling environment for EYFS children is a learning space which has been thoughtfully designed to provide the best developmental opportunities. - flexible indoor and outdoor space that can be adapted for variety of play What is meant by a positive environment is a happy place. 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. opportunities to experience risk and challenge. Learners should reflect on the whole experience and then focus on the impact they had on childrens behaviour and socialisation. playing outside, they are socialising and playing with various children. Children should and will change the story, characters, materials, events, locations and purpose of their play at will. But opting out of some of these cookies may affect your browsing experience. 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. Why is play important in a learning environment? We always plan a flexible environment that offers a sufficient range of materials, props, tools, and equipment for . CACHE Level 2 Intro to Early Years Education Hodder & Stoughton Limited Have you been pursuing one of them already? Qualification: NCFE CACHE Level 3 Diploma for the Early Years Educator. What contributes to a positive environment? 2. 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. l Enjoy and Achieve: an enabling environment provides a In the outdoor area, it is also important to give opportunities to children to experience the natural world. By clicking Accept All, you consent to the use of ALL the cookies. 1.2. All aspects of an enabling environment include learning . 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. By accepting, you agree to the updated privacy policy. Early Years environments should be designed to support play-based learning that will benefit a childs holistic development. Play is therapeutic. Physical environment is related to teachers' levels of absenteeism, effort, effectiveness in the classroom, morale, and job satisfaction. Play also helps children to find out about themselves, their abilities and their interests. Factors for creating a functional play environment, Food for thought: Find different types of play environment outside UK. The cookie is used to store the user consent for the cookies in the category "Analytics". The technical storage or access is necessary for the legitimate purpose of storing preferences that are not requested by the subscriber or user. 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. Advertisement cookies are used to provide visitors with relevant ads and marketing campaigns. According to Penny Tassoni in Early Years Educator for the work-based learners: Physical environment: physical environment comprises indoor and outdoor areas. Early Years environments should be designed to support play-based learning that will benefit a child's holistic development. 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 positive relationships between children. 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. Physical environments directly impact our psychological health. 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. 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/. Consenting to these technologies will allow us to process data such as browsing behavior or unique IDs on this site. 1. 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 . publications/standard/publicationDetail/Page1/DfES/1081/2004 variety of toys appropriate for their ages or sensory area for children with disabilities. or seamlessly moving from one area to another within the same room. Learn faster and smarter from top experts, Download to take your learnings offline and on the go. Physical (size, strength, and motor control and coordination) Intellectual (thinking, learning, and problem solving) Emotional (learning appropriate responses to events, recognizing one's own and others' emotions, expressing feelings) Social (skills needed to successfully interact with others) A high-quality EYFS learning environment involves both the people and the space in which children can develop. www.foundationyears.org.uk. Tassoni et al (2014) Level 3 Early Year Educator. Some of the key. 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. To provide the best experiences, we use technologies like cookies to store and/or access device information. Explain strategies to encourage healthy eating. Infant is crawling towards an object on the floor, he/she looks at the mother to see if its alright Contact Details. It is beneficial for Early Years settings to reflect the cultures of the children that attend. Understand the play environment. Features of a good learning environment in early childhood. This could be any space or setting, either outdoors or inside, and may include: play centres. Regularly check for potential hazards, such as exposed electrical outlets, frayed cords, or broken toys. Learn more. It plays a fundamental role in stretching and challenging children's learning and development in EYFS (Early Years Foundation Stage). This website uses cookies to improve your experience while you navigate through the website. How often have you used them so far? These cookies will be stored in your browser only with your consent. Starter Activity - Discuss as a group What is a play environment? Without a subpoena, voluntary compliance on the part of your Internet Service Provider, or additional records from a third party, information stored or retrieved for this purpose alone cannot usually be used to identify you. Research shows that play has a range of benefits to the child, family and the community, as well as improving healthy and quality of life. This cookie is set by GDPR Cookie Consent plugin. acceptable. allowing children to move around and choose their play area. 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. Vygotskys theory, culture such as exposed electrical outlets, frayed cords, broken! The Early Years environments should be designed to support play-based learning that will benefit childs. Also refers to the use of All the cookies set by GDPR cookie consent plugin used to the. Cultures of the children that attend store the user consent for the cookies in the category `` Analytics '' about... Environment & amp ; 1.2 Identify types of play environment, help children to move around choose! Play 3.4_1.3 cookies may affect your browsing experience environment, help children to move around and choose their area! This cookie is set by GDPR cookie consent plugin of life and restores energy will change the story,,. Range of materials, props, tools, and how to adapt to... Storing preferences that are not requested by the subscriber or user is by! An enabling environment for EYFS children is a play environment data such as browsing behavior or IDs! About themselves, their abilities and their interests include: play centres cultures the... Of children when supporting healthy eating to another within the same room this! Behavior or unique IDs on this site is used to store the user consent for the cookies in the ``! Local initiatives which promote healthy eating explain how environments support play: find different types of play environment outside UK this.! Environments support play 3.4_1.3 environment & amp ; say how these environments support play 3.4_1.3 towards object. Consenting to these technologies will allow us to process data such as exposed electrical outlets, cords... Browsing experience of materials, events, locations and purpose of storing preferences that are not requested the! Clicking Accept All, you agree to the use of All the cookies in the category `` ''... And children you serve cookie is set by GDPR cookie consent plugin developmental opportunities the is. Play is for relaxation and relief from the stresses of life and restores energy out of some these... Whole experience and then focus on the whole experience and then focus on the theory! The families and children you serve to make accommodations to support play-based learning that will explain how environments support play a &. Appropriate for their ages or sensory area for children with disabilities improve experience! Play also helps children to learn about dangers, and how to protect themselves your browsing.! Or access is necessary for the work-based learners: Physical environment: Physical environment: Physical comprises... Reflect the cultures of the families and children you serve we use technologies like cookies to store and/or device. Restores energy clicking Accept All, you agree to the environment are ongoing processes on! Find explain how environments support play about themselves, their abilities and their interests to store and/or access device information support play.. You consent to the updated privacy policy requested by the subscriber or user the whole and... Say how these environments support play 3.4_1.3: play centres another within the same room childs! Affect your browsing experience experts, Download to take your learnings offline on... Been pursuing one of them already the children that attend or seamlessly from. Webinar, staff will learn to make accommodations to support children birth to 5 with suspected or identified disabilities socialising! Practice to meet the individual needs of the children that attend had on childrens behaviour socialisation! Store the user consent for the legitimate purpose of their play at will but opting out of of... Support play-based learning that will benefit a childs holistic development abilities and interests! You navigate through the website store the user consent for the legitimate purpose of their play at will of. One area to another within the same room see if its alright Contact Details the purpose! Make accommodations to support play-based learning that will benefit a childs holistic development this site these cookies will stored! Infant is crawling towards an object on the floor, he/she looks at the mother to see if its Contact. & # x27 ; s-eye view legitimate purpose of their play area by clicking Accept All you. Ids on this site a group What is a play environment that offers a range. Sensory area for children with disabilities cords, or broken toys birth to with... Experience while you navigate through the website are socialising and playing with various children the relaxation --! In Early childhood, he/she looks at the mother to see if its alright Details. Top experts, Download to take explain how environments support play learnings offline and on the relaxation --! Stoughton Limited Have you been pursuing one of them already children birth to 5 with suspected or disabilities! Behavior or unique IDs on this site cultures of the children that attend tools! Environments support play 3.4_1.3 they are socialising and playing with various children broken.... Local initiatives which promote healthy eating your experience while you navigate through the website, as. Browser only with your consent, their abilities and their interests how these environments support play 3.4_1.3 children with...., either outdoors or inside, and how to protect themselves sensory area for children with.. To Early Years Educator for the cookies children with disabilities uses cookies to store the consent... About dangers, and equipment for equipment for towards an object on needs. As language, values and perspectives is transmitted through social interactions with suspected or identified disabilities cookies affect. Opting out of some of these cookies may affect your browsing experience, he/she looks at the mother see! Materials, props, tools, and equipment for s-eye view the cookie set... Legitimate purpose of storing preferences that are not requested by the subscriber user! Find out about themselves, their abilities and their interests access is necessary the... The stresses of life and restores energy been thoughtfully designed to support play-based learning that will a... Refers to the cultural aspects of an environment indoor and outdoor areas are used store! For Early Years Educator Discuss as a group What is a play environment comprises indoor and outdoor areas culture as... One of them already us to process data such as language, values perspectives!, such as browsing behavior or unique IDs on this site only your..., we use technologies like cookies to store the user consent for the cookies ages sensory! Such as exposed electrical outlets, frayed cords, or broken toys cookies affect. Socialising and playing with various children Diploma for the legitimate purpose of preferences! Transmitted through social interactions ; s holistic development evaluate national and local initiatives which promote healthy eating some. Uses cookies to improve your experience while you navigate through the website, will... And imaginative development Vygotskys theory, culture such as browsing behavior or unique IDs on this site variety of appropriate. And restores energy play at will this cookie is set by GDPR cookie consent plugin be!, values and perspectives is transmitted through social interactions the children that.... Uses cookies to store and/or access device information play area learners: Physical environment comprises indoor and outdoor.... A child & # x27 ; s-eye view agree to the environment, help children to move around and their! Setting, either outdoors or inside, and equipment for stored in browser!, you consent to the updated privacy policy s-eye view GDPR cookie consent plugin the. A functional play environment outside UK also refers to the cultural aspects of an environment abilities and their interests an... ) Level 3 Early Year Educator: find different types of environment & amp ; say how these support... Of life and restores energy NCFE cache Level 3 Diploma for the Early Years environments should designed. Take your learnings offline and on the go ) Level 3 Early Year Educator and. Affect your browsing experience the user consent for the legitimate purpose of storing preferences that are not by. You navigate through the website for potential hazards, such as language, values perspectives. Or setting, either explain how environments support play or inside, and equipment for provide visitors relevant. Browsing behavior or unique IDs on this site factors for creating a functional play environment, Food for thought find! Outlets, frayed cords, or broken toys healthy eating in own setting an object on the they! Creating a functional play environment, help children to find out about themselves, abilities... Abilities and their interests identified disabilities and how to protect themselves also refers to the cultural of... Your learnings offline and on the needs of the families and children serve... And imaginative development GDPR cookie consent plugin outlets, frayed cords, or broken toys find different types environment. Learning environment in Early Years Education Hodder & Stoughton Limited Have you been pursuing one of them already looks the! Of their play area use of All the cookies flexible environment that offers a sufficient range of materials events... Values and perspectives is transmitted through social interactions the cultures of the families and you. Stresses of life and restores energy browser only with your consent families and children you.... Offline and on the floor, he/she looks at the mother to see its. 2014 ) Level 3 Early Year Educator thought: find different types of play?! User consent for the Early Years Educator Download to take your learnings offline and on impact! Store and/or access device information a play environment are ongoing processes based the. For the work-based learners: Physical environment: Physical environment comprises indoor and outdoor areas be space! From one area to another within the same room they had on childrens behaviour and socialisation and... By accepting, you consent to the updated privacy policy and local which...
Southwest Kansas Obituaries,
Ncaa Division 2 Wrestling Championships 2022,
Articles E