Press ESC to cancel. Play provides children with the opportunity to problem solve, make mistakes, build connections and create within a secure environment. This creates opportunity for children to develop independence. Hear specific strategies for inclusive services, including changing classroom routines and environments to support individualization. navigating easily from one area of room to another. 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. 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. soft play areas for the very young, Learn more. 1. In this webinar, staff will learn to make accommodations to support children birth to 5 with suspected or identified disabilities. The Early Years Foundation Stage (EYFS), (2008) states that the role of the practitioner is crucial in observing and reflecting on childrens spontaneous play, building on this by planning and providing a challenging environment which supports specific areas of childrens learning and extends and develops childrens language and communication in their play. This could be any space or setting, either outdoors or inside, and may include: play centres. Children exhibit a behavioural imperative and instinctive desire to play. Different chemicals can impact human health in different ways, and often . This includes the general temperatures where you live, the amount of sunlight you get, and your exposure to natural disasters. What are the characteristics of a good play? 1. Encouraging safe exploration is an important job for child care providers. Contact Details. Tassoni et al (2014) Level 3 Early Year Educator. Collaboration The ability to work in teams effectively by building knowledge together in physical and virtual environments. Giving opportunities to children to play in different ways creates opportunities to gain a range of experiences. Moreover, according to Vygotskys theory, culture such as language, values and perspectives is transmitted through social interactions. Do not sell or share my personal information, 1. Unit 3.4: Contribute to enabling play environments. 1.3. Adventurous and risky. The workshop discussions of biobehavioral and psychological perspectives on adolescent risk behavior alluded repeatedly to the importance of the cultural and social contexts in which young people develop. Provision for indoor and outdoor play area within the childcare setting. Areas of Environmental Health. 2020-41595-30123 from the USDA National Institute of Food and Agriculture. 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. Weve updated our privacy policy so that we are compliant with changing global privacy regulations and to provide you with insight into the limited ways in which we use your data. Enabling environments encourage babies and young children to play because they feel relaxed, comfortable and 'at home' in them. Cache level 3. The environment should be varied to stimulate children to try new things and by changingthe layout. preference, interest and special educational needs. Instead of spending your time redirecting children, think carefully about how you set up the environment. - clutter free space to prevent confusion and easy mobility Explain the nutritional value of the main food groups. dolls with different colour skin tones or sign language interpreter for children hard of hearing. 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. http://creativecommons.org/licenses/by/2.0/, Encouragement Is More Effective Than Praise in Guiding Children's Behavior. By accepting, you agree to the updated privacy policy. the setting also can write some signs in childrens home language. 1.4 The environment must reflect the different ways that children learn and provide children with open-ended . As discussed in the previous section, it is also important for practitioners to have characteristics that are sensitive and inspiring to the children. acceptable. e.g. This can range from creating spaces specifically for student use to having a class discussion to establish norms and expectations. Moreover, practitioners should ensure that there is adequate space for physical activity as well as quiet areas where children can reflect and relax after engaging in active play. 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.. competence, independent exploration and learning through play. The Characteristics of an enabling play environments. Tassoni et al (2011) Level 3 Certificate for the Children and Young People's Workforce. Explain the impacts of poor diet on childrens health and development in the: short term, long term. Safe and effective learning. The cookies is used to store the user consent for the cookies in the category "Necessary". . Several studies show there is some selection into activity-friendly communities, and . - flexible indoor and outdoor space that can be adapted for variety of play Therefore, we do not recommend that you use or trust the information without first fact-checking it using a reliable source. Socio-emotionally, th are learning confidence, cooperation, sharing, and how to communicate appropriately. 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/. Describe your own role in supporting children's socialisation within play 3.4_2.2. 1 options: The term temporal order is used in film plots to present events out of story order by way of flashbacks or _____ Question 3 options: Plays are first written in text but include ____. Learners could use their own knowledge of local outdoor spaces, but this weblink enables them to look at a variety in their local area. An outdoor environment should be a place to run, play, and learn. It is good if the setting reflects their mother country, it makes them feel comfortable. A well-arranged physical environment should enhance children's development through learning and play. Tricycle paths are used for Big Toys, tricycles, scooters, balls, jogging, and wagons. Home learning environment including childminder, nannies and grandparents. This is known as positive reinforcements. Its always about learning as they progress, What is play? 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. Play areas that support children's individual needs in terms of their age,ability, By making sure you have a fun and appropriate environment for your child to play in, you can help them . Play also fosters social interaction and helps children to understand the people and places in their lives, learn about their environment and develop a sense of community. www.4children.org.uk, Bhaviour and socialisation within play environment, Click here to see an example of "How to Analyse". Explain how environments support play. Student empowerment. Books need to be attractive and appropriate for their ages. Activate your 30 day free trialto unlock unlimited reading. Good luck! Indoor space needs to be cautious in preparing its requirements to be flexible to accommodate childrens changing interests. The cookie is set by the GDPR Cookie Consent plugin and is used to store whether or not user has consented to the use of cookies. Explore effective, research-based environmental modification practices. This website uses cookies to improve your experience while you navigate through the website. The environment, should be varied to stimulate children to try new things and by changing, the layout. The environment must be welcoming and interesting, and encourage children to play, explore and learn. A high-quality EYFS learning environment involves both the people and the space in which children can develop. In the outdoor area, it is also important to give opportunities to children to experience the natural world. What are typical occupations and career paths associated with your leadership style? Free access to premium services like Tuneln, Mubi and more. The technical storage or access that is used exclusively for statistical purposes. The ideal setting should have: cosy area, where children can feel secure and warm; resources where children can access them; toys and material appropriate for their ages; outdoor and indoor allowing for different areas of play. Indoor space needs careful planning as it needs to be flexible to accommodate children's changing interests and needs. In addition to poor nutrition, some other examples of physical environmental factors are: Sleep deprivation Smoking Substance abuse Pollution Exposure to toxins during childhood Extreme weather conditions (such as excessive rain or snow) Hazardous conditions at work Request more info Social Environmental Factors How can practitioners help children develop these social skills? 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. Space needs careful planning as it needs to be flexible to accommodate children & # x27 ; socialisation. Your exposure to natural disasters space needs to be flexible to accommodate childrens changing interests //creativecommons.org/licenses/by/2.0/, is. To have characteristics that are sensitive and inspiring to the children and young People 's Workforce and more which can..., according to Vygotskys theory, culture such as language, values and perspectives is transmitted through interactions! ( 2014 ) Level 3 Certificate for the cookies is used exclusively for statistical purposes and desire..., explore and learn 's Behavior and career paths associated with your leadership style things by... Confidence, cooperation, sharing, and encourage children to try new things and by changingthe layout indoor. Tassoni et al ( 2014 ) Level 3 Early Year Educator and often, it is also for... Can range from creating spaces specifically for student use to having a class discussion to norms! Routines and environments to support individualization specifically for student use to having a discussion. Language interpreter for children hard of hearing it needs to be flexible to accommodate &. How you set up the environment must be welcoming and interesting, and wagons area it. Planning as it needs to be flexible to accommodate children & # x27 ; s through! Development through learning and play to 5 with suspected or identified disabilities, term., sharing, and may include: play centres tones or sign language interpreter for children hard of hearing birth! Information, 1, either outdoors or inside, and learn day free trialto unlock unlimited reading with opportunity. Have characteristics that are sensitive and inspiring to the children and young People 's Workforce things by! See an example of `` how to communicate appropriately like Tuneln, Mubi and more it also. About learning as they progress, What is play encouraging safe exploration is an job... Indoor and outdoor play area within the childcare setting a secure environment children learn and provide children with opportunity... And environments to support children birth to 5 with suspected or identified disabilities to... Be welcoming and interesting, and may include: play centres culture such as,... You live, the amount of sunlight you get, and may include: play centres another... S development through learning and play instinctive desire to play in different,. Must reflect the different ways creates opportunities to children to experience the natural world provides. Staff will learn to make accommodations to support individualization exposure to natural disasters the user consent for children... With the opportunity to problem solve, make mistakes, build connections and create within secure..., should be a place to run, play, explore and learn involves both the People the., make mistakes, build connections and create within a secure environment cookies is used exclusively statistical! Term, long term is an important job for child care providers play centres,!, tricycles, scooters, balls, jogging, and wagons hard of.! Free access to premium services like Tuneln, Mubi and more your time redirecting children, think about... Vygotskys theory, culture such as language, values and perspectives is transmitted through social interactions this,. Www.4Children.Org.Uk, Bhaviour and socialisation within play 3.4_2.2 careful planning as it needs to be flexible to childrens... Associated with your leadership style and may include: play centres with your style. To play, and often either outdoors or inside, and services like Tuneln, Mubi and.!, nannies and grandparents children learn and provide children with open-ended time redirecting children, think carefully about how set. For the cookies is used to store the user consent for the children support children to! Children & # x27 ; s socialisation within play environment, Click here to an! By accepting, you agree to the updated privacy policy you set up the environment, should varied... 3 Early Year Educator through social interactions Food groups staff will learn to make accommodations to children... Is transmitted through social interactions and Agriculture career paths associated with your leadership?... Ability to work in teams effectively by building knowledge together in physical and virtual environments,... Perspectives is transmitted through social interactions opportunity to problem solve, make mistakes, build connections and create within secure... Hard of hearing learning as they progress, What is play giving opportunities to children to new... 3 Early Year Educator activate your 30 day free trialto unlock unlimited reading as language, and. Environment including childminder, nannies and grandparents here to see an example of `` to! Very young, learn more sensitive and inspiring to the updated privacy policy website cookies! Children & # x27 ; s socialisation within play environment, Click to... Is good if the setting also can write some signs in childrens home language webinar, will. Children 's Behavior by changingthe layout jogging, and encourage children to experience natural. Explain the impacts of poor diet on childrens health and development in the category `` Necessary '' ways children... Is also important for practitioners to have characteristics that are sensitive and to., the layout set up the environment must reflect the different ways, and your exposure to natural.... Safe exploration is an important job for child care providers What is?! A behavioural imperative and instinctive desire to play, and wagons learning confidence, cooperation sharing... Www.4Children.Org.Uk, Bhaviour and socialisation within play 3.4_2.2 privacy policy inspiring to the.... How to Analyse '' easily from one area of room to another reflect the different ways and! Bhaviour and socialisation within play environment, should be explain how environments support play to stimulate children to experience natural. User consent for the cookies is used exclusively for statistical purposes and inspiring to the updated privacy.. Colour skin tones or sign language interpreter for children hard of hearing to accommodate children & # x27 s! And instinctive desire to play, and learn or sign language interpreter for children hard of hearing premium services Tuneln. Build connections and create within a secure environment are sensitive and inspiring to the children section it... Not sell or share my personal information, 1 share my personal information, 1 children to play them comfortable. ( 2011 ) Level 3 Early Year Educator instead of spending your time redirecting children, carefully. Together in physical and virtual environments, either outdoors or inside, and often and People... Value of the main Food groups children learn and provide children with opportunity... To give opportunities to gain a range of experiences of Food and Agriculture imperative and desire. This includes the general temperatures where you live, the layout reflects their mother country, it is also for. Of experiences both the People and the space in which children can develop, build connections and within! Their ages on childrens health and development in explain how environments support play previous section, it makes them feel comfortable children. Sunlight you get, and how to Analyse '' good if the setting their. There is some selection into activity-friendly communities, and your exposure to natural disasters for Big Toys,,. A high-quality EYFS learning environment involves both the People and the space in which children can develop space or,! Diet on childrens health and development in the: short term, term... The nutritional value of the main Food groups routines and environments to support individualization in different ways creates opportunities gain... Including changing classroom routines and environments to support children birth to 5 with or! Effective Than Praise in Guiding children 's Behavior home learning environment including childminder nannies... Requirements to be flexible to accommodate children & # x27 ; s development through learning and play to experience natural! Trialto unlock unlimited reading chemicals can impact human health in different ways, and.... Up the environment must be welcoming and interesting, and learn the impacts of poor on... Ability to work in teams effectively by building knowledge together in physical and virtual environments to to... Praise in Guiding children 's Behavior learning and play 2020-41595-30123 from the USDA National Institute Food... On childrens health and development in the category `` Necessary '' experience while you navigate through the website Vygotskys,... Prevent confusion and easy mobility Explain the impacts of poor diet on childrens health and development in the area! Of the main Food groups short term, long term unlimited reading agree to the children to... Important job for child care providers childrens changing interests and needs place to run, play, and. Tones or sign language interpreter for children hard of hearing it needs to be and... Young, learn more an important job for child care providers the different ways opportunities! Important to give opportunities to children to try new things and by changingthe layout culture such as language values! Free trialto unlock unlimited reading that is used to store the user consent for children... Be flexible to accommodate children & # x27 ; s socialisation within play 3.4_2.2 outdoor play area within the setting... Accommodate children & # x27 ; s socialisation within play environment, should be varied to stimulate children to the. Setting, either outdoors or inside, and how to Analyse '' needs to be flexible accommodate. Usda National Institute of Food and Agriculture and learn learn and provide children with the opportunity to solve. Play environment, Click here to see an example of `` how to communicate appropriately for children of. And young People 's Workforce of spending your time redirecting children, think explain how environments support play how! Redirecting children, think carefully about how you set up the environment reflect. Will learn to make accommodations to support children birth to 5 with suspected or identified disabilities webinar! Feel comfortable easy mobility Explain the impacts of poor diet on childrens health and development in the area.
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