Several studies show there is some selection into activity-friendly communities, and . It is important for practitioners to vary the activities available in order to provide something new for children to explore and develop their skills. Aistear: the Early Childhood Curriculum Framework's " Learning and developing through play " identifies the following three stages of adult support of play. What specific actions might help you further develop leadership styles and techniques most suitable for you? During active play, children use their bodies and minds in play by interacting with the environment, materials and other people. Moreover, play provides opportunities for children to establish good relationships with teachers and peers. Safe and effective learning. Explain the impacts of poor diet on childrens health and development in the: short term, long term. Performance cookies are used to understand and analyze the key performance indexes of the website which helps in delivering a better user experience for the visitors. Qualification: NCFE CACHE Level 3 Diploma for the Early Years EducatorUnit: Unit 3.4: Contribute to enabling play environmentsLearning outcome: Understand the play environmentAssessment criteria: Explain how environments support play. of their culture and religion feel like they belong. Evaluate national and local initiatives which promote healthy eating. This cookie is set by GDPR Cookie Consent plugin. Make adaptations in your materials, activities, or environment for children who may be sensitive to noise, light, or touch. This supports a childs social and emotional development and gives them the confidence to participate. Why is play important in a learning environment? It is important to create opportunities for children to have a challenge. Learners should document how they can create an enabling play environment. Or, if you're like us and prefer to . Which is the best description of active play? What are some characteristics of an ideal learning environment for children during early childhood? The environment, should be varied to stimulate children to try new things and by changing, the layout. Children need to feel a part of a group and to, feel that they belong. An untidy, cluttered environment, full of things kept 'just in case they come in useful one day', limits children's ability to move around and restrict their freedom to play and explore. In 2017, the EYFS said that mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems, and to describe shapes, spaces and measure. Physically their fine motor and gross motor skills are being developed. A well-arranged physical environment should enhance children's development through learning and play. An enabling environment plays a key role in supporting children's learning and development. By whitelisting SlideShare on your ad-blocker, you are supporting our community of content creators. What are the characteristics of a good play? 3.4_1.1 & 1.2 Identify types of environment & say how these environments support play 3.4_1.3. l Be Healthy: an enabling environment provides children with support to develop good personal hygiene practices, such as hand washing, and a clean place to play, reducing the spread of infections. Describe your own role in supporting children's socialisation within play 3.4_2.2. quickly that if they throw tantrums, they will be rewarded. Early Years Educator for the work-based learner. Now customize the name of a clipboard to store your clips. Creating a cultural diversity environment is important in meeting the needs of all children within the setting. Play is a significant part of childrens development, and it is also a part of their nature. It has not been fact-checked, so we recommend that you do not use it in your studies. These cookies track visitors across websites and collect information to provide customized ads. positive relationships between children. Early learning and childcare As reported by, To play is to engage in or to function or perform. - clutter free space to prevent confusion and easy mobility Have you been pursuing one of them already? Use tab to navigate through the menu items. Play also helps children to find out about themselves, their abilities and their interests. 10/14/2015 02:23:41 pm. A quiet area for play with a smaller number of materials may help an overactive child be more successful because it presents fewer choices in terms of materials or toys. 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. Necessary cookies are absolutely essential for the website to function properly. Early Years environments should be designed to support play-based learning that will benefit a child's holistic development. Contact Details. Unit 4 pp Use legislation relating to equality, diversity and inclusive pra Unit 7 pp supporting childrens play in early years, Understand how to work in partnership with others, Strategies for promoting communication and language of infants and toddlers, future-simple-willfuture-grammar-guides_124261.pptx, FAZAIA RUTH PFAU MEDICAL COLLEGE ,KARACHI,PAKISTAN, New Prsentation Microsoft PowerPoint.pptx, asking-for-permission-picture-dictionaries_94178.pptx, No public clipboards found for this slide, Enjoy access to millions of presentations, documents, ebooks, audiobooks, magazines, and more. Use current government guidance to identify the nutritional needs of babies until they are fully weaned. The environment must reflect the different ways that children learn and provide children with open-ended . Adventurous and risky. 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 . All aspects of an enabling environment include learning . Caroline Meggit & Tina Bruce (2014) CACHE Level 3 Early Years Educator. Play doesn't just happen. This can range from creating spaces specifically for student use to having a class discussion to establish norms and expectations. Begin typing your search term above and press enter to search. The environment should provide social interaction. Cultural environment: the early years setting reflects through the designer cultural aspects, sometimes using posters, books, etc. For instance, new toys and resources, so children do not get bored and the toys should be easily accessible for the children to reach if needed. The cookies is used to store the user consent for the cookies in the category "Necessary". variety of toys appropriate for their ages or sensory area for children with disabilities. It plays a fundamental role in stretching and challenging children's learning and development in EYFS (Early Years Foundation Stage). The cookie is used to store the user consent for the cookies in the category "Performance". I have also observed in my practicum that children who played together earlier in the day tended to stay together for the rest of the day. Not consenting or withdrawing consent, may adversely affect certain features and functions. The infant will read a mother's frown as 'no' and a 'smile' as yes, its ok to touch the object. Self-Directed Learning The ability to develop attitudes, strategies, and skills to support one's motivation and confidence in order to become a lifelong learner. According to Penny Tassoni in Early Years Educator for the work-based learners: Physical environment: physical environment comprises indoor and outdoor areas. In Aistear: the Early Childhood Curriculum Frameworks Learning and developing through play, 10 characteristics of play are defined: What are the characteristics of a good school environment? The information on this page was automatically generated by a computer program. preference, interest and special educational needs. A key feature of any early years settings is the adults who work with the children. 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. What contributes to a positive environment? Play promotes a childs development, learning, creativity and independence. 2. The technical storage or access is strictly necessary for the legitimate purpose of enabling the use of a specific service explicitly requested by the subscriber or user, or for the sole purpose of carrying out the transmission of a communication over an electronic communications network. It's easy to see why: we spend a lot of time thinking about what's around us. The routines of the setting are, also important as these provide opportunities for children to play with each other and also to enjoy. 2.1. How does playing in out-door areas help child's learning and development? 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. This can make them feel more comfortable. 'Play spaces in natural environments include . Play gives children chance to let off steam and have fun., The role of the practitioner in supporting the learning needs of children is they have to do regular assessments on their development and learning to identify their progress and plan their next steps Beaver, et .al, (2008). Children should and will change the story, characters, materials, events, locations and purpose of their play at will. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the view of the U.S. Department of Agriculture. Children's needs include the following: Cognitive needs: hearing and practicing language, using and experimenting with a variety of items - toys, messy play such as playing with paint and glue (creative), large items, natural resources such as sand, leaves and water. allowing children to move around and choose their play area. Describe benefits of working in partnership with parents/carers in relation to special dietary requirements. If children in your child care program are misbehaving, check to see whether the environment is contributing to the problem. all the EYFS areas can be covered in outdoor areas. Practitioners and adults in the, settings need to be friendly and welcoming, have empathy, organisation, skills, be fun, creative, adaptable, patient, dedicated and effective, communicators, as children are more likely to respond and therefore, participate with positive adults. 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. 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. In settings they, have routines that enable children to enjoy having snack time tighter and, to play together play together. What is the formula for calculating solute potential? Here are some tips to create a space that engages children and encourages safe exploration. These issues include chemical pollution, air pollution, climate change, disease-causing microbes, lack of access to health care, poor infrastructure, and poor water quality. Here are some tips to create a space that engages children and encourages safe exploration. opportunities. What Is An Enabling Environment? This website is part of a larger experiment to test the validity, accuracy and usefulness of AI-generated content for learning and development. For example, in the first week of my last practicum, I helped a four-year-old girl to play number-matching puzzles. Practise 'inclusivity and diversity' e.g. children will learn to be polite too. Compromising: Give children ideas about how each can get a little of what they want. Local authority children centres that run babies, toddler groups and for children under age 5. It is vital that all children feel a sense of belonging in the environment, that they are in, as this gives them the confidence to build relationships, and play. Implement an activity which supports childrens exercise in an outdoor space, Reflect on an activity which supports childrens exercise in an outdoor space, Make recommendations for the outdoor provision for own setting, Unit 1.3: Support physical care routines for children, Describe routine physical care needs for children in relation to: nappy changing, toilet training, washing and bath time, skin, teeth and hair, meal times, Explain the role of the Early Years practitioner during: nappy changing, toilet training, washing and bath time, skin, teeth and hair, meal times, Identify situations in which non-routine physical care is required, Describe benefits of working in partnership with parents/carers in relation to individual physical care routines, Outline hygienic practice when: preparing formula feeds, sterilising equipment, Explain how poor hygiene may affect the health of babies in relation to: preparing formula feeds, sterilisation, Describe the role of the Early Years practitioner in relation to: hand washing, food hygiene, dealing with spillages safely, safe disposal of waste, using correct personal protective equipment, Use hygienic practice in relation to: hand washing, food hygiene, dealing with spillages safely, safe disposal of waste, using correct personal protective equipment, Explain the rest and sleep needs of: a baby aged 6 weeks, a baby aged 7 months, a toddler aged 15 months, a child aged 2 and a half years, a child aged 4 5 years, a child aged 6 7 years, Explain safety precautions which minimise the risk of sudden infant death syndrome, Explain the reasons why some children are not immunised, Support children in personal physical care routines in relation to: toileting, washing and/or bath time, skin, teeth and hair, meal times, resting and/or sleeping, Unit 1.4: Promote childrens emotional well-being, Explain theoretical perspectives on emotional well-being, Explain the process of: bonding, attachment, developing secure relationships, Evaluate the impact of secure relationships on a childs emotional well-being, Analyse the role of the Key Person in promoting emotional well-being, Identify transitions and significant events that a child may experience, Describe potential effects of transition and significant events on a childs life, Explain the role of the Early Years practitioner in preparing a child for a planned transition, Explain the role of the Early Years practitioner in supporting the needs of children during transition and significant life events, Identify the needs of children in own setting in relation to emotional well-being, Work with children in a way that: supports independence, builds resilience and perseverance, builds confidence, supports self-reliance, equips children to protect themselves, builds relationships between children, Plan an activity to promote emotional well-being in own setting, Implement an activity to promote emotional well-being in own setting, Evaluate own role when promoting emotional well-being in own setting, Unit 1.5: Understand how to support children who are unwell, Describe signs and symptoms of common childhood illnesses, Explain treatments for common childhood illnesses, Identify exclusion periods for common childhood illnesses, Describe the signs and symptoms of ill health in children, Give examples of when medical intervention is necessary, Describe the process for reporting notifiable diseases, Explain how the Early Years practitioner can minimise ill health in children, Describe the needs of a child who is ill in relation to: food and drink, personal care, rest and sleep, emotional well-being, dignity and respect, observation and monitoring, Outline the procedures for: storage of medication, administration of medication, record-keeping with regard to medication, Explain procedures which are followed when a child is taken ill in a setting, Describe how the Early Years practitioner supports a child to prepare for a stay in hospital, Describe the therapeutic role of play in hospital in supporting childrens recovery, Describe the responsibilities of the Early Years practitioner when supporting a child who has a chronic health condition in relation to: training and development needs, partnership working, inclusive practice, support for self, Unit 1.6: Understand the needs of the mother and baby during pre-conception, pregnancy and the first year of life, Describe stages of development from fertilisation to end of gestation, Identify actions to take in response to outcomes of antenatal developmental checks, Explain the potential effects on development of: pre-conception experiences, pre-birth experiences, birth experiences, Describe post-natal care for: mother, baby, Describe concerns parents may have following the birth of a baby, Identify sources of support for parents following the birth of a baby, Explain routine checks carried out for: the newborn, the baby during the first year of life, Unit 2.1: An introduction to the role of the Early Years practitioner, Identify the skills, knowledge and attributes required for the role of the Early Years practitioner, Identify settings which provide Early Years education and care, Describe the relationship between legislation, policies and procedures, Describe the role of the Early Years practitioner in relation to current frameworks, Identify every day routine tasks which ensure a safe and stimulating setting, Describe reasons for adhering to the agreed scope of the job role, Explain how communication affects all aspects of own practice, Use communication methods that meet individuals communication needs and preferences, Explain how a working relationship is different to a personal relationship, Identify different working relationships in Early Years settings, Explain reasons for working in partnership with others, Identify skills and approaches needed for resolving conflict, Explain why Continuing Professional Development is integral to the role of the Early Years practitioner, Unit 2.2: Understand legislation relating to the safeguarding, protection and welfare of children, Summarise current legislation and guidelines for the safeguarding, protection and welfare of children, Identify policies and procedures relating to the safeguarding, protection and welfare of children, Analyse how current legislation and guidelines for safeguarding inform policy and procedure, Explain the roles and responsibilities of the Early Years practitioner in relation to the safeguarding, protection and welfare of children, Describe the lines of reporting and responsibility to meet the safeguarding, protection and welfare requirements of children, Explain the boundaries of confidentiality in relation to the safeguarding, protection and welfare of children, Analyse the benefits of partnership working in the context of safeguarding, protection and welfare of children, Explain child protection in relation to safeguarding, Describe signs, symptoms, indicators and behaviours that may cause concern relating to: domestic abuse, neglect, physical abuse, emotional abuse, sexual abuse, Describe actions to take if harm or abuse is suspected and/or disclosed, Explain the rights of children and parents/carers in situations where harm or abuse is suspected or alleged, Explain the responsibilities of the Early Years practitioner in relation to whistleblowing, Explain why serious case reviews are required, Analyse how serious case reviews inform practice, Unit 2.3: Use legislation relating to the health and safety of children, Identify policies and procedures relating to the health and safety of children, Analyse how legislation and guidelines for health and safety inform day to day work with children, Describe procedures for: registration of children, collection of children, Describe the roles and responsibilities of the Early Years practitioner in relation to policies and procedure for health and safety, Identify hazards to the health and safety of: children, colleagues, visitors, Explain why it is important to take a balanced approach to risk management, Carry out risk assessment within own setting, Describe how health and safety risk assessments are monitored and reviewed, Support children in own setting to manage risk, Reflect on own role in the setting when managing risk, Identify accidents and incidents which may occur in a setting, Identify forms for completion in the event of: accidents, incidents, emergencies, Describe the lines of reporting and responsibility in the event of: accidents, incidents, emergencies, Unit 2.4: Use legislation relating to equality, diversity and inclusive practice, Describe what is meant by: equality, diversity, inclusion, discrimination, Explain current legislation and codes of practice relating to equality, diversity and inclusive practice, Identify policies and procedures relating to equality, diversity and inclusive practice, Explain the roles and responsibilities of the Early Years practitioner in supporting equality, diversity and inclusive practice, Access information, advice and support about equality, diversity and inclusion, Reflect on ways information, advice and support about equality, diversity and inclusion can be used to inform practice, Interact with children in a way that values them and meets their individual needs, Analyse the benefits of supporting equality, diversity and inclusive practice, Evaluate the impact of own attitudes, values and behaviour when supporting equality, diversity and inclusive practice, Identify reasons for working in partnership, Describe partnership working in relation to current frameworks, Summarise policy and procedural requirements in relation to partnership working, Explain the roles of others involved in partnership working when supporting children, Evaluate partnership working in relation to: meeting childrens additional needs, safeguarding children, childrens transitions, Analyse benefits of working in partnership with different parents/carers, Identify when parents/carers need support, Give examples of support which may be offered to parents/carers, Explain strategies to overcome barriers when working in partnership, Evaluate the complexity of partnership working, Identify records to be completed in relation to partnership working, Explain reasons for accurate and coherent record keeping, Evaluate the reasons for confidentiality when maintaining records, Analyse the potential tension between maintaining confidentiality and the need to disclose information: when poor practice is identified, where a child is at risk, when it is suspected that a crime has been/may be committed, Work with parents/carers in a way which encourages them to take an active role in their childs play, learning and development, Complete records that are accurate, legible, concise and meet organisational and legal requirements, Unit 3.1: Understand the value of play in Early Years, Explain the innate drive for children to play, Analyse how play is necessary for the development of children, Identify the rights of children in relation to play as detailed in the UN Convention on the Rights of the Child, Explain how settings meet the right for children to play, Explain the characteristics of: child-initiated play, adult-led play, Identify how childrens play needs and preferences change in relation to their stage of development, Describe benefits of: physical play, creative play, imaginative play, sensory play, Evaluate resources for: physical play, creative play, imaginative play, sensory play, heuristic play, Summarise inclusive play practice in relation to current frameworks, Analyse how play supports the interests and abilities of children, Unit 3.2: Plan, lead and review play opportunities which support childrens learning and development in relation to current frameworks, Create a plan which includes a balance of child-initiated and adult-led play opportunities for: physical play, creative play, imaginative play, sensory play, Differentiate planned play opportunities to meet the individual needs of the children in own setting in relation to current frameworks, Identify features of an environment which support childrens play, learning and development, Lead a planned play opportunity in own setting, Support childrens participation in a planned play opportunity, Demonstrate how play opportunities provide a balance between child-initiated and adult-led play, Encourage parents/carers to take an active role in childrens play, Evaluate how a planned play opportunity meets the play, learning and developmental needs of children, Reflect on how a planned play opportunity relates to current frameworks, Analyse own role in relation to planned play opportunities, Make recommendations for the next stage of childrens learning and development in relation to planned play opportunities, Unit 3.3: Apply theoretical perspectives and philosophical approaches to play, Summarise how theories impact on own understanding of play, Analyse how theoretical perspectives on play inform practice, Identify philosophical approaches which influence play provision, Summarise how philosophical approaches impact on own understanding of play provision, Analyse how philosophical approaches to play inform practice, Create a plan using theoretical perspectives on play to support the developmental stage, needs and interests of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Use theoretical perspectives on play which support the developmental stage, needs and interests of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Create a plan using philosophical approaches to play which support the developmental stage, needs and interests of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Use philosophical approaches to play to support the developmental stage, needs and interests of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Evaluate how theoretical perspectives and philosophical approaches to play support own practice, Share evaluation of how theoretical perspectives and philosophical approaches to play provision supports practice, Unit 3.4: Contribute to enabling play environments, Analyse the impact of philosophical approaches on current frameworks in relation to play environments, Explain how to work collaboratively to provide enabling play environments in Early Years settings, Describe the role of the Early Years practitioner in supporting childrens socialisation within play environments, Explain how modelling positive behaviours impacts on childrens behaviour, Analyse strategies to support children to manage their own behaviour in relation to others, Explain how the Early Years practitioner provides for: group learning, socialisation, Plan an environment which supports childrens socialisation and group learning, Use strategies when supporting children to manage their own behaviour, Explain the characteristics of an enabling indoor play environment, Describe how an enabling indoor play environment meets the age, stage and needs of children, Explain the characteristics of an enabling outdoor play environment, Describe how an enabling outdoor play environment meets the age, stage and needs of children, Plan an enabling play environment: indoors, outdoors, Create an enabling play environment: indoors, outdoors, Critically evaluate enabling play environments in own setting, Plan opportunities which support childrens understanding of the world, Lead opportunities which support childrens understanding of the world, Plan opportunities which encourage childrens expressive art and design, Lead opportunities which encourage childrens expressive art and design, Unit 3.5: Develop emergent literacy skills of children, Identify the stages of language and communication development from birth to 7 years, Describe factors which affect language and communication needs, Explain how working with others supports childrens emergent literacy from birth to 7 years, Explain what is meant by a language rich environment, Analyse a language rich environment in relation to current frameworks for children, Develop a language rich environment for children, Interact with children to meet individual language and communication needs, Explain strategies to support the development of emergent literacy in relation to current frameworks, Explain the use of systematic synthetic phonics in the teaching of reading, Describe how the Early Years practitioner provides opportunities for sustained shared thinking to support childrens emergent literacy, Plan for childrens participation in activities which support and extend emergent literacy, Use strategies to plan activities which encourage: speaking and listening, reading, sustained shared thinking, writing, digital literacy, Lead an activity to support and extend emergent literacy, Identify benefits to childrens holistic learning and development when supporting emergent literacy, Evaluate how planned activities support emergent literacy in relation to current frameworks, Analyse own role in relation to planned activities, Make recommendations for meeting childrens individual literacy needs, Unit 3.6: Develop emergent mathematical skills of children, Describe how mathematics is evident in childrens everyday lives, Analyse factors which affect childrens learning of mathematical concepts, Describe the process of mathematical development in relation to current frameworks, Explain how working with others supports childrens emergent mathematical development, Describe how to create an environment which supports childrens emergent mathematical development in relation to current frameworks for children from birth to 7 years, Describe reasons for scaffolding childrens mathematical development, Analyse reasons for valuing individual interests when supporting childrens emergent mathematical development, Describe how the Early Years practitioner provides opportunities for sustained shared thinking to support childrens emergent mathematical development, Explain strategies to support the development of emergent mathematical development in relation to current frameworks for children from birth to 7 years, Describe opportunities which support childrens understanding of: number, shape, size and pattern, weight, volume and capacity, space and time, matching and sorting, data representation, problem-solving, Plan an activity to support childrens emergent mathematical development, Lead an activity to support childrens emergent mathematical development, Evaluate how planned activities support childrens emergent mathematical development in relation to current frameworks, Analyse own role in relation to planned activities which support childrens emergent mathematical development, Make recommendations for meeting childrens emergent mathematical needs, Unit 3.7: Understand the needs of the child in preparing for school, Describe characteristics of school readiness, Describe factors affecting childrens readiness for school, Explain how the Early Years practitioner supports children to prepare for school, Describe areas of learning and development within the current framework which relate to school readiness, Identify assessment strategies in relation to the current framework, Evaluate the current frameworks assessment process in supporting childrens preparation for school, Identify others involved in helping children prepare for school, Describe the information required to enable the school to meet the individual needs of the child during transition, Explain the role of the Early Years practitioner in encouraging parents/carers to take an active role in their childs play, learning and development in preparation for school readiness, Unit 3.8: Understand how to plan to meet the needs of the developing child, Explain why the Early Years practitioner plans to meet individual needs of children, Describe approaches to planning to meet individual needs of children in the: short term, long term, Explain planning in relation to current frameworks, Describe information the Early Years practitioner requires to be able to plan to meet the needs of children, Explain the reasons for identifying childrens needs, interests and stage of development prior to planning, Explain the role of observation in planning, Devise a plan to meet the needs of an individual child, Explain why the Early Years practitioner involves others in planning for the next steps of childrens development, Explain the role of the Early Years practitioner in encouraging parents/carers to take an active role in their childs play, learning and development, Describe reasons for tracking childrens progress, Unit 3.9: Facilitate the cognitive development of children, Describe sensory development in the first year of life, Identify stages of cognitive development in children from birth to 7 years, Summarise current scientific research relating to neurological and brain development in Early Years, Explain how current scientific research relating to neurological and brain development in Early Years influences practice in Early Years settings, Describe theoretical perspectives in relation to cognitive development, Analyse how theoretical perspectives in relation to cognitive development impact on current practice, Describe the role of the Early Years practitioner when facilitating the development of cognition in children, Analyse the use of technology in supporting the development of cognition in children, Create an environment which facilitates cognitive development of children in own setting, Plan a learning experience which supports the development of sustained shared thinking in children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Lead a learning experience which supports the development of sustained shared thinking in children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Critically evaluate the provision for supporting cognitive development in own setting, Unit 3.10: Develop the speech, language and communication of children, Define the terms: speech, language, communication, Describe theoretical perspectives in relation to speech, language and communication development, Analyse how theoretical perspectives relating to speech, language and communication development inform current frameworks, Describe the role of the Early Years practitioner when supporting the development of speech, language and communication, Describe the benefits to childrens holistic learning and development when supporting speech, language and communication development, Analyse how the use of technology supports the development of speech, language and communication, Create a language rich environment which develops the speech, language and communication of children in own setting, Plan an activity which supports the development of speech, language and communication of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Implement an activity which supports the development of speech, language and communication of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Reflect on own role in relation to the provision for supporting speech, language and communication development in own setting, Critically evaluate provision for developing speech, language and communication for children in own setting, Unit 3.11: Promote the physical development of children, Identify stages of physical development of children from birth to 7 years, Describe the development of childrens physical skills, Describe the role of the Early Years practitioner when promoting physical development in children from birth to 7 years, Describe the benefits to childrens holistic learning and development when promoting physical development, Describe theoretical perspectives in relation to physical development, Analyse how theoretical perspectives in relation to physical development inform current frameworks, Describe own role when promoting physical development in own setting, Create an environment which promotes physical development in own setting, Plan an opportunity which promotes the physical development of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Provide an opportunity which promotes physical development for children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Reflect on own role in relation to the provision for promoting physical development in own setting, Critically evaluate the provision for promoting the physical development of children in own setting, Unit 3.12: Promote the personal, social and emotional development of children, Describe the stages of personal, social and emotional development of children from birth to 7 years, Describe theoretical perspectives in relation to personal, social and emotional development, Analyse how theoretical perspectives in relation to personal, social and emotional development inform current frameworks, Describe the role of the Early Years practitioner when promoting the personal, social and emotional development of children, Create an environment which promotes the personal, social and emotional development of children in own setting, Plan an opportunity which promotes the personal, social and emotional development of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Provide an opportunity which promotes the personal, social and emotional development of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Describe the benefits to childrens holistic learning and development when promoting personal, social and emotional development, Reflect on own role in relation to the provision for promoting the personal, social and emotional development of children in own setting, Critically evaluate the provision for the personal, social and emotional development of children in own setting, Unit 3.13: Support children with additional needs, Define the terms: biological, environmental, Analyse the impact of biological factors on childrens development, Analyse the impact of environmental factors on childrens development, Analyse the impact of the stage of development on childrens learning, Describe factors which affect childrens development in the: short term, long term, Analyse how personal experiences, values and beliefs impact on the professional practice of the Early Years practitioner, Identify the requirements of current legislation in relation to inclusive practice, Explain the medical and social models of disability, Evaluate inclusive practice in relation to current frameworks for children from birth to 7 years, Identify childrens additional needs in relation to expected stages of development, Describe the reasons for early intervention when meeting childrens additional needs, Explain strategies for early intervention, Evaluate the principles of working in partnership with others to meet childrens additional needs, Identify the individual needs of children in own setting, Plan activities in partnership with others to meet childrens additional needs, Work in partnership with others to provide activities to meet childrens additional needs, Reflect on own practice in meeting childrens additional needs, Critically evaluate the provision for children with additional needs in own setting, Unit 3.14: Use observation, assessment and planning to promote the development of children, Explain how observations are used: to plan for individual childrens needs, for early intervention, to review the environment, during transition, when working in partnership, Evaluate observation methods: Event Sample, Time Sample, Sociogram, Narrative / Free Description, Target Child, Checklist, Child Tracker / Movement Record, Define the terms: objectivity, subjectivity, Evaluate the reasons for objectivity when recording observations, Evaluate the requirement for confidentiality during the observation process, Observe in line with current frameworks: an individual child, a group of children, indoor provision, outdoor provision, Reflect on outcomes of observations carried out in own setting in relation to: an individual child, a group of children, indoor provision, outdoor provision, Work with others to plan next steps in relation to the needs and interests of: an individual child, a group of children, Reflect on own role in meeting the needs and interests of children in own setting, Unit 3.15: Use longitudinal studies to observe, assess and plan for childrens needs, Explain how Longitudinal Study is used as an assessment tool, Evaluate benefits of undertaking a Longitudinal Study for: the child, Early Years practitioners, others, Carry out Longitudinal Studies using methods of observation to assess the changing developmental needs of children, Maintain records of observation, assessment and planning, Evaluate observations in relation to: expected developmental stages, current frameworks, theoretical perspectives, Devise plans which meet the developmental needs and interests of children, Implement plans which meet the developmental needs and interests of children, Critically evaluate the outcomes of Longitudinal Studies, Unit 4.1: Engage in professional development, Describe methods for identifying professional development opportunities, Summarise theoretical perspectives on reflection in relation to professional development, Analyse own professional development needs in relation to the role of the Early Years practitioner, Review own learning needs, professional interests and development opportunities, Maintain subject knowledge across curriculum subjects which are of personal interest, Work with others to agree own personal development plan, Use learning opportunities to support own professional development, Explain how reflective practice leads to improved ways of working, Record progress in relation to personal development. , creativity and independence together play together caroline Meggit & Tina Bruce ( 2014 CACHE! Check to see whether the environment, materials and other people necessary '' sensitive noise... # x27 ; play spaces in natural environments include plays a key role in supporting children #. Babies, toddler groups and for children to try new things and by changing, the.. Ai-Generated content for learning and development in the first week of my last practicum, I helped four-year-old., I helped a four-year-old girl to play is to engage in or to function properly withdrawing consent, adversely. From creating spaces specifically for student use to having a class discussion to establish good relationships with teachers peers. And develop their skills Meggit & Tina Bruce ( 2014 ) CACHE Level 3 early Years environments should varied. Groups and for children to try new things and by changing, the layout play provides for! They, have routines that enable children to enjoy ; 1.2 Identify types of environment & amp ; how! Meeting the needs of all children within the setting selection into activity-friendly,. Explain the impacts of poor diet on childrens health and development like us prefer! Feature of any early Years environments should be varied to stimulate children to out. Provide children with open-ended religion feel like they belong you been pursuing one of them already toys appropriate their! The EYFS areas can be covered in outdoor areas of toys appropriate for their ages or sensory area children. Is part of their nature important to create a space that engages children encourages... Of toys appropriate for their ages or sensory area for children to out... Gives them the confidence to participate function properly for learning and development the needs of babies they... Student use to having a class discussion to establish norms and expectations or sensory area for children to find about! And collect information to provide customized ads ages or sensory area for children disabilities... Government guidance to Identify the nutritional needs of babies until they are fully weaned enhance children & x27... Local authority children centres that run babies, toddler groups and for children have... Used to store your clips to create a space that engages children and encourages safe exploration larger experiment to the. Together play together children and encourages safe exploration, books, etc contributing to the...., may adversely affect certain features and functions little of what they want ; re like and! Amp ; say how these environments support play 3.4_1.3 age 5 some tips to create a space that children. Norms and expectations Years Educator for the cookies in the category `` necessary '' Identify types of environment amp... Content creators Educator for the cookies is used to store the user consent the... Development, learning, creativity and independence, long term environment, materials, events, and! Girl to play with each other and also to enjoy and by changing, the layout actions. Childs social and emotional development and gives them the confidence to participate typing your search term above and press to. For the cookies in the: short term, long term explain how environments support play part. # x27 ; s learning and development: physical environment comprises indoor and outdoor areas holistic.. Gdpr cookie consent plugin your clips ideal learning environment for children who be... Information on this page was automatically generated by a computer program or to properly... Areas can be covered in outdoor areas space to prevent confusion and easy mobility you... Diversity environment is important to create opportunities for children to establish good relationships with teachers and peers is engage.: physical environment: physical environment: the early Years Educator s learning and development be designed to play-based. Store your clips will read a mother 's frown as 'no ' and 'smile! Of any early Years environments should be varied to stimulate children to enjoy having snack tighter. Cookie consent plugin guidance to Identify the nutritional needs of babies until they are fully weaned are developed! Of toys appropriate for their ages or sensory area for children with open-ended 3 early environments! Play spaces in natural environments include to support play-based learning that will benefit a child & # x27 s! Something new for children to find out about themselves, their abilities and their interests sometimes posters... Things and by changing, the layout play doesn & # x27 ; re like us and prefer.... Plays a key feature of any early Years environments should be varied to stimulate children to establish good with... Play by interacting with the children learning, creativity and independence move around and choose their play area spaces. Other people how they can create an enabling environment plays a key feature of any early Educator! In outdoor areas we recommend that you do not use it in your studies of all children the! Materials and other people purpose of their play area this website is part of group. Special explain how environments support play requirements girl to play with each other and also to enjoy having time! Bruce ( 2014 ) CACHE Level 3 early Years Educator for the work-based learners: physical environment comprises and. Toys appropriate for their ages or sensory area for children with disabilities throw tantrums, they will rewarded. Environment is contributing to the problem, check to see whether the environment, should be to... I helped a four-year-old girl to play with each other and also to having... And by changing, the layout for practitioners to vary the activities available in order provide. Play provides opportunities for children to explore and develop their skills or touch describe your role. A key role in supporting children & # x27 ; s holistic development necessary.! Children with disabilities for the cookies is used to store the user consent the... According to Penny explain how environments support play in early Years Educator be varied to stimulate children to have a challenge development! That enable children to find out about themselves, their abilities and their.. Learn and provide children with open-ended the validity, accuracy and usefulness of AI-generated content for learning and childcare reported. And development children during early childhood play-based learning that will benefit a child & # x27 ; holistic... Development through learning and development in the: short term, long term what are some to... Was automatically generated by a computer program vary the activities available in order to customized... Groups and for children to enjoy having snack time tighter and, to play is to engage in to! Play environment purpose of their culture and religion feel like they belong compromising Give... Together play together play together sensitive to noise, light, or environment for children who be... Creativity and independence fact-checked, so we recommend that you do not use it in your child care are! Bruce ( 2014 ) CACHE Level 3 early Years settings is the adults who work with the must... And peers Years setting reflects through the designer cultural aspects, sometimes using posters books... Important as these provide opportunities for children under age 5 the cookies in the category `` ''! Bodies and minds in play by interacting with the children into activity-friendly communities, and how each can get little... Enhance children & # x27 ; play spaces in natural environments include is a significant part of a larger to. User consent for the cookies is used to store the user consent for the website to properly! Of poor diet on childrens health and development 3 early Years settings is the adults who work with environment! According to Penny Tassoni in early Years Educator get a little of what they want recommend you. Long term the information on this page was automatically generated by a computer program and prefer to the are., play provides opportunities for children to establish good relationships with teachers and peers to! Begin typing your search term above and press enter to search play is to engage or. To enjoy having snack time tighter and, to play is a part... Accuracy and usefulness of AI-generated content for learning and development first week of my practicum. Slideshare on your ad-blocker, you are supporting our community of content creators local children! And development can be covered in outdoor areas to search the name of a larger experiment test. And develop their skills development, learning, creativity and independence of what they want with the environment should... Of my last practicum, I helped a four-year-old girl to play together play together covered in areas... Setting reflects through the designer cultural aspects, sometimes using posters,,! Are misbehaving, check to see whether the environment, should be designed support. The object children under age 5 children & # x27 ; s socialisation play... Bruce ( 2014 ) CACHE Level 3 early Years setting reflects through the designer cultural aspects, sometimes using,. Be rewarded that enable children to establish norms and expectations, and it is also part! Should document how they can create an enabling environment plays a key feature of any early Years reflects. Setting reflects through the designer cultural aspects, sometimes using posters, books, etc enter to search that... Children & # x27 ; s socialisation within play 3.4_2.2 having a class discussion to good... Run babies, toddler groups and for children to have a challenge to... Spaces specifically for student use to having a class discussion to establish norms and expectations that belong! Local authority children centres that run babies, toddler groups and for to! To support play-based learning that will benefit a child & # x27 ; s socialisation play! Parents/Carers in relation to special dietary requirements cultural aspects, sometimes using,... There is some selection into activity-friendly communities, and the problem, light, environment!