unit 6 pp supporting children's play
DESCRIPTION
Unit 6 EYETRANSCRIPT
Supporting children's play
Unit 6Session 1
Aims and Objectives for sessionOutline a physical play environment.Identify equipment important for a childcare
setting.Explain the setup of placement to share good
practice Identify how environments change for different
age rangesExplain experiences of Social, Personal and
Cultural Environments.Explain how environments support playExplain how placement ensures the children
are involved in choosing play opportunitiesOutline what the adults role is as a
professional practitioner
Starter Activity – Discuss as a group
What is a play environment?
The physical environment
The way the physical environment is designed and configured influences how children feel, act, and behave.
The physical environment allows growth and development through activities and materials in defined play areas.
It should be well organized, comfortable, and personable and offer a variety of manipulates for cognitive, social, emotional, and physical development
The physical environment
To understand play, we first must understand the importance of the environment in the eyes of children and adults.
The physical environment will vary depending on the age and number of children
Team TaskAs a team use the catalogues to
identify equipment that is important for a childcare setting. Create an appropriate environment.
Extension – identify equipment for outdoors
Different settings will set up in different ways ….
Your environments
Take a look back at your environments.
How does your environment support play?Is there anything you would change or
add?Have you focused on a safe environment?
Which age range is your environment based on?
Social, Personal and Cultural Environment
Nurturing contributes to enable positive play environments.
Children learn about themselves, their relationships with other children and adults both within and beyond the family.
They are encouraged to develop their self-esteem, personal beliefs and moral values. Helping children to recognise and gain a positive awareness of their own and other cultures.
Children are supported in becoming confident and independent thinkers and learners.
Can you explain and give examples?
Make a list of what you think the role
of the adult is?
Who do we refer to when we use the term adult?
The adult plays an important part in encouraging play, though it is important to ensure the children are involved in choosing play opportunities
How does your placement do this?
The adult
What do you remember regarding adults being apart of your play?
You could make a lasting impression on children – be aware of your interactions.
We must model positive behaviour at all times. It important that the adult builds a relationship with the child to develop trust.
Your experiences and relationships
The adult should:Encourage independence Support development holistically
Encourage decision making Help children to learn about taking responsibility for their actions
Boost self esteem and build a children's confidence
Encourage discovery and exploration
Supervise children’s play Provide encouragement
Praise children for their efforts
Involve children in choosing play
Provide accessible activities Offer new suggestions/ideas
Set ground rules for play Health and Safety
Ensure there is adequate and sufficient resources
Ensure resources and opportunities are suitable for Childs' age and development
Home study Tasks Unit 6 - 1,1, 1.2 and 1.3 - Assessment Task
Read the case study
The nursery manager has asked you to work collaboratively with colleagues at the setting to produce a leaflet that explains: what is meant by the play environment how environments support play. Work in a small group to produce the leaflet. Explain how to work with others to create
enabling play environments in early years settings.
Supporting children's play
Unit 6Session 2
Aims and Objectives for sessionOutline what socialisation is Identify how practitioners ensure
socialisation in early years settingsExplain how physical environments
ensure and offer socialisationOutline activities that could encourage
and offer socialisationIdentify needed information and detail
on an activity planIdentify hygiene measures within a
local nursery
What is socialisation?
Starter Activity – Write answers on classroom white board
Socialisation
Social inclusion: the process of ensuring that all members of society have access to available services and activities.
Identifying and removing barriers to access and participation
Welcoming, valuing and supporting everyone who uses the setting
Your role to ensure socialisation in
play environments?
Get planning
Let have a look at an activity plan.
Make notes on your hand-out to help you remember, you will need this for placement and Teddy Tots
Get Planning
Using all the information we have discussed, please create an activity plan to support children’s socialisation, you will use this plan in placement
Remember detail Learning outcome (what you want them
to achieve) Specific information Linked to the EYFS correctly Check spelling
Group Discussion
Please read through the case study that
have been given to you and discuss with your
table.
Nursery Visit
Make a checklist of hygiene measures that you observe at the nursery.
Supporting children's play
Unit 6Session 3
Aims and Objectives for sessionIdentify what EYFS stands for
Outline the basic information of both EYFS documents
Explain important information in both EYFS documents
What does EYFS stand for?
Starter Activity –
EYFS –supporting documents
Statutory Framework 2012
Section 1Learning and development requirements
Section 2 Assessment
Section 3 The Safeguarding and Welfare Requirements
Development Matters
The non statutory guidance material supporting practitioners in implementing the statutory requirements of the EYFS
Lets have a look at them both
The EYFS sets the standards for:• care • health and safety• learning and development
So that when children attend a setting outside their home:
every child makes progress no child is left behind every child is kept healthy and safe the child is supported to be ‘school ready’
Statutory Framework for the EYFS 2012
Standards –
Seven Areas of Learning and Development
The prime areas cover the knowledge and skills which are the foundations for children’s school readiness and future progress.
The specific areas have close links with National Curriculum subject areas – particularly literacy and maths – they form an appropriate baseline for the National Curriculum.
Three prime areas
• Communication and language• Physical development• Personal, social and emotional
Four specific areas
• Literacy• Maths• Understanding the world • Expressive arts and design
Statutory Framework for the EYFS 2012
By providing a set of standards which apply to all settings in England, the EYFS aims to improve quality and consistency throughout the early years sector so that: • every child makes progress • no child gets left behind.
• Care and learning are no longer considered separately within the framework.
• Inspection and regulation is based around the requirements of the EYFS.
The EYFS seeks to provide: - Quality and consistency
Statutory Framework for the EYFS 2012
Through learning and development opportunities which are:• planned around the needs and interests
of each individual child• assessed and reviewed regularly
The EYFS seeks to provide: - Partnership Working
The EYFS creates a framework for partnership working between:
• professionals and parents and/or carers • practitioners• all settings the child attends.
The EYFS seeks to provide: - A secure foundation
Statutory Framework for the EYFS 2012
The EYFS seeks to provide: - Equality of opportunity
The EYFS provides for equality of opportunity and anti-discriminatory practice ensuring that every child is included and supported.
So no child is excluded or disadvantaged because of their:
Throughout the early year, if a child’s progress in any prime area gives cause for concern practitioners must discuss this with the child’s parents and/or carers and agree how to support the child.
Practitioners must consider whether a child may have a special educational need or disability which requires specialist support. They should link with, and help families to access, relevant services from other agencies as appropriate’
Statutory Framework for the EYFS 2012
ethnicity culture religion
home language family background ability
gender learning difficulties Disabilities
Safeguarding and Welfare Requirements (previously Welfare Requirements)
‘To emphasise the importance of safeguarding, the welfare requirements are now the safeguarding and welfare requirements’.
Statutory Framework for the EYFS 2012
Child protection: the revised EYFS includes examples of adults’ behaviour which might be signs of abuse and neglect.
If they become aware of any such signs, staff should respond appropriately in order to safeguard children.
Safeguarding policies and procedures
The EYFS now requires that these must cover the use of mobile phones and cameras in the setting.
Statutory Framework for the EYFS 2012
Task
Create a help sheet for new members of staff giving important information about the EYFS.
Supporting children's play
Unit 6Session 4
Aims and Objectives for sessionIdentify the meaning of Philosophical Approaches
Explain a given philosophical approaches to play
Justify the importance of given philosophical approach
Using ICT technology of your choice, please find the meaning of
Philosophical Approaches
ICT Research
Philosophical Approaches These are approaches that give
us an understanding of how to set up play for children.
These will support you to understand the methodology as to how to plan and set up play for children.
Philosophical Approaches Research Self Study TaskIn groups of four please research one of the below philosophical approaches to play. You will present your finding to the group on the week beginning 3rd November, please provide hand outs.Froebel Montessori Steiner McMillan SistersReggio Emilia Isaacs The Forest School GabeHigh Scope Approach
Te Whariki
Supporting children's play
Unit 6Session 5
Aims and Objectives for sessionOutline expected patterns of development for children
Justify why images and environments meet appropriate areas within the EYFS
Identify the role of the early years practitioner in supporting children’s socialisation
What are expected patterns of development for children?
Where would we find them?
Starter Activity –
Linking areas to the EYFSLooking at the images on the
tables, link to appropriate areas within the EYFS
Task 2 (assessment criteria 2.1 and 2.2)
Taking individual stages of development into consideration produce a hand out that is designed for use by early years practitioners to:
Describe the role of the early years practitioner in supporting children’s socialisation within play environments.
SupportYoung children are likely to model and imitate behaviour that they see in those who are important in their lives. As an early years practitioner you will be an influential role model for the children.
Self Study Task – Flipped LearningUnit 6 - Importance for the platy
environment
Be able to criteria
Lets discuss as a group how you can achieve
Unit 6 - 3.1Unit 6 - 3.2Unit 6 - 3.3Unit 6 - 3.4
When on placement, make notes.
Supporting children's play
Unit 6Session 6
Aims and Objectives for sessionJustify the importance of given philosophical approach
Justify an enabling play environment
Explain holistic activities that could meet children expected patterns of development
Starter Activity
Recap the meaning of philosophical approaches is?
Philosophical Approaches Presentations
Over to
you!
Classroom Display
As a team you are going to create a classroom display, highlighting an enabling play environment.
How does your environment support play?
Have you focused on a safe environment?
What age is your room aimed at? All physical resources need to be clearly ladled, highlighting benefits to children.
Your displays
Looking at your group display of an enabling environment
What holistic activities could take place in each environment to meet children expected patterns of development? SPICE
Which best Philosophical Approach does your environment relate to and why?
Assessment task support
Assessment is due in
Formative – 21st October
Final deadline –
11th November