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A positive environment is one that supports all aspects of the child’s development; staff members/carers can provide the children different ways to extend their developments. By doing activities and guiding the children through their learning, this creates a positive environment for them. Example:
Reading and writing activities will help the child or young person’s cognitive and intellectual development. Singing and speaking to the children or young people will help further their communication and language development. Praising and positive responses will encourage good behaviour and will help them understand right from wrong.
This will help extend the child or young person’s physical and intellectual development.
In the nursery that I am training in we allow the children and young people to have access to outside and inside, we call this ‘free play’. We have some staff inside and some outside to supervise the children and young people. Inside:
We will set out an activity for them on the tables and in the ‘role-play.
These activities could be finger painting, gluing and sticking; each activity we do with the children and young people will cover all aspects of their developments. All of these activities are supervised by either a member of staff or a student to ensure they are behaving and that they are all safe. ’ We have a baby gate that’s blocking the children and young people from the kitchen area, where the adults (members of staff will prepare their food, this is to ensure their safety.
Children and young people will have sand and water activities outside. They also have a variety of toys and places to explore such as the ‘shed shop’ and the ‘outdoor kitchen’. The children and young people also play with the bikes and scooters, these will only be taken out by and adult/member of staff. The garden itself is surrounded by a wooden fence that has a gate (fire exit), this gate has a high bolt that can be moved by a member of staff.
For both inside and outside we ensure that all the children and young people are supervised and that their needs are met; nappy changing, nap time and their lunch/snack time. We also provide the children and young people with a cold compress if they have had a bump or fall; we have a first aid kit for any other injuries the children may get when doing an activity.
All early year providers must ensure that children and young people’s educational and intellectual needs are met and that the child or young people develop well. Ensures children are kept healthy and safe
Ensures that children have the knowledge and skills they need to start school EYFS ensures that every child or young person makes good progress and no child gets left behind Learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly Partnership working between practitioners and with parents and/or carers
Reduce child poverty: To support parents and carers to work, and focus on the provision of good quality childcare for working parents or adults. Reduce inequalities between young children: Focus on supporting children most at risk of poor outcomes because of deprivation and disadvantage and promote social mobility. Improve wellbeing for young people and children
Report certain accidents, injuries, diseases and dangerous occurrences Care Standards Act 2006
People running day-care services for children up to eight years old must register with Ofsted Early Years (Office for Standards in Education, Children’s Services and Skills)
Regular inspections must be carried out to ensure that the childcare setting is both safe and suitable for all young people and or those that are vulnerable
In a childcare setting there must be an activity plan for all children and young people to ensure their educational needs and to help extend all their developments
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