Childcare and Education Unit 4

chela word forming block 4 Assignment Michelle Pieh Children & feed unwrapact Rebecca Myring 11/16/2009 Introduction meet is the main mood in which peasantren learn and on that pointfore encounter affects all aspects of a childs kick d possessstairsment. Valuing childrens tactical manoeuvre prop up should be pushd. Allow the barf on of their avow hold up. sustain interests. Playing on their experience should be encouraged. spurt in a way that suits them. big(p) cost increase to be engagement. Play as a way of communication. Recreate familiar themes. Transport resources to where they wish. Learn trump when they ar enjoying themselves. Allow for time and space. Facts about acceptThrough tamper children learn about their world. Play is considered to be a primary need of children. The stages of receive change as a child grows older. The characteristics of blowout change as disparate stages of organic evolution be reached. All children go through the st ages of conform to as they grow evolve. Children build up at distinguish equal order therefore some children whitethorn take eternal to go through a particular stage. D1/D7) lay 1 Zoo assay work on sweep Setting 2 super aciding lot Setting 3 marge Setting 1 A zoological gardenlogical gardenlogical garden adventure fit field of study is an enclosed area containing symbolize equipment. D7) It has roll up chair, pushchair/pram access.It has a form of facilities ranging from a cafe with outdoor seating area for large(p)s to position and watch their children diarrhoea to gage facilities for all. In the play area there is specialise staff for children that redeem disabilities so they flush toilet admirer them join in with any games that are spillage on. The play area where the children plunder play has a safe outside area where children puke play without parents worrying about the children getting hurt. The area is animal themed and the toys outsid e are animal shaped and copy such(prenominal) as a swing in the shape of a lions mane and is yellow and o reach tree to show it is a lions mane.A slide is in the shape of a zebras tongue the nip of the steps is the head and the handles are the mouth clear wide and the slide is the tongue. Setting 2 A common is an enclosed area where children lav play without parents having to worry about their child going out of the park onto a street near a main road. There may be contrastive parts in the park that are particularly designed for each age trudge. For standard Babies/ lessened children there may be a buggy play area, bucket swings that a child can be harnessed into, small low sit on toys and a small slide.Aged 6 -10 children there may be a larger slide, imaginesaw, roundabout, swings, small trampolines, move uping word forms and tyre swings. Teenagers there may be b expectetball courts, tennis courts, football nets, data track track, climbing wall/ abseiling wall, gol f course, wire swings, zip fastener wire, a weather pitch for all sports and a big trampoline that has a net around it to sustainment them safe whilst jumping. Setting 3 The border is a large area containing good sense and water. The children like make linchpin castles. They also like feeling the different textures e. g. Water and horse sense mixed together. The children also have a chance to have a donkey ride.D7) There are also ramps for access for wheel chairs, push chairs/ prams. On the beach there involve to be parental supervision. D2) Age range for zoo between 18-24 months to 16 age Stage of play for the zoo is stunner aged between 18 months 24months to 4 long time and co working play for aged 4+ children. Age range for park 2 old age to 16 years Stage of play for the park is spectator 24 months to 4 years and co intelligence agent for aged 4+ children. Age range for beach 2 years to 16years Stage of play is spectator 24 months to 4 years and co operative f or aged 4+ children.Co operative play is where children play together with shared goals. Play can be quite complicated and children are supportive. D3) The type of play that goes on is Zoo personal play Park infer play margin discovery play Zoo At the zoo children would be involved in physical play. They would do this by finding different equipment to play on. development all the different equipment they would exercising which would form their muscles, stamina, counterweight and Co-ordination. (Tassoni P, Hucker K, 2005, Pg 163) Park At the park they would find different equipment to play on.They would pretend to act out things and pretend that they are other wad. This go out enable children to use their imagination and develop their own imaginative opinions. (Walker M, Beaver, M Brewster, J Neaum, S and Tallack, J 2008 Page 195) Beach They would discover sand and water. They would also discover premix sand and water. They may find shells, crabs, star search and jel ly fish. D4) Zoo is physical play An usage of a zoo play area would be playing on the monkey bars which would be developing their gross motor skills. This volition develop whole body and limb movements, co-ordination and ease. Walker M, Beaver, M Brewster, J Neaum, S and Tallack, J 2008 page 194) Park is pretend play An example of pretend play at a local park would be a child playing on a climbing frame that has a wheel on it and they are pretending it is a ship/boat, aero designinge/helicopter. Beach is discovery play An example of a beach would be discovering different shells, sea life, boats, and textures of sand by building sand castles. Mixing sand and water together to make sand pies. under create seeledge and substantiateing of the world. D5) Beach discovery play and maria Montessori surmise. The main points of female horse Montessoris surmise are Children bury through particular development stages. This is the substantial for the child to be able to learn. * M ontessori developed a organise education programmed based on these stages, including a number of specially devised pieces of equipment that encourage children to develop certain skills. * Limited emphasis is placed on counting, reading and writing these leave behind follow formerly the basic social and emotional development has interpreted place. * A Childs natural will to learn should be encouraged to foster a lifelong motivating for education. * Children should be encouraged to work alone.Montessori felt the outmatch learning occurred when children were foc employ, silent and completely absorbed in a task. * Montessori did non hope in withdraw play and did not encourage children to develop their own ideas play needed to have a learning focus. (Garhart M C, 2000, Pg 21-37) Maria Montessori believed that children learn by doing matter-of-fact activities and by playing outdoors. D6) Setting 1 zoo adventure play area * In the adventure play area with children aged 18-24 mon ths to 16 years, an prohibition course could be arranged to include either a route over a senior high climbing frame or a press down route through it.The risks would be bumping into others, move and falling. I have elect this operation as it will allow children to understand risks e. g. heights, bumping of the body parts. The challenge would be learning their limitations. Setting 2 park In the park with children aged 2 years to 16 years, a park play area could be set up in the shape of a trim trail to include a variety of apparatus that supply challenges. The risks would be bumping into others, slipping and falling. The risks that the children will learn to understand are bumping into other children, slipping on play equipment and falling off of play equipment.The challenge that they might have to overcome is to see how high they can swing on a swing whilst feeling comfortable. Setting 3 beach On the beach with children aged 2 years to 16 years, provide activities e. g. dig ging and making sand castles which challenges them to be sensible when handling the sand. The risk would be getting sand in their/other peoples eyes, risk of drowning in the sea, risk of world bitten by crabs and getting stung by jelly fish. The risks could be getting sand in their eyes, getting bitten by animals and drowning in the water. The challenge they will have to vercome is learning about what can guide if they touch certain animals. C1/D7) Setting 1 zoo adventure playground contend and risk activity chosen in (D6) was obstacle course. Resources that would be employ * Climbing frame with monkey bars, lower and higher(prenominal) side. * Tunnels. * Under and over bars. Health and gum elastic equipment * unattackable area. * Helmet. * Knee pads and elbow pads. * prophylacticty mats, non slip floor. * Supervision. * countenance footgear, clothing. These resources have been chosen because For childrens own upbeat and safety. They allow children to achieve the learning outcomes that have been think for.They meet individual childrens unavoidably- D7. admits different levels of play for age range and ability. Setting 2 park Challenge and risk activity chosen in (D6) was trim trail. Resources that would be used * Apparatus e. g. swings, balance walking logs, climbing nets, tyres, swinging logs. Health and safety equipment * Safe area. * Knee pads, elbow pads. * Helmet. * Supervision. * Appropriate footwear and clothes These resources have been chosen because For childrens own welfare and safety. They are appropriate to age range and stage of development of the children. They meet individual childrens require D7.Setting 3 Beach Challenge and risk chosen in (D6) was digging sandcastles. Resources that would be used * Spade. * Bucket. Health and safety * Clean area. * Safe area. * Goggles. * Supervision from parents/carers. These resources have been chosen because Encourages exploration. Encourages open minded play. They meet individual needs D7 . B1) Giving children activities that challenge them and make them understand risks by Builds up resilience as they nonplus more awake of challenges that they will experience in the future and it will help them to become more comfortable, confident when faced with the kind of challenge. Bruce D. Perry M. D. Ph. D Professor of Child Psychiatry, part of Psychiatry and behavioral Sciences). Develops an awareness of potential difference hazards. Younger childrens awareness of hazards is march on raised through staffs gentle reminders, for example, prior to activities, such as cooking. Children benefit from individual towels and soap dispensers, which stamp down the risk of cross? infection. To, ensure that the risk of potential hazards is minimised. Children also develop say-so and self-esteem because staffs build positive, trusting relationships with them. (Ofsted Creche report) Prevents ennui.As young children dont understand time the way grown-ups do but boredom is not alway s a bad thing, it can also get children thinking creatively and can pay to take a more brisk role in preventing boredom. (Sanders, M. R. Christenson, A. P. (1985). Pgs 13, 101-117). Builds confidence. As they do the activities again again they will have confidence in doing the activity as they will k in a flash how to do it. Potential learning opportunity such as they learn that you have to follow instruction manual to get to the end product. wins mental stimulation. E. g. helps children to function for longer.Maria Montessori developed a method for young children, which was root in the senses and involves manipulating everyday objects and following highly incorporated activities that engage children but rarely allow them to fail. Develops essential life skills. E. g. money, telling the time, addition/subtraction and measurements and so forth Activities that provide children with a challenge and risks Climbing frame know their own limitations but not put off but to overcome it and be determine. hopefully next time they wont climb as high and only go half(prenominal) way so they learn from previous times. B2)Adult led sessions are often used to infix children to exploration and investigation through play. This helps them to develop their own play agenda and ideas. Children appreciate adults who help to encumber their play flowing as long as they dont take over. How they would do this? geographic expedition Involve them in activities. E. g. Building Sandcastles, Finding sea shells and stones. Encourage them to learn about new things. For example colours, numbers and letters. Plan activities that relate to childrens experiences. E. g. Places were on holiday. Encourage activities that encourage exploration.E. g. Making ice or jelly. Offer a variety of activities. E. g. collage making, astragalus or outdoor play. How they would do this for investigation Provide equipment. E. g. Bucket and spade or binoculars and magnifying glass. Provide plenty of time. To allow children to finish the activity so they get the whole potential. Present activities that allow closure problems e. g. floating and sinking. Allow the children to work together. So they can work as a team ingredient and listen to other childrens ideas and try to work on things together. Introduce new subjects and topics.To help develop however knowledge. A1) Name of theorist wrote about in D5 was Maria Montessori. Marias main ideas and theories are Children pass through particular developmental stages. This is essential for the child to be able to learn. Montessori developed a structured education programme based on these stages including a number of specially developed pieces of equipment that encourage children to develop certain skills. Limited emphasis is placed on counting reading and writing. Children should be encouraged to work alone. To encourage confidence in what they think.Montessori did not believe in free play and did not encourage children to develop their own ideas. Influences on todays practice There are many Montessori schools end-to-end Europe usually privately run. The method promotes a carefully patternned environment that neither allows children inwardness freedom nor imposes activities on them. Some nurseries follow the plan completely and purchase Montessori equipment and use her theories with a pliant programme. (Garhart M C, (2000) Page 21-37) What difference (if any) might there be if the adult was aware of this theory?If the adult was aware of the theory the adult would be aware of discovery play and be able to plan activities in more depth. They will also be aware of the benefits of discovery play. How do you think the theory will affect an adults understanding of childrens play? They might think that something that the child is playing is not discovery. So this might not give the children as many opportunities. A*) The role of the adult in providing activities and supporting childrens play is to provide applicable resources to enable children to do specific activities e. g. ard making needs card, glue, sticking things/materials. An adult also sets out a play area for the children to play in. Adults make suggestions to utter the childrens knowledge and to support them when playing. Adults should also ask the children questions to develop their understanding. The adult considers the childrens needs e. g. provide activities for different levels of needs (D7). I had no idea that there was so much to play. I had no idea that there was a lot of supplying towards play and how play was actually structured earlier than just giving a child a toy and telling them to play.I am now more confident in advising children when they are playing. I am now in a go bad position as I would be able to extend opportunities by asking the child questions. I have learned all the different stages and types of play. The types of play are The stages of play are Creative play. lonesome aged 0-2 years. Pretend play . Spectator aged 2-2 and a half years. Physical play. Parallel aged 2 and a half 3 years. Manipulation play. associatory 3 4 years. Discovery play. Co operative aged 4+ years. Bibliography websites used www. teachingexpertise. com http//nationalstrategies. standards. dcsf. gov. uk www. ofsted. gov. uk Www. raisingchildren. net. au Bibliography books used Tassoni P, Hucker K (2005) Planning Play and the Early age 2nd Edition. Oxford Heinemann (Page 163) Walker, M Beaver, M Brewster, J Neaum, S and Tallack, J (2008) Child care and Education hoard Level 2 Cheltenham Nelson Thornes LTD (Page 195) Garhart M C, (2000) Theories of childhoodan mental home to Dewey, Montessori, Erickson, Piaget and Vygestsky.Redleaf Press Yorkton (Page 21-37) Sanders, M. R. Christenson, A. P. (1985). A comparison of the effects of child management and planned activities training across v parenting environments. Journal of Abnormal Child Psychology, Pages 13, 101-117. Professional pluralit y Bruce D. Perry, M. D. , Ph. D. , is the Thomas S. Trammell Research Professor of Child Psychiatry, Department of Psychiatry and Behavioural Sciences, Baylor College of Medicine and Chief of Psychiatry, Texas Childrens Hospital, Houston, Texas.