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CACHE 3 childcare learning and development unit3

Extracts from this document...

Introduction

CACHE CCLD ASSIGNMENT 3 E1 The factors to consider when planning a positive environment for children and families - Well trained and qualified staff that work well as a team Good teamwork helps to create an environment which pleasant, not only to work in but also for the children and the families who use the setting. A team which is made of people with different values and skills can cause tensions, but when everyone is working with the objectives in mind a dynamic and effective team can be formed. This team will be able to respond to all the needs of the children and families using the setting. - Interesting and appropriate activities Its important that the environment is stimulating for the children as a lack of stimulation can later effect their overall development including poor language and cognitive development . The most important factor is how the adults interact with the children. The practitioners should plan activities for them, help them to play by providing appropriate toys and equipment Activities should be provided that are appropriate to the childs age and developmental stages. A wide range of activities should be on offer which are both child initiated and adult lead to enable the further development of the child in all areas. Activities should reflect the interests of the child and should be reviewed regularly to make sure they are still challenging so the child does not become bored. Physical activity is important to the childs development as is out door play and this should be on offer, other children do not like noisy and physical activities and its important that there are other options available to them.. - High standards of hygiene and safety High standards of hygiene are important in all areas of the early years settings to avoid infections, which can be caused by bacteria or viruses. Bacteria and viruses can enter the body through ingestion, inhalation and inoculation. ...read more.

Middle

linguistic, social and emotional development well; adults who are ready and available to interact with children in talk, imitative behaviour, discovery and pretend play; a social environment rich opportunities to develop language, symbolic coding and classifying, movement and engagement with music, rhyme and creativity; sensitivity to the social and cultural background of the child and opportunities for parents and caregivers to share their understanding of the child in their context. Children in their third year Research has highlighted the impressive advances in social competence, co-operation, communication and language, as well as thinking and memory, that children make during this period. Between 24 and 36 months they become able to use drawings and story telling to express or represent their own inventions, discoveries and beliefs. They are naturally inventive, have wide-ranging interests and have an obvious pride in achievement that improves their feelings of self-worth. They are beginning to appreciate more structured adult guidance and can follow adult leadership eagerly in creative games, can attend to stories and are beginning to acquire the literacy skills of their family and community. They can engage in discussions that are designed to foster moral development and thinking about their own thinking. The development of infants in their third year is supported by: * practitioners who are skilful at sharing and enriching children's narratives and creative representations, accepting the child's imaginative stories and products and acknowledging their pride in achievement; * adults who offer leadership in creative games and encourage participation in expressive movement; * story telling and an introduction to the culture of literacy and the tools and technology used to communicate; * opportunities to make things, represent ideas in different media, play and discover alone or in groups; * engagement in learning relationships and projects over extended periods of time without major interruption or disruption to either the relationships, routine or environment; * practitioners who can identify what each child is ready to achieve or learn next with the help of an adult or older child (in their 'zone of proximal development') ...read more.

Conclusion

Birth to Three Matters', with its main purpose to work in partnership with the parents/carers to ensure that these young children are valued and celebrated, that they are seen as competent learners and learn through a safe and stimulating environment with confident and trusting adults. This research has effected practice by showing the importance of ensuring that parents and careers feel involved in the setting and have a positive relationship with the practitioners. All setting should have flexible routines which are adaptable to the changing needs of the child. Many settings have recognised that for children to feel safe and reassured that they need an adult which they trust and now operate a key worker system. Its important that play is well planned to assist and support the many areas of the child's development. During the children's play its important that the children learn, explore, discover, communicate, gain independence and increase their mobility skills. The Effective provision of Pre-school Education (EPPE) project, this research showed that to provide high quality childcare settings must view the cognitive and social development of the child as a whole to achieve the best outcome. And that this was most effective when both free chosen play activities were combined with adult directed group work. The child's cognitive development was found to be directly related to the quality and quantity of adult planned and initiated focused group work. It was found that settings containing practitioners who had a good curriculum knowledge and understanding of how a child develops improved the quality of care the child received in relation to holistic development. It is important that the educational aims the setting wants to achieve are shared with parents as this is of benefit to the child. Setting which had behaviour policies which encourage children to be assertive, but also encourage children to talk through there conflicts, and where staff help the children to develop the skills to rationalise resulted in better socialisation for the child. ?? ?? ?? ?? Michelle Lewington UNIT3 10/650241 Centre Number 733,00 Page Word count ...read more.

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