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routine for child age 1-2

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Routine 1-2yr Unit 2 1-2's Routine E1 The setting is a day nursery, which is located in an urban town in the West Midlands. The routine is planned for children age 1 and 2 years. E2 The aim of the overall routine is to see if the routine meets the children's all round development (physical, social, emotional and intellectual). The aim is also to make sure all children are safe, secure and the Health and safety policy of the setting is followed. All activities are adapted to meet the needs of all children within the setting and all activities in the routine are suitable and are appropriate for the age of all children. E3 Time Activity 8.30-8.45 Breakfast- at breakfast time all the children sit at the table and have toast and milk. 9.15 Tidy up time- after they have played they tidy all the toys away. 9.30-9.45 Hand washing /snack- the children wash their hands and sit at the table to have their snack. 10.00 Nappies- one member of staff changes all the children's nappies. 10.15-11.00 Free play- the children decide what activities they want to play with. ...read more.


states between the ages of 1-2 "the desire to be independent is increasing at this age and feeding skills are improving" and "the child can usually try to use a spoon with some success". Beaver M (2001 pg 212-213) also states "he can hold a spoon, but puts it in mouth upside down" and "hold a cup and drink without assistance". Tassoni (2002, pg 167) also states at the age of 1-2 children can "holds and drinks from cup using two hands". According to Beaver M (2001 pg 152) children's cognitive development is increasing as "one word and intonation is used to indicate meaning, e.g. cup may mean, 'I want a drink', 'I have lost my cup', 'where is my cup?'. The intonation and possibly the situation would indicate the meaning to people who are familiar with the child". E8/B1 What I have learnt is that children have different needs because they are all individuals and develop at different stages. I have learnt that not all children were able to wash their hands and eat by them selves and that they needed help. I learned that during dinner time their wasn't enough staff to help the children as they were not able to eat properly ...read more.


E10 I have shown anti discriminatory anti bias practice throughout by assignment. D1 Some parts of the routine were effective in meeting the needs of the children at hand washing/dinner time, as all the children were trying to eat by themselves, using the spoon. Some children were successful in using the spoon and some needed help. During this part of the routine all the children were able to hold the beaker and drink from it. It was also effective because all the children sat together and eat their dinner which was also healthy and nutritious, as Tassoni, P (2002, pg, 146) states "eating and enjoying food is an opportunity for children to socialise and develop social skills". Some parts of the routine were not effective as their wasn't enough staff to help the children to eat and clean up at the end. So having more staff could have been better and made the routine more effective. Their was also not enough interaction going on, if their was, then the children would have interacted with one another more, which would have increased their language development. ...read more.

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