It also helps your child to make connections in their thinking and the way in which problem are solved. This is also going to help your child to develop their self- esteem and self-confidence and also their imagination. Creative development will also improve their learning as children will be able to work together in groups and as a team. Creativity is about taking risks and making connections. It is a way of transforming things using media and materials such as paint, scissors, words, sounds, movement and props.
The second part describes the two things you have to do. These are: PW36.1 Reflect on and improve your playwork practice PW36.2 Support and improve the work of your playwork team The third part describes the knowledge and understanding you must have. Target Group This unit is for staff working directly with children and young people in a setting whose main purpose is to provide children and young people with opportunities for freely chosen, self-directed play. These staff do not have full responsibility for the play environment but make a significant contribution to supporting play. Linked Units This unit links to units PW33, PW34 and PW35.
POSITIVE ENVIRONMENT What makes a positive childcare environment for children includes: A proper space - how attractive the room is to the children, is it colourful and inviting?, does it look safe and enough to catch their attention?. Proper engagement – teachers or carers in the work should be fun, engaging and good with children. Children generally pick up ideas from their environment base on how it interact with them. A Positive environment is vital as children learn best in a place they enjoy base on how the child view both the space and the people that interact with them. Also, a positive environment supports all aspects of development, challenging children and making out time for them to rest.
Through doing this and practising the skills that they have learned the children will be able to take ownership of their learning and be able to apply it in different situations. To provide high-quality experiences for young children we should aim for a balance of one-third adult-directed activities and one-third child-initiated activities. The other third of the time should ideally be taken up by child-initiated activities that are then picked up on and supported by an adult – these are opportunities for ‘sustained shared thinking’ to take place. Children learn through first-hand experiances and activities with the serious business of ‘play’ providing the vehicle. Through their play children practise and consolidate their learning, play with ideas, experiment, take risks, solve problems, and make decisions… First-hand experiences allow children to develop an understanding of themselves and the world in which they live.
A current application of this concept today can be found, many of the national curriculum material include interactive activities and even educational software for the child to engage in self-controlled learning. Behaviourist Theorists such as John Watson and B.F. Skinner contributed greatly to the behaviourist perspective of development. Behaviourists believe the child’s environment shapes learning and behaviour; in fact, human behaviour, development and learning are thought of as reactions to the environment. This perspective leads many families, schools, and educators to assume that young children develop and acquire new knowledge by reacting to their surroundings. Many environmentalist-influenced educators and parents believe that young children learn best by role activities, such as reciting the alphabet over and over, copying letters, and tracing numbers.
Unit 13 1.1 Personal, Social and Emotional Development-: We are helping children to develop a positive sense of themselves and others, and to form positive relationships and develop respect for others. We help them to develop social skills and learn how to manage their feelings, to understand appropriate behavior in groups and to have confidence in their own ability. Physical Development-: Providing opportunities for young children to be active and interactive and to develop their coordination, control, and movement. We help children to understand the importance of physical activity and to make healthy choices in relation to food. Communication and Language Development-: We are providing children with opportunities to experience a rich language environment, to help develop their confidence and skills in expressing themselves, and to speak and listen in a range of situations.
Importance of play for children Play is more than just fun for kids. It’s how babies and children learn, and how they work out who they are and where they fit in the world. Playing is one of the most important things you can do with a child. The time spent playing together gives the child lots of different ways to learn. Playing also helps a child socially by building confidence, it makes a child feel loved, happy and safe, develops language and communicating skills, it teaches them about caring for others and the world around them, develops physical skills and connects their pathways to their brain.
Competency Goal II: To advance physical and intellectual competence. A caregiver is essential to the physical and intellectual development of children from infancy through pre-school years. The caregiver should provide the equipment and supplies for, physical, cognitive, communication, and creative development. To aid in the development of gross motor skills, children need space to run, climb, and jump. When playing outside provide the children with swings, slides, and a simple obstacle course.
Personal and external factors: The way in which a work environment is organised will always be affected by the preferences, philosophy and experiences of the adults working within it. Adults who are sensitive and attentive can help to create play environments that encourage and support children, and enhance their play. External factors such as the location, the building and the services offered, will also affect the working environment. Settings which share premises with other organisation need to develop flexible ways of planning the use of play areas. Providing specific activities: Planning flexibly for children and young people also involves understanding the importance of continuity and familiarity to children and the importance of the day-to-day happenings in their setting.
In this essay I will discuss the meaning of the word play and why play is important for the holistic development for the child. I will also outline types of play and explain how play facilitates and is impacted by the maturation of children, considering children with special needs. Every child in the world plays, whenever they are babies, toddlers or even 6 years old child, the only difference would be the approach. Children 'play' at home is more unplanned but when the 'play' is more organised than it is more valuable. I will look at different types of play which need to be provided for child's learning and development.