Health, Safety, and Nutrition for the Young Child, ECE 130 Graded Project #40502600 Where to begin when searching for safe and educational toys for young children? Several factors are to consider when choosing an appropriate toy for young children. A great resource is NAEYC (National Association for the Education of Young Children). NAEYC recommends, “safe toys for young children are well made (with no shared parts or splinters and do not pinch), painted with nontoxic, lead-free paint, shatter proof, and easily cleaned”. Other factors to consider are your child’s age, the parts of the toys, and the educational value.
Ratios of Staff to Children should also be met to meet current requirements. Light: Classrooms should, where possible, have sufficient natural light, to ensure that children can work without discomfort. If this is not possible or natural light is not sufficient, then alternative light sources should be those that do not cause discomfort, after a prolonged period eg, fluorescent bulbs. Noise: The level of noise around a classroom should be taken into consideration, as this can cause distractions and cause an area of work to become unsuitable. If planning physical play the age and physical development will be the main factors to take into consideration, as older children usually need less stringent supervision than younger children who may still be unsteady on their feet and lacking in co-ordination skills.
* Equipment needs to be clean, free from sharp edges and not have been in contact with anything unsuitable. * All settings must comply with regulatory requirements as set out by the statutory framework for the early years foundation stage (EYFS) such as meeting indoor space requirements, and provision made for children to relax, play quietly or sleep. * The environment / activities should promote the desired outcomes for children, they need to be safe but to also help the child learn new skills and confidence and independence these may contain a measurable risk but the positives would need
This then links in with the types of setting because it could affect the planning, if there is children who are being child minded, there is only one adult compared to however many children there are. The resources affect planning because if the setting doesn’t have enough money to buy the equipment to play then the children won’t have anything to play with. Also if the resources aren’t clean this would affect the children and prevent them from playing with the toys. Health and safety can stop the
This is influenced by their age and what stage of development they have reached. Be careful because their age does not necessarily coincide with their stage of development eg. if they have a disability or an impairment or learning difficulty. You may have to adapt play equipment or find suitable ways in order to offer these children the same opportunities as others whilst keeping them safe. Some children suffer with health problems eg.
This kind of learning comes from observation of the caregiver’s facial expression, gestures, posture, and tone of voice. Infants carefully observe the responses of attachment figures to unfamiliar events. Emotional attachment to childcare providers helps infants learn about emotional reactions during the many hours they are at the childcare center, just as they would do if they were cared for at home throughout the day. Infants and toddlers also learn by exploring their surroundings, but they refrain from doing so unless an attachment figure is present. This is because the child views the attachment figure as a secure base, a place where they can go to in order to feel safe when there are unknown objects or strangers around.
One key factor is to ensure the child/children with special needs are not separate from those who are more abled. The setting must to adapt activities for them, make them more accessible, but do not separate them from the rest of the children. Children need accessibility, at their level, have toys showing disabilities such as crutches on dolls etc. pictures of disabilities, such as vision with glasses, hearing, walking crutches, and wheelchairs. Bring in books about special needs and how the child can play and ways they may help others.
I also feel that by having DAP there are fewer struggles to get our children to engage in the program. The material that is presented in a developmentally appropriate manner is more interesting to the students and would naturally grab their attention. I feel that a textbook based curriculum would be inappropriate for kindergarteners because children at this age are at the beginning stages of reading or do not have any prior reading skills. The aim of DAP is to foster our children’s optimal learning and development. I feel that a textbook based curriculum for a kindergartner would be trying to use a one-size fits all approach to teaching.
1.1. Explain the factors that need to be taken into account when assessing development. There are a number of factors to be considered when assessing children and young people and that is: • Confidentiality- before carrying out observations on a child it is important to ask parents for permission first. Some parents are happy just for the practitioner to observe the child so it is crucial that, if you have taken any notes or left any records lying about that you put them in a safe place, where parents or visitors won’t be able to read them • Disability or specific requirements- A child who has a disability should not be compared to another child but should be assessed in line with their own development rate. You need to make sure that when you do observations or assessments on the child you have to make sure that they are appropriate and achievable • Ethnic, linguistic and cultural background- Children who have come from different background may have lots of different ideas as to what is acceptable and how to behave in various situations.
module 5Child Growth & Development: Ages and Stages Module 1 Assessment Handout Diversity in the Classroom Children start developing their attitudes about others and themselves by the age of two. Providers and teachers can have a powerful positive influence on those attitudes. In your activities and classroom you should provide multicultural, non-stereotyping materials and activities that will: * Support each child’s sense of self and family * Teach children to accept and appreciate differences and similarities between people, and * Help children understand beliefs and customs different from their own. Not all materials produced for children are appropriate. Be especially careful with materials that are more than ten years old.