Childcare and Education Unit 4

child Unit 4 Assignment Michelle Pieh children & piece of cake Rebecca Myring 11/16/2009 Introduction dramatic walkaway is the important way in which children victimize and therefore see affects all aspects of a childs development. Valuing childrens walkaway Props should be encouraged. permit the use of their own experience. Own interests. Playing on their own should be encouraged. Work in a way that suits them. Adult encouragement to be engagement. Play as a way of communication. Recreate familiar themes. Transport resources to where they wish. Learn best when they ar enjoying themselves. Allow for epoch and space. Facts about playThrough play children gip about their world. Play is considered to be a primary need of children. The stages of play change as a child grows older. The characteristics of play change as incompatible stages of development atomic number 18 r apieceed. All children go through the stages of play as they grow develop. minorren develop at dif ferent rates therefore rough children may take longer to go through a particular stage. D1/D7) Setting 1 Zoo adventure play companionship domain Setting 2 Park Setting 3 Beach Setting 1 A zoo adventure play battleground is an enclosed body politic containing play equipment. D7) It has go chair, pushchair/pram access.It has a variety of facilities ranging from a cafe with outdoor seating area for adults to sit and watch their children play to toilet facilities for all. In the play area there is specialised staff for children that have disabilities so they can help them join in with any games that are going on. The play area where the children can play has a safe outside area where children can play without parents worrying about the children calculateting hurt. The area is animal themed and the toys outside are animal shaped and patterned such as a swing in the shape of a lions mane and is yellow and orange to show it is a lions mane.A sheer is in the shape of a zebras tongue the top of the steps is the head and the handles are the mouth opened wide and the slide is the tongue. Setting 2 A ballpark is an enclosed area where children can play without parents having to worry about their child going out of the park onto a street near a main road. There may be different parts in the park that are specially designed for each age range. For example Babies/small children there may be a soft play area, bucket swings that a child can be tackle into, small low sit on toys and a small slide.Aged 6 -10 children there may be a bigger slide, seesaw, roundabout, swings, small trampolines, raise tacks and tyre swings. Teenagers there may be basketball courts, tennis courts, football nets, running track, climbing wall/ abseiling wall, golf course, wire swings, zip wire, a wear pitch for all sports and a big trampoline that has a net around it to keep them safe whilst jumping. Setting 3 The coast is a large area containing keystone and water. The children like making guts castles. They also like feeling the different textures e. g. Water and sand mixed together. The children also have a receive to have a donkey ride.D7) There are also ramps for access for wheel chairs, push chairs/ prams. On the beach there needs to be maternal(p) supervision. D2) Age range for zoo between 18-24 months to 16years Stage of play for the zoo is spectator aged between 18 months 24months to 4 years and co principal investigator play for aged 4+ children. Age range for park 2 years to 16 years Stage of play for the park is spectator 24 months to 4 years and co operative 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 for 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 physical play Park pretend play Beach baring play Zoo At the zoo children would be involved in physical play. They would do this by finding different equipment to play on. Using all the different equipment they would exercising which would form their muscles, stamina, balance 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 former(a) people. This will en up to(p) children to use their imagination and develop their own imaginative ideas. (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 mixing sand and water. They may find shells, crabs, star fish and jelly fish. D4) Zoo is physical play An example of a zoo play area would be playing on the monkey bars which would be developing their gross motor skills. This will develop whole bole and limb movements, co-ordination and balance. 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 physique that has a wheel on it and they are pretense it is a ship/boat, aeroplane/helicopter. Beach is discovery play An example of a beach would be discovering different shells, sea life, boats, and textures of sand by mental synthesis sand castles. Mixing sand and water together to make sand pies. Developing k flatledge and reading of the world. D5) Beach discovery play and maria Montessori supposition. The main points of Maria Montessoris theory are Children pass through particular development stages. This is the essential for the child to be able to learn. * Montessori developed a incorporated education programmed based on these stages, including a number of specially devised pieces of equipment that encourage children to develop certain skills. * express emphasis is placed on counting, reading and paternity these will follow once the basi c social and emotional development has taken place. * A Childs natural will to learn should be encouraged to comfort a lifelong motivation for learning. * Children should be encouraged to work alone.Montessori felt the best learning occurred when children were focused, silent and completely absorbed in a task. * Montessori did non believe in expel 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 practical activities and by playing outdoors. D6) Setting 1 zoo adventure play area * In the adventure play area with children aged 18-24 months to 16 years, an obstacle course could be arranged to include either a route over a high climbing frame or a lower route through it.The risks would be bumping into others, slipping and falling. I have chosen this activity as it will bear children to understand risks e. g. heights, bumping of the body parts. T he 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 ply 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 energy 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. digging 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 being 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 t he water. The challenge they will have to vercome is learning about what can happen if they touch certain animals. C1/D7) Setting 1 zoo adventure playground Challenge and risk activity chosen in (D6) was obstacle course. Resources that would be used * Climbing frame with monkey bars, lower and higher side. * Tunnels. * Under and over bars. Health and safety equipment * Safe area. * Helmet. * Knee pads and elbow pads. * Safety mats, non slip floor. * Supervision. * Appropriate footwear, clothing. These resources have been chosen because For childrens own welfare and safety. They allow children to achieve the learning outcomes that have been mean for.They meet individual childrens needs- D7. Provides 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. * Kne e 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 needs 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 tending(p) play. They meet individual needs D7. B1) Giving children activities that challenge them and make them understand risks by Builds up resilience as they become more(prenominal) aware 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, Department of Psych iatry and behavioural Sciences). Develops an awareness of potential hazards. Younger childrens awareness of hazards is further raised through staffs gentle reminders, for example, prior to activities, such as cooking. Children realise from individual towels and soap dispensers, which reduce the risk of cross? infection. To, ensure that the risk of potential hazards is minimised. Children also develop confidence and self-esteem because staffs build positive, trusting relationships with them. (Ofsted creche report) Prevents boredom.As young children dont understand time the way grown-ups do but boredom is not always a bad thing, it can also get children thinking creatively and can pay to take a more active role in preventing boredom. (Sanders, M. R. Christenson, A. P. (1985). Pgs 13, 101-117). Builds confidence. As they do the activities over again again they will have confidence in doing the activity as they will know how to do it. Potential learning opportunity such as they lear n that you have to follow instructions to get to the end product. Provides mental stimulation. E. g. helps children to function for longer.Maria Montessori developed a method for young children, which was rooted in the senses and involves manipulating quotidian objects and following highly structured activities that engage children but rarely allow them to fail. Develops essential life skills. E. g. money, telling the time, addition/subtraction and measurements etc. 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 way so they learn from previous times. B2)Adult led sessions are often used to introduce children to exploration and investigation through play. This helps them to develop their own play agenda and ideas. Children appreciate adults who help to keep their play flow rate as long as they dont take over. How t hey would do this? Exploration 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, beading 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 solving problems e. g. floating and sinking. Allow the children to work together. So they can work as a team member and listen to other childrens ideas and try to solve things together. Introduce new subjects and topics.To help develop further knowledge. A1) Name of idealogue wrote about in D5 was Maria Monte ssori. 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 throughout Europe usually privately run. The method promotes a carefully planned environment that neither allows children total freedom nor imposes activities on them. Some nurseries follow the plan completely and barter for Montessori equipment and use her theories with a flexible programme. (Garhart M C, (2000) Page 21-37) What difference (i f any) dexterity 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 relevant 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 widen 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 differ ent 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 planning towards play and how play was actually structured rather than just cock-a-hoop 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 better position as I would be able to extend opportunities by asking the child questions. I have wise to(p) all the different stages and types of play. The types of play are The stages of play are Creative play. Solitary aged 0-2 years. Pretend play. Spectator aged 2-2 and a half years. bodily play. Parallel aged 2 and a half 3 years. Manipulation play. Associative 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 Ye ars 2nd Edition. Oxford Heinemann (Page 163) Walker, M Beaver, M Brewster, J Neaum, S and Tallack, J (2008) Child care and Education CACHE Level 2 Cheltenham Nelson Thornes LTD (Page 195) Garhart M C, (2000) Theories of childhoodan introduction 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 five parenting environments. Journal of Abnormal Child Psychology, Pages 13, 101-117. Professional People 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.