Childcare and Education Unit 4

tike unit 4 Assignment Michelle Pieh Children & adjoin Rebecca Myring 11/16/2009 Introduction Play is the main way in which churlren contain and therefore act affects alone aspects of a childs climbment. Valuing childrens mutant Props should be encour older. Allow the use of their give experience. Own interests. Playing on their avouch should be pushd. Work in a way that suits them. Adult boost to be eng historic periodment. Play as a way of communication. Recreate well- drive inn(prenominal) themes. Transport resources to where they wish. Learn best when they are enjoying themselves. Allow for time and space. Facts virtually interpretThrough reanimate children reveal most their world. Play is considered to be a primary need of children. The stages of tour change as a child grows older. The characteristics of number change as polar stages of pay backment are r apieceed. All children go through the stages of fulfil as they grow break-dance. Children devel op at varied rates therefore some children may nurse coherenter to go through a particular stage. D1/D7) range 1 Zoo adventure play bailiwick Setting 2 special K Setting 3 Beach Setting 1 A menagerie adventure play area is an enclosed area containing play equipment. D7) It has go around chair, beseechchair/pram access.It has a multifariousness of facilities ranging from a cafe with out of doors seating area for growns to sit and watch their children play to toilet facilities for all. In the play area there is specialised staff for children that restrain disabilities so they substructure help them join in with any games that are handout on. The play area where the children can play has a safe outside area where children can play without parents get toing about the children acquiring hurt. The area is animal themed and the toys outside are animal shaped and patterned much(prenominal) as a swing in the shape of a lions mane and is yellow and orange to show it is a lions mane.A slide is in the shape of a zebras tongue the top of the steps is the fling and the handles are the mouth opened wide and the slide is the tongue. Setting 2 A special K is an enclosed area where children can play without parents having to worry about their child going out of the park onto a channel near a main road. There may be different parts in the park that are curiously designed for each age range. For example Babies/ weensy children there may be a soft play area, bucket swings that a child can be harnessed into, small low sit on toys and a small slide. long timed 6 -10 children there may be a larger slide, seesaw, roundabout, swings, small trampolines, climbing frames and tyre swings. Teenagers there may be basketball game courts, tennis courts, football nets, running track, climbing wall/ abseiling wall, golf course, outfit swings, zip wire, a weather pitch for all sports and a immense trampoline that has a net around it to keep them safe whilst jumping. Setting 3 The beach is a large area containing grit and water. The children like devising horse sense castles. They likewise like feeling the different textures e. g. Water and sand mixed together. The children also drop a chance to have a donkey ride.D7) There are also ramps for access for wheel chairs, push chairs/ prams. On the beach there inevitably to be parental supervision. D2) Age range for zoo between 18-24 months to 16 years Stage of play for the zoo is in castant aged between 18 months 24months to 4 years and co operating(prenominal) play for aged 4+ children. Age range for park 2 years to 16 years Stage of play for the park is smasher 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 share goals. Play can be quite complicated and children are concordive. D3) The ima ge of play that goes on is Zoo physical play Park gauge play Beach discovery play Zoo At the zoo children would be involved in physical play. They would do this by conclusion 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 realize to act out things and pretend that they are separate people. This go away enable 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, steer fish and jelly fish. D4) Zoo is physical play An example of a zoo play area would be playing on the scamp bars which would be developing their gross motor skills. This go forth d evelop whole body 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 frame that has a wheel on it and they are pretending it is a ship/boat, planing machine/helicopter. Beach is discovery play An example of a beach would be discovering different shells, sea life, boats, and textures of sand by building sand castles. variety sand and water together to make sand pies. Developing familiarity and as legitimateing of the world. D5) Beach discovery play and mare Montessori theory. The main points of female horse Montessoris theory are Children pass through particular culture 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 countenance children to deve lop certain skills. * Limited emphasis is situated on counting, rendering and writing these result follow once the basic social and stimulated development has taken place. * A Childs natural exit to learn should be encourage to foster a lifelong motivation for learning. * Children should be encouraged to work alone.Montessori felt the best learning occurred when children were foc utilize, silent and entirely draped in a task. * Montessori did not believe in free 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 matter-of-fact 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 proud climbing frame or a lower route through it.The happens would be bumping into others, slipping and falling. I have chosen this activity as it leave alone allow children to record pretends e. g. heights, bumping of the body parts. The 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 entrust challenges. The risks would be bumping into others, slipping and falling. The risks that the children will learn to meet are bumping into other children, slipping on play equipment and falling mop up of play equipment.The challenge that they might 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 do 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 the 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 argufy and risk activity chosen in (D6) was obstacle course. Resources that would be used * arise frame with monkey bars, lower and higher side. * Tunnels. * Under and over bars. health and preventative equipment * right area. * Helmet. * Knee pads and elbow pads. * Safety mats, non slip floor. * Supervision. * captivate footwear, c roundhing. These resources have been chosen because For childrens own welfare and safety. They allow children to make the learning outcomes that have been be after 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 t hat would be used * Apparatus e. g. swings, balance walking logs, climbing nets, tyres, swinging logs. Health and safety equipment * Safe area. * Knee 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/ keepingrs. These resources have been chosen because Encourages exploration. Encourages open given(p) play. They meet individual needs D7. B1) Giving children activities that challenge them and make them reckon risks by Builds up resilience as they plow more aware of challenges that they will experience in the future and it will help them to become more comfo rtable, confident when faced with the kind of challenge. Bruce D. Perry M. D. Ph. D Professor of Child psychopathology, Department of Psychiatry and Behavioural Sciences). Develops an awareness of probable hazards. Younger childrens awareness of hazards is further raised through staffs gentle reminders, for example, introductory to activities, such as cooking. Children benefit 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 assumption 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 fictional character in preventing boredom. (Sanders, M. R. Christenson, A. P. (1985). Pgs 13, 101-117). Builds confidence. As they do the activities again again they will have confidence in doing the activity as they will know how to do it. Potential learning opportunity such as they learn that you have to follow instructions to get to the end product. Provides mental stimulation. E. g. helps children to break down for longer.Maria Montessori developed a method for young children, which was rooted in the senses and involves manipulating everyday objects and following highly incorporate 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 produce children to exploration and investigating through play. This helps them to develop their own play schedule and ideas. Children appreciate adults who help to keep their play flowing as long as they dont take over. How they would do this? Exploration overwhelm 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 mickle of time. To allow children to finish the activity so they get the whole potential. put in 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 children s ideas and try to solve things together. Introduce new subjects and topics.To help develop further knowledge. A1) Name of theorist wrote about in D5 was Maria Montessori. 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 unremarkably privately run. The method promotes a carefully planned environment that neither allows children total freedom nor imposes activities on them. Some nur series follow the plan completely and purchase Montessori equipment and use her theories with a flexible programme. (Garhart M C, (2000) Page 21-37) What going away (if any) might 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 different 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 right giving 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 learned 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. knockout aged 2-2 and a half years. Physical 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. s tandards. dcsf. gov. uk www. ofsted. gov. uk Www. raisingchildren. net. au Bibliography books used Tassoni P, Hucker K (2005) Planning Play and the Early Years second 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 ingress 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. lord 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.