1.1 Describe the Factors to Take Into Account When Planning Healthy and Safe Indoor and Outdoor Environments and Services.

Every child is an individual – with different needs depending on their age and abilities. You must think about this when planning activities.

| * Age appropriate chairs and height of table. For example in year 3 the chairs and height of table are different of that to a year 6 classroom. * SEN are given the correct equipment to aid them

Children need to experiment outdoors as there is so much to learn. Children can learn in each of the areas and develop their skills. During play children are learning to socialise with each other, playing in small groups and taking turns which builds there confidence up. They also develop their motor skills through playing outdoors, running, jumping, walking and crawling. Children will learn to take risks

When setting up the environment, should be taken into consideration the age and the abilities of each individual child, particularly to those with

Security: Any outside area used by children should be secured and boundaries regularly inspected, to ensure the safety of all pupils.

As a level 3 practitioner it is important to take a balanced approach to risk management so that children are able to learn and develop. Practitioners need to be aware of the risks, however “if the activity is well planned and organised, with thought given to possible risks, the likelihood of an accident or injury should be minimal” (Tassoni et al, 2010, p144). Practitioners working with children have a duty of care towards the children and must make sure that they are safe at all times. They should plan the play environment and activity which is safe for the child, but there also needs to be a balance between the risks a child is able take. Children should be allowed to take risk they think they are able to achieve with adult support but not too much intervention, If they are not allowed to take risk they will not be able to develop the skills required to deal with risks and make judgement about their own strengths and skills which may affect their development, self-esteem and confidence. Avoiding risks and challenges may result in a very timid adult lacking in every day skills and abilities. Children can take risks in all different areas by following the seven areas of development which was introduced by the foundation phase, these areas are as follow:-

“The developed world deprives children of a basic and inalienable right: unstructured outdoor play. Children today have substantially less access to nature, less free range, and less time for independent play than previous generations had.” This quote is from the research based paper titled, “Where the Wild Things Should Be: Healing Nature Deficit Disorder through the Schoolyard." This article touches many aspects of how children now a days need more exposure to nature like it was on the older days. Currently, there are many playgrounds around the United States and even more the world. This article is trying to bring awareness to the problem of if playgrounds do not have enough nature or is too safe then it is

Natural outdoor environment has positive effects on children's social development and motor skills development.Outdoor play is less structured so it gives children more opportunity to discover, learn about different textures, sounds and children also gain important physical skills.Children feel more free and they use their whole bodies to explore.Natural environments stimulate children's imagination and engage their sense of curiosity.

It is important when planning and setting up learning activities that indoor and outdoor environments are hazard free and that staff and pupils will be able to work safely. The following factors must be taken into account when planning healthy and safe indoor and outdoor environments and services;

Getting outdoors isn't just good for getting in shape. It can also help your overall health. Research studies show that being in an outdoor, natural environment is linked to having lower stress levels. It is also connected to feeling more alive and a better working memory. To enjoy these benefits though, you have to get outdoors.

A child centred approach is important because, if a child has an option to choose what they want to do, they will be able to process information more efficiently through the motivation of play, and how much time they have to explore by themselves. The EYFS declares that “children learn though actively investigating the world around them.” Therefore the more they engage with an activity of their choice the more they will take from it and learn.

My central idea for this topic is for my audience to be aware that spending time outdoors is important for the body and mind and helps you relieve stress more so than having not to spend time outdoors. Spending more time outdoors can be done in many ways and it is healthy for your body.

Finding ways to keep students interested in schoolwork and increasing their cognitive abilities has been a constant struggle for teachers. It is common knowledge that when a child’s interest wanes, it becomes harder for them to learn and retain knowledge on the subject. One tool that can be used to combat this issue would be the use of an outdoor classroom or learning outdoors. During the late 60’s and 70’s outdoor education was highly recommended in curriculum guidelines to enrich educational experiences, but later declined in the 80’s (Eaton, 1998). Today, outdoor education only plays a small role in children’s education experiences, despite the benefits it could provide. Teachers should take advantage of outdoor education to increase children’s cognitive skills, provide physical and emotional benefits, and decrease the bio phobia many children seemed to have developed.

Schedules change as the student grows. A student may begin in kindergarten with a picture schedule because he is a nonreader but as his reading develops, his schedule and visual supports can be changed to meet his needs or as a student learns to read a watch, he may be given a paper schedule with times and use a watch as a visual aid. Schedules can be tailored to fit the specific student and to accommodate any disability. For example, a blind student may need a tactile schedule using signs or braille or a student with limited mobility may need larger pictures or just a switch

Outdoors children are able to having fun while they are consuming basic skills that are related to the development in a wide variety of a physical and mental way. Allowing children to develop, nature implies kids to be more self-disciplined, healthier, happier and smarter. In a teenagers mind the issue is that they wont do something if they don 't get something out of it.