Croissant Day Narrative

Whatever age group or setting you are working with, you must plan an environment that encourages the development of the whole child. First of all you think about the different settings that children and young people aged 0-16 years may experience. These settings have both indoor and outdoor physical spaces that need to be considered. The layout of the physical environment is your team’s responsibility and contributes to giving each child positive outcomes in their learning, and development. The available space will influence the way the furniture and equipment is set out.

For this method I contacted four local Fife childminders that also work with the community childminding, I discussed with them over the telephone what I was required to do and how I would visit their setting to see their play area and to do an interview to gain qualitative information. (Appendix 1)

There are many underlying values and principles of working with children and promoting a positive learning experience within a childcare setting. One of these principles is Choice which is where children can make their own choices on what they want to do and learn about how others also have the same choices. Also this means that children should be aware of all the choices available in the nursery that day. This is shown in my placement as children in the baby room are given a wide choice of toys and activities through the day and have easy access to the toys that are available in the room, such as a sensory toy box, books that the children can access, art supplies that the practitioner can bring out at any time and larger movement focused toys that encourage children to used both gross and fine motor skills. This large range of choice benefits children as it allows them to play at their own pace and then learn through this play, as well as learning further if a practitioner uses responsive planning to the child’s choice then they can develop an activity to further a skill. Also using mind maps or voting sticks in a nursery would contribute to children’s choice. This principle links to national care standards through Standard 5, “Each child or young person can experience and choose from a balanced range of activities.” This links to choice as it details children’s choice and how they use and can develop from a wide range of activities that they choose to do.

Nursery – offer full time and part time sessions within a purpose built building for birth to school age

The setting in which the activity will take place is a nursery and it will take place within the baby room. There will be 2 other members of staff present and the number of babies varies.

As I sit and wait for a hint of inspiration from the sounds in my ear piece to give line with the bottomless void of hope. Finally, someone familiar walks through the door at Panera Bread. My past walks through the front door.

On my first day at Discovery school, I noticed that during free play there were some kids who played by themselves, though they seemed to want to play with the other but were hesitant when they tried to enter the groups. This indicates to me these two children have difficulty with group play. Other than that the rest of the children seemed to enjoy playing together but didn‘t want to accept other children in their play once groups were formed. A lot of the children seemed to be interested in building and manipulating objects, for example, some were building with large blocks and others were making things, like flowers, and a bubble wand, out of connecting toys. For the majority of the time, though they were interested in me and wanted me to join them in their play.

Last February, five other students and myself decided to take the initiative to tackle an overlooked issue in Washington D.C., kid’s access to play. Hopscotch, hide-and-go-seek, and tag are a few examples of memorable aspects of childhood; moreover, playing is a major component of prepubescence. Studies even show that play is crucial to a

Lastly, they will provide learning and development opportunities which are planned around the needs and interest of each individual child, within a challenging and supportive environment. Also to share with parents how they could take part in similar activities at home to encourage their child 's development, building a bridge between home and nursery. The key person needs to demonstrate three characteristics: availability, sensitivity and warmth.

I learned to speak Spanish at twelve when my parents threw me in a Mexican public school. I travel on a sailboat with my family. I especially liked the candy wheelbarrows that men would roll around town, filled with all sorts of goodies. I loved walking down the touristy beached infested with men and women desperately calling for your attention in effort to sell you wool sarapes, woven bracelets and straw sombreros to hide from the fervent sun.

I think this very good idea to involved the children in this activity by sharing there traditional and culure.

Another teaching strategy from the suggestions for adult section includes “acknowledging when children are playing with other children” (Epstein, 2012, p. 96). The content area that this strategy comes from is social and emotional development and it is under the KDI of cooperative play. I implemented this strategy by asking the children about their interactions with their peers. I asked R.T. what her and D.X were creating together. I also asked V.W. how her and G.D. created their sprayers

One of the activities I had the children do is to create their names/alphabet out of play-dough. Encounters utilizing play-dough cover such a large number of ranges of learning and improvement that it is a valuable instrument for tending to early learning measures in the classroom. It was also used as a form of art, where some of the children started building castles and animals. This allowed them to progress in their abilities to create a type of art that was more detailed and realistic.

Throughout the twentieth century, due to a heavy increase in immigration rates, schools had become like a factory. This is to say, education had become mass-produced. Class numbers became higher, teachers were now required to teach ‘to the test’, everyone learned the same material in the same way. However, in more recent years, it has been brought to light that this educational model may not be the most effective one, especially in regards to elementary education and kindergarten. In turn, the popularity of play-based education programs has been on the rise in an effort to de-industrialize education and transform the classroom into an environment in which children can learn in a way that is more natural to them.

I went to Keiki Hau‘oli Children’s Center preschool room for my prosocial observation assignment. During my visit, it was indoor free play time, meanwhile teachers were offering breakfast. The schedule is not rush, they can play indoor and outdoor with free choices for one hour. First, the room was organized by the section. Each section has double or multiple amount of toys for children to play with their friends. For example, on a shelf, there are three baby dolls and their matching clothes. Children interact each other by asking questions such as, “Baby is hungry. What can I do?” Another child said, “I will show you.” She used her baby bottle to pretend feeding a baby. There is big open floor space in the back of the room for the children to play freely. Children were playing with blocks and cars on that open floor. Some were playing with “Kapla” on a low table with one caregiver. Other children were sitting at the carpet, listening a story. Children play peacefully because there are variety of activity choices they can play.