Cyp 3.4 1.1

The policies and procedures cover a wide range of thing in the nursey we have to follow the policies of walking children up and down the stairs guiding 4 children holding the front child and back child’s hands to support the children in the middle. Also the policy for being out in the garden there should be a member of staff on the hill helping children up and down making sure they use it one way, another near the sand and mud to stop young children may eat it, also someone else on the road to make sure they are using the bikes properly and safely.

In my setting a SEN school, Watson’s theory is very evident in current practice. The school environment is children centred, it is bright, warm, colourful, stimulating and safe and celebrates achievements by displaying photos of children achievements around the school. The teaching in my class is stimulating, consistent and repetitive at the beginning of each day and each lesson. This is done to train, teach the children the routine of their day and what behaviour

The practitioner in an early years setting supporting children’s play learning and development is extremely important, as play helps stimulate the child’s brain, supports their needs on an educational level, as well as helping them with social difficulties such as building relationships, developing them and helping them gain confidence. Many people believe that a child learns best when they are motivated, such as Fredrich Froebel. He believed that children benefitted from all types of play. The McMillan sisters believed that outdoor play was extra important as they studied children who played and slept outside and discovered that they were the happier and healthier children in comparison to those who only played inside.

As an early years practitioner you will recognise that children’s play is closely linked to their learning and development. Children learn in so many different ways but you will notice that they learn mainly through play. When children are able to do many different activity’s that allows them to lean but have fun at the same time thy will find what they are doing fun and will engage the children. It is important that when in you your setting you set up a variety of educational activity’s this way the children will be able to choose freely what they want to do.

There are different intervention groups and work in order to support pupils who are not progressing at the same rate. This will be advised by senco or other professionals who have links with the school.

Part of our role in promoting inclusion is to help children have positive attitudes towards

2Class Work Sheet (12.12.11) Unit 3.2 Promote child and young persons development 3.2 A5: Supporting positive

The Statutory Guidance for the Early Years Foundation Stage (EYFS) shows that child protection is part of the welfare and safeguarding requirements. It is supported by the positive outcomes of Every Child Matters and the United Nations Convention on the Rights of the Child (UNCRC) that places a duty of care onto childcare practitioners and their managers to safeguard children and young people and promote their welfare.

There can be many disadvantages of sharing information as it could be retrieved by the wrong person, this could be due to databases not being locked by passwords or individuals not complying with the Data Protection Act. If people don’t keep information confidential, individuals information and details could be shared with people that will not use it in an appropriate manner. If the setting do not share the young person's additional needs with the setting she is moving to, this could result in the facilities she needs not being there for her to use, as a result of this she would be unable to do certain things within the college and may not feel included and could feel that she is unwanted and that she doesn’t fit it. Also, as the young person would require many different practitioners and professionals to support her needs, they would have to liaise and interact with each other. If there was lack of communication between each professional working with the young person, this could result in some of her needs failing to be met. This however is why the Children Act 1989 and 2004 was introduced to ensure that agencies and professionals work closer together to ensure that no information is missed and to make sure that the individual child or young person's needs are met holistically.

. Another relation to the safeguarding and welfare requirements relating to the EYFS are risk assessments on a regular bases, this will ensure the childcare setting is safe to be in and hazards are at a very low risk, as well as this professional attitudes with staff are a must, this is to ensure the correct working relationships are formed, therefore trust can be built

The relationship between play and learning seems obvious to many child professionals and parents, and yet there are still lack of understanding surrounding the importance of children's play. Some people believe that children need to "work" not play, and that playing serves no useful purpose in a learning and development environment. This is surprising considering that play, with its high levels of motivation and potential enjoyment empowers children (as well as people

In order to convice the Municipality to open such office we have to make them understand as follows:

Working together to safeguard children 2006 sets out how organisations and individuals should work together to safeguard and promote the welfare of children and young people in accordance with the Children’s Act 1989 and the Children’s Act 2004. It is important that all practitioners within settings and environments looking and caring after children and young people must know their responsibilities and duties in order to safeguard and promote the welfare of children and young people, following their legislations, policies and procedures.

“Current theories about inclusive play revolve around the idea that play is important for life and that all play workers should be committed to creating play environments that are inclusive and that offer multi-sensory experiences for all children. Play environments should ensure children and young people can become involved in imaginary play and can help develop motor activity. They should also allow interaction in a safe environment. Play is seen as the language that can bring children of all different abilities together. All children and young people have the same basic needs and go through the same development stages, even though they may not all go through them at the same pace: some go through some stages more quickly than most, while others may become static in their development for a while. None of this should prevent access to any setting. Through play with other children they develop social skills and learn about behaviour, communication and friendship. Play is the tool for practical learning

The terms “play”, “learn” and “teach” are commonly used in the early childhood sector. This essay attempts to define and interconnect these terms to produce a holistic understanding of how play can be used as a medium to help children learn.