Environment Observation

When providing a healthy and safe environment both inside and outside the nursery, there are factors myself and other practitioners need to consider; individual children and any specific needs they may have, for example at my work place we a baby with Prader-Willi syndrome, a rare genetic condition that causes restricted growth, poor core muscle strength, learning difficulties, behavioural problems such as temper tantrums or stubbornness and a permanent feeling of hunger which will start between the age of 2 and 8 years old. The practitioners who work with the baby must always consider

We should ensure that learning environments are suitable for the age group and needs and abilities for each child present – correct seating size, equipment, information on important

Context: For my project my will observe my friends child Leah, Leah is three years old and four months. I went to her home to observe her. Leah lives at home with her mom, dad and two older sisters. Her sisters are nine and six years old. When I arrived at the house Leah was sitting on the couch watching Wonder Pets, her favorite show. Only Leah and her mom were home at this time, her sisters were still in school and the dad was at work. I have been to the house many times before and Leah is very comfortable around me. My

When considering a child’s needs and routines in your setting, it is important that we communicate with the parents and find out a little about the home setting so we can carry it on when they come into our care, the more we talk to the parents the more we can help the child’s emotional needs and routines.

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.

Where relevant the needs of carers and parents are also a factor to consider when planning healthy and safe environments or services. For instance, a carer that uses a wheelchair will need sufficient space to move around safely and this should be thought of when planning the layout of furniture and facilities.

Environment has immediate effect on the quality of the children’s learning and development therefore it should be comfortable, interesting, attractive and appropriate for child or children who use it. There are a number of important factors to be considered while planning for safe indoor and outdoor environment but the most important ‘Every Child Matters’ i.e. everyone is an individual and may have particular needs. These different needs depend on their age and abilities. A suitable environment for a baby will be different from suitable environment for a three or four year old although some features will

I observed Harper, a 23 month old little girl that is full of energy. Also participating in the interaction with Harper was her mother and five year old sister, Mya. Harper is very friendly and outgoing. She is very interested “reading books” and loves to be read to. She enjoys helping her mother clean and do simple tasks. She seems to be very confident with and without her mother in her sight. Harper’s father is not actively involved in her life because he lives in another state.

having a safe environment that has been risk assessed and is relevant to the age and stage of the child

For Life-Span Development class, on February 13, 2017, the class had the opportunity to observer the physical, cognitive and social development. In this observation the class Riley, a five month old, female toddler. As a class at the Dordt College, gave the class the opportunity to live observe in the child with the infant’s parent consent.

Classrooms environments are very important at the time of learning. According to our textbook, the environment is viewed as an established behavioral place that forms how we act and behave (Vukelich & Christie, 2016). The environment in the classroom I visited was adequate for learning because it has all the things a preschool classroom has to have according to the textbook. The classroom has a bulleting board, a dramatic play center, a writing center, tables for manipulative and games, whole group meeting area, a computer area and an art area. There was also on a wall a picture of every single child with his and her names. My visit was from 10:30 to 12:30. When I first arrived, children were in a transition from one activity to another. The next activity was to watch an ABC phonics video. All the children knew what they have to do. They had to sit nicely and quiet on the floor. Every single child knew how to sit. They crossed their legs and put their hands in their laps. When the teacher saw that all the children were sitting properly, she assumed that they were ready to learn. During this activity I observed that Matthew and Jose were not engaged with this activity because they were looking to other children instead to look to the screen. For the next activity the children had to take a tablet from a cabinet. I was surprise because every single child knew the number of the tablet they have to take. Later I noticed that it was because in the classroom every child has a

Subject “Chris” is a 7 year old middle class Caucasian male. Observation is taking place in the child’s home over the course of two separate afternoons. Chris is a friendly and well spoken child who is small for his age. Chris is the youngest child in his family and both observations take place while his siblings are home. In each case one or both parents are absent.

The importance of practitioner observation is further underlined by Bruce (2010, p.37) in stating that ‘every observation is likely to have some implications for planning: first, with regard to the individual child and, secondly, for the staff and setting- perhaps changing a routine or introducing something new.’

I’ll be reflecting back on my natural observation which took place for 20 minutes with ‘Sophie’. ‘Sophie’ is a 48 month old female and her first language is English. I’ll be using a pseudonym, ‘Sophie’ as her name for confidentiality reasons stated in the and also for the teacher ‘Debbie’ (HCPC, 2012). I’ll start off by explaining the importance of observations and how it’s essential within Social work. Ill then lead on to identifying the strengths and weaknesses of the amateur observational method I demonstrated in my notes (Appendix). Ill then conclude my findings by describing any milestones I identified and linking them too theoretical explanations based on my observation.

Secondly, it is important to consider the strengths of naturalistic observation as a method. This was identified when the child was consistently moving and doing different activities that allowed me to understand how he communicates with other children, how he behaves and what he learns from others. In the play setting the child was able to develop his thinking and according to the Framework for the Assessment of Children in Need and their Families (DOH, 2000) through social relationships, the child was encouraged to express his feelings, emotions, which was achieved by the setting creating an enjoyment environment.