This document is designed for a Childcare and Education Student to explain how Oak Tree Nursery Class provides a positive environment for its children.
Here at Oak tree Nursery Class we strive to make sure the children are cared for within a positive environment. A positive environment means that as well as ensuring the physical environment is a safe and pleasant one, we also need to make sure the children and their families feel welcome and wanted when they enter Oak Tree Nursery class. We aim to do this by;
Treating each child as an individual and meeting their individual needs by acknowledging parents ' wishes and beliefs.
Ensuring all routines and activities are …show more content…
Children, unlike adults are willing to try anything if given the chance and so allowing a child to taste test food is an ideal way to introduce new and healthy foods. Food and meal times can provide children with many learning opportunities, particularly by allowing a child to participate at meal times. However, food can also be a source of frustration and a cause of arguments between to food provider and the child. Building on positive experiences with food will help reduce such
Click here to unlock this and over one million essaysGet Access
children’s engagement and level of positive experience and inclusive relationships Educators need to carefully consider physical layout and resources in the environment.
The environment is a very important factor in supporting children’s play, learning and development. An enabling environment should allow for children to feel safe, comfortable and captivated within the setting. When children feel safe and secure in their environment they are more likely to investigate the area in which they are in and explore the resources they can see, hear and touch. It is the responsibility of the setting provider and the practitioners to ensure that the environment is stimulating and rich in language to help with the development of the children.
ENVIRONMENT- Early years learning framework promotes learning environment for children. This fits really well with the Reggio Emilio approach that demonstrates environment as a third teacher (Carter, 2007). For example; through imaginary play, children play different characters what they want to be. Piaget states that real world sets up with limitation, but to a world of imagination. Our program should be based on create and maintain safe, healthy environment, spaces and places which enhance children’s learning, development, engagement, initiative, self-respect, dignity and show respect for children’s contribution in play ( being, belonging, becoming; outcome -4). Educators always ensure that children get safe environment for example, if there is anything sharp or broken, throw these things away or let the director know if there is anything broken need to be fixed by handyman and complete daily checklist (centre policy, 2016) to remove hazards away from the environment. Check doors, gates, locks and furniture regularly. A chemical which is used for cleaning and hygiene purpose, store them out of children’s reach with master data sheet and let management know if there is any reaction from chemical and if there is wet floor put a WET FLOOR sign on. Environment for staff should be safe and secure also, for example to change nappies there should be stairs for children to climb
Have you ever read through the kids’ menu at your favorite restaurant? What about the kids’ menu at every restaurant within 5 miles of your home? A look at those sheets of paper, with their mazes, search-a-words, and dot to dot sections will show you that what we often call “kids’ food” is low quality, high fat, and high calories. The meals runs the color range from orangish-yellow to some reddish shade of brown…. think mac and cheese, French fries, nuggets, hot dogs, and maybe pizza; but of course, the choices are cheese or pepperoni, never veggie. When I was growing up we went to a restaurant to eat something special, the kinds of meals that were too complicated to make at home, or contained ingredients that were either not carried in the
Early childhood classrooms are made with love and excitement by the teachers. Classrooms are created every year for a new group of students with purpose and meaning. Teachers spend hours on end to make their upcoming year one to remember for their students. Teachers work to create a safe environment, after all children spend more hours in school than their homes. According to Curtis and Carter (2003), “the environment is the most visible aspect of the work done in the schools. The layout of the physical space is welcoming and fosters encounters, communication, and relationships. The arrangement of structures,
The environment plays an important role in ensuring the safety in a childcare centre. Although supervising and ensuring the safety of children is part of an educator’s responsibility, it is impossible to supervise everyone around the clock. Thus, identifying and eliminating potential hazards will help educators to create a safe environment for children to play and move freely.
Early childhood environments should set out to provide children with the freedom to express and respond freely. The more children are given opportunities to recreate things they see in their everyday lives, the more they can create their own meaning and understanding of the world around them. Hyun (1998) believes that educators should teach and learn in environments which require in-depth reflection on their own lives and values. I feel this can connect with the way an educator values art with in the learning environment. By having your own personal understanding, values and connection with art and its impact on your own life, can help in allowing the flow of artistic creativity in your teaching practices. If you are open to the world of art in the form of experiences, discussion and critiquing, then you can pass this enthusiasm towards art onto your learners. Teaching pedagogies which take a more hands on approach to art
As an educator I would create a proactive learning environment involving natural materials and resources as this allows the students to feel comfortable to express them-selves and to reach to their fullest potential. As an educator when it comes to planning the learning environ-ment it must be structured to reflect and support the four elements of development; Intellectual, Physical, Social/Emotional and Temporal. I would create outdoor and indoor spaces that are de-signed and organised to engage every child in quality experiences, invite open ended interactions and have a sense of purpose for natural resources and materials in both built and natural environ-ments. Overall I would just make sure that I will create a positive environment that will encourage all of the children’s engagement, natural curiosity, problem solving, independent learn-ing/exploration and appropriate risk taking. My classroom is home away from home for the chil-dren, so I must make the environment attractive, comfortable and functional so the students will feel empowered to
As children surpass infancy, their relationship with eating is still heavily influenced by actions of the parents or caregivers. Variety of foods available, portion sizing, cues/rules regarding food, and parenting styles combine to influence the child’s eating behaviors. Parent’s manipulation of these factors can either help or hinder the child’s dietary choices. Providing a variety of healthy food options and maintaining standard portion sizes during meals will increase positive eating habits and healthier choices of children. In addition to access to diet variety, a healthy feeding practice must be implemented. Forcing a child to consume all the food on their plate or all of a specific food (i.e. green
Good nurturing will be bring me a positive relationship from the children. From the infants video, the RECE is helping the babies attention to make the sound from the sparkling paper. Also, another RECE is playing with a child in the sandbox telling the child when she pours the sand from a cup it’s looks like rain. She gave an idea to the child this is like a real rain. Another RECE is sing a nursery rhyme with hand action holding a baby from her lap. Sing and action will help the child emotional development. action Finally, other RECE is telling the names of the fruits and vegetables when she turns on the page.
Also parents make lunchboxes for their children. They can involve their children in making healthy choices. An important thing to do is to talk to your children about what they would like to have in their lunchbox. Discuss healthy food and drinks and decide together what is included in the lunchbox, ask what your child would be happy to have included. Another thing parents can do it to take your children shopping. First write a shopping list together and let your children choose the foods and drinks which were on the shopping list. Also encourage your children to help prepare a lunch together. Young children can help making sandwiches are cut fruits. Older children may be able to prepare their lunchboxes themselves. Healthy snacks and lunches are very important for children. It helps them with their concentration and learning abilities. Healthy eating changes are not always easy to make but there are simple ways to make your child’s school lunch a lot healthier. Try to keep your choices varied, fresh and tasty. Pack plenty of nutritious options to make the school day of your child a productive
To determine acceptance and preference of food, the authors examine children’s early feeding experiences and mother’s knowledge of early feeding experiences.
School-age (ages six through twelve) is the perfect time for children to establish positive lifelong habits, such as good choices and exercise. This is the time they start a busy social life and begin to help choose their own lifestyle. During early childhood and the school-age years, children begin to establish habits for eating and exercising that stick with them throughout their lives (Paul & Robinson, 2011). However, even children who have developed a taste for nutritious foods may change when they reach their teenage years. However, it is best to start training children about food as soon as they can talk, since they are most influenced by their families during the preschool years (Rees, 2004). If children are properly prepared, they are more likely to make healthy food choices once they enter school (Rees, 2004).
In this day and age, our Children are facing new daily challenges, temptations, and problems. In a way, they are facing much more than their older and past generations. Because of this is our next generation, our children, seem to be leaving the church and their Christian faith? This alarming condition could have its roots in ineffective resources available for our youth in our churches and perhaps for those parents that disciple their children at home. This circumstance is supported by the study done by George Barna, which indicates these tool if available in the most part are “too generic, too rigid too linear, and boring”.