The Child Care Center Is A Fabulous Place For Children

Practitioners can support children by setting up a range of activities that include all stages of maths development and meets individual needs. In my placement, they have jigsaw hop-scotch in the 3-5-year-old room. The children need to put the pieces in the correct place to be able to complete the hop-scotch. This allows the children to work individually or together to put the number in the correct order. This allows the children to recognise numbers as well as develop the child’s physical development. Then the practitioner can observe and assess if the child can count any higher and the child’s development which will allow the practitioner to plan using the EYFS Development Matters (Early Education, 2012) for support to allow the child’s development to improve but still meeting their individual needs.

In our childcare center we have a variety of materials placed where children are able to access and reach easily. There are six different learning centers for children to explore. There is a carpet area for circle time, a quiet area with books, an area with blocks and puzzles, an area for painting, writing and coloring to develop fine motor skills, and dress-up and pretend home area i.e. kitchen sets with dishes and pretend food,

While some children were playing “house” others were taking part in constructive play. In this stage, toddlers have a deep understanding of what various objects can do and will now try to build things with the toys and everyday objects they find around them. One child had a box of blocks and was building a train track. Once he finished he assembled a line of trains to ride along the track he had just built. He repeatedly made noises that trains usually make such as “choo-choo.” Other children were interlocking Lego blocks and creating various structures while some were playing with play-dough and sculpting

As demonstrated the children were extending their learning and development throughout the activity in all seven developmental areas. They also all demonstrated their enjoyment during the activity by smiling, laughing, talking and happily asking questions.

The Nursery set out many different activities for the Children. This is designed for them for the different areas that they develop within the Nursery. They are set to reach all the areas of learning, Personal social and emotional development, communication language and literacy development, problem solving reasoning and numeracy, knowledge and understanding of the world, physical development and creative development. With all these different resources the Children begin to recognize their skills and how to use them. For an example, in the toddler room the creative area always has something out, the toddlers can then sit at the table, start to do mark making on the paper and realize they are drawing on paper. They created a picture!

Educators can facilitate the children with different materials and environments in the classrooms that are in the early learning centres. The children need to develop their minds cognitively. “Children actively construct knowledge as they manipulate and explore their world” (Berk 2007). Children are needing to develop their abilities through their play experiences, and also through their play experiences, they can develop appropriately. Early childhood education plays a large part in a child's early development.

Materials and manipulatives are spread along the outside walls of the classroom and children are free to choose which type of materials they would like to work with during independent work time. You do not notice any individual desks and chairs set up in the classroom, rather a few tables and chairs grouped together. The furniture is all child size and you do not see any adult sized furniture throughout the classroom.

In this program our child care providers have a hands-on interaction with the children. They guide our early learners through child directed play. The child care staff provides different learning opportunities by supplying an array of activities based on the children’s interests. This program will allow the children an opportunity to become leaders in their learning, by exploring and discovering their play environment on their own, with peers and through guidance from the staff. Although we have many open-ended play opportunities, we will have a few structured activities for the children to participate in. We find it important to keep some structure within the daily schedule as this will allow the children the

Evaluating the Center For Young Children Day care (CFYC) in UMD, I have to say I am happy that there are a lot of programs to help kids grow up to be healthy. This is the time where children need to explore and and mae discovery in their little adventure.Though the synaptogenesis of the brain have diminished, the production of the Prefrontal cortex is still being developed (L. Levine, J. Munsch Children's Development from infancy to Adolescence, page 261). There are unique activities that help each child develop skill. The CFYC has a card game where they gather children together and do what the card says. One of these card is an “exercise card” in which the adult and children do that exercise. It can consist of squats or jumping jacks. It is

Cognitive: starting to explore pretend play in the home corner or with small world toys, they become interested in mark making and painting and books.

This child care center flourishes with creativity. The environment is molded by family orientation and the thriving of learning. The building is red brick all the way around with black roofing. The outside has a look of professionalism and welcoming to all who enter. The flowers and shrubbery change by the season and the cleanliness of the area is inviting to all visitors. Upon coming in the front door, the warmth of the lobby is immediately comforting. The art work of the children grace the walls and the smells of the kitchen indicate the chef is at work preparing the meals of the day. All classrooms are open door and to all who wish to visit, with permission of

The seventh and eighth chapter of the text talked about developing a facility and then equipping the facility with age appropriate items. As I read through these chapters, I reflected back to my time at the Fishback Center as well as the current center I work at, Kids World Learning Center.

This center gives children a chance to build on the skills learned in a whole group setting and apply them to their areas of play. Minnesota has created Early Learning Standards which identify Early Childhood Indicators of Progress. In their 2005 version, identifying, explore the relationship between colors and manipulate their understandings throughout the school year in various settings will allow for achievement of this skill. That being said, the indicators of progress guide educators as they create centers for

Children have different smartness. For example, one child could be good at math while others at thinking or analyzing, or some of them may be good at communicating verbally or some at language, or music. From this experience I used my knowledge in the daycare when I worked in the supply teacher. I identify the children’s interests and their individual intelligence.

Imagination Playscape at the State Library of Queensland is a place for children under the age of twelve to play, create and build together. The room filled with an assortment of blue, soft loose parts that allow children to play creatively. To judge the quality of Imagination Playscape as an early childhood learning space, Ceppi & Zini’s (1998) key characteristics of environments for young children have been used.