give examples from own practice of supporting children or young people to access and manage risk

Outdoor play is a great tool to engage a child and incorporate all seven areas of learning. Well thought out activities can excite, challenge and memorize children, teaching them new skills or experience new ideas all through play. For example, building a ball run is a simple activity in itself. However children often work as a team, sharing ideas and overcoming problems in the process. Number could be incorporated if the children are asked to build the ball run from a pre-drawn instruction

Forget the end product and focus on the process. Sit the kids at a table with craft materials from your craft cupboard, recycling bin, junk drawers, etc. then step back and watch the magic. The creativity and flexibility in the thinking of children when they sit in front of a pile of raw materials will never ceases to amaze you. Make sure you join in the fun as well.

I wondered how they came up with the idea to use their hands to make bubbles. Orlando said “all you need is a circle shape and you can make a bubble”. I asked them if they could use any other shapes to make bubbles and they started making other shape with their hands like diamonds and triangles and tried to blow bubbles. Once the other children saw them doing this they all wanted to try making bubbled with their hands. Staff thought that this was such a neat idea they even tried it but the bubbles would not work for them. During this experience the children were learning and building on many different skills they were using their co-operation to work together and create the bubbles. They were helping others learn how to use their hands to blow bubbles. They were also using their patterning and problem solving skills. To expand on this staff add different materials that the children could

To set new activities, activities that is different. So then the Children can develop their skills and not keep using the same activity materials in the same way again, again and again.

Overall it is important to bring about this practice because it requires staff to provide a safe working environment for children and young people and provide guidance about safe working practices. Employers also have a duty of

Inspire the children to create! Read The Dot or Ish by Peter H. Reynolds to them. Show them pictures of relief prints that might peak their interest. Draw inspiration from the outdoor: explore the colours, flowers, bugs, birds, and bees of springtime, basks in the gloomy colours of rain or the bright whiteness of the snow. Present them with actual articles to look at, like flowers, leaves, branches, fruit, and vegetables. I suggest demonstrating the final step of the activity to get the children excited, as pulling the paper away to reveal a print seems to be the most appealing for young children.

Provide art materials handy for the children to draw, colour and talk about their images, using a range of skin tones in pencils, markers or paints give an opportunity to play different musical instruments

The key therefore is to allow controlled safe risks to happen, but in a well-planned out, organised setting. This allows the children to learn for themselves their personal boundaries and explore and most essentially learn new skills. Most children have an understanding of dangerous risks and know their limits. Teaching the skills to manage the situations and dangers through good role modelling, guidance and explanation will enable the children to have the safe boundaries and still learn that is essentially what is required. Planning (risk assessments and suitable staff) and organisation beforehand will fundamentally limit potential dangers.

During these placements, I have expanded my knowledge and depth of understanding of children’s development and behaviour in my placements. At SPCA I did different activities which included making puzzles, colouring, and teaching numbers and letters. I learnt to be patient when helping a child with learning difficulties. I helped him to engage and communicate with other children. He often gave up playing with puzzles as he found that difficult and become frustrated but I encouraged him to continue with this and complete the puzzle. This helped him to feel empowered and in turn boost his self-confidence. In primary school I have shadowed different teachers, observed their teaching styles and ways they support the children to learn and understand things. Part of my role is to help the

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.

This once again has helped me to gain confidence and communication skills and has given me the opportunity to experience working with a variety of children varying in ages and allowed me a better insight to the challenges one could be faced when working with children. Whilst doing this, I was expected to work alongside members of staff, giving feedback on students as well as helping with the admin side of the job, working with staff in their office.

An activity could be created with just a simple resource such as a sack bag which could be given to each individual in the class in order for them to be participate in the activity. An example of a suitable activity for a stage 2 year 3 class is the game called ‘race in the sack’. Within the setup of this activity it is required for it to be played in a wide open area, the students are then to be divided into as many teams as you like. In the use of another resource of a marker or a cone we will need to designate a turning point for the students. The rule for this activity is that children are going to incorporate the skill of ‘jumping’ within this physical activity called vigorous which is defined to be where children’s heart rate increases significantly through their actions e.g. “brisk walking, running, jumping

After the first couple of times that I went they were able to get comfortable with me and they would invite me to play or read with them. All in all, I learned that taking care of children is a huge responsibility. Their parents count on you to keep them in a safe and stable environment. Being able to create that safe environment involves being certified in first aid and CPR; as well as making sure that the building passes all of the safety codes. Doing my senior project on child development opened my eyes as to what it would be like to work as an elementary school teacher. So I would have this big responsibility of taking care and educating these young human beings and helping them become their own

For learning centers today we painted pumpkins for a pre-writing activity. While we were painting some of the students experimented with the paint and water, to see what different colors they could get. We did a letter recognition and pre-writing activity with a hole punch and a paper pumpkin. We had to search for all the letter p's and hole punch them. Once we finished hole punching, we did a fine motor activity by stringing the yarn through the holes. For our sensory activity we played with water beads and squishy eyeballs. We also used Levi's to

In my classroom, I will give the children a great deal of art supplies such as paper, colored pencils, crayons, water-based markers for them to draw on when they want. I will encourage them to tell me about their drawing and what do they mean. I will limit the use of workbooks and the