the learning environment supporting children’s … learning environment – supporting...
TRANSCRIPT
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Name of Setting: Date:
The Learning Environment – Supporting Children’s Emotional Wellbeing, Development and Learning
Audit for Birth to Three Year Old Provision
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When using the audit consider the following key questions for each area…
Is there a defined space for this activity area?
Are resources available for children to access independently - on open shelves, in boxes or baskets within reach?
Are resources carefully chosen and clearly labeled with simple pictures or photographs?
Are there interesting displays, pictures, posters / points of interest and books which inspire play and encourage interesting conversations?
What does the area look like from a child’s level?
Does the area look interesting and inviting to explore?
Are communication and observation prompts for staff displayed?
Remember
Creating activity areas is an ongoing process.
It may help staff to see the resources as structures which scaffold children’s learning
but also allow them the freedom to experiment, investigate and pursue personal interests.
Observe the children, play and talk with them and use what you find out to continually develop the continuous provision on offer.
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Throughout the setting and when developing each area of provision consider how you are supporting the Characteristics of Effective Learning: Playing and Exploring – A child will be ‘Finding out and exploring’, ‘Playing with what they know’ and ‘Being willing to ‘have a go’’ For these children provide:
Stimulating resources which are accessible and open-ended, so that they can be used, moved and combined in different ways.
Make sure resources are relevant to children’s interests
Arrange flexible indoor and outdoor space and resources where children can explore, build, move and role play
Help children concentrate by limiting noise, and making spaces visually calm and orderly
Active Learning – A child will be ‘Being involved and concentrating’, Keeping on trying’ and ‘Enjoying achieving what they set out to do’
For these children provide:
Something new and unusual from time to time for them to explore, especially if it is linked to their interest
Photographs of the child’s past activities to support them to keep them in mind
Keep significant activities out instead of routinely tidying them away
Make space and time for all children to contribute
Creating and Thinking Critically – A child will be ‘Having their own ideas’, ‘Making links’ and ‘Choosing ways to do things’ For these children provide:
Opportunities for them to play with resources in their own way, before and after using them in ‘planned tasks’
Establish conditions for rich play; space, time, flexible resources, choice, control and warm and supportive relationships
Playing and Exploring, Active Learning and Creating and Critical Thinking support children’s learning across all areas. See Development Matters in the Early Years Foundation Stage (EYFS)
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Nappy Changing/
Toileting Area Consider…
Do we have a dedicated private nappy changing area?
Are Nappy change times seen as a time for one to one interactions? Talking, singing and rhymes.
Do we implement flexible changing / toileting procedures which meet individual needs and are carried out in a calm and unhurried manner?
Are children who are toilet training able to access the changing and toilet area as often as required?
Do you receive information from parents regarding children’s toileting / nappy changing routines including toilet training?
Current Practice and
Provision? What do we do now?
Suggested organisation and
resources
A clean, well organised area
Nappy changing unit with steps to support independence
Well organised storage of changing products in bags or baskets labelled which are easily accessible to staff
Information nicely displayed for staff regarding rhymes and appropriate or suggested interactions at nappy change times
Carefully chosen and positioned points of interest e.g. a mobile, photographs, to stimulate lots of talk
Toilets and or potty areas are clean and well maintained
Cont…
Areas for Development
How can we make it even better?
Impact /
Evaluation
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Independence is encouraged through child height sinks, including hand washing and drying products easily accessible
An appropriate amount of photographs and/or labels are used to enhance the toilet area
Long Term planning regarding care routines available
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Quiet Area for Rest/
Sleep Consider… Do we have a cosy, soft, comfortable area accessible much of the day for children to rest, sleep or just to be calm? Do we suggest parents bring something from home such as a comfort object? As children develop, is there a safe space accessible all of the time where they know they are able to calm down or go to when they need to be quiet or alone? Do we plan alternative appropriate activities for children who do not need to sleep at the same time as others do?
Current Practice and
Provision? What do we do now?
Suggested organisation and
resources
Area away from active play
Made comfortable with cushions, throws, sleep mats or baskets
Soft colours and soft lighting to create a quiet relaxed atmosphere
Comforters which the children have brought from home are easily accessible for children and babies to locate when they are in this area
Provide comfortable seating such as a sofa or cushions for baby and key person to be together
Provide photographs and pictures of emotions for children to look at and if appropriate talk about
Provide photographs of people familiar to the children
Areas for Development
How can we make it even better?
Impact /
Evaluation
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Mealtime/ Snack Area
Consider… Do we provide calm unhurried and sociable meal and snack times? Are these organised as a family group with a staff member sitting with the children at least once during the session? Do we have a comfortable homely mealtime experience where we help children to enjoy their food and appreciate healthier choices? Do we ensure that children are given activities to do or are allowed to stay in active play until their food is prepared to keep the sitting and waiting times to a minimum? Do we encourage natural conversation?
Current Practice and
Provision? What do we do now?
Suggested organisation and
resources
Tables and chairs of an appropriate size and height for children to sit comfortably together
Seating allows children to have their feet firmly on the floor or other surface to aid stability and upper trunk control. This will support hand to mouth co-ordination.
Children encouraged to be part of preparation and clearing away routine
Appropriate cutlery, plates and cups
Staff modelling healthy eating practices
Hand washing routines valued and well organised e.g. adult and small group
Ensure that water containers are where children can find them easily and get a drink when they need one
Areas for Development
How can we make it even better?
Impact /
Evaluation
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Creative Play Area
Consider…
Do we provide child-accessible storage labeled with pictures which encourages independence and allows creativity?
Do practitioners value children’s work and recognize that the process (the doing) is where the learning takes place?
Do displays of children’s work include photographs of the process linked to the EYFS?
Do we provide a wide range of materials, resources and sensory experiences to enable children to explore colour, texture and space?
Current Practice and
Provision? What do we do now?
Suggested organisation and
resources
Opportunities for large sheets of plastic or paper on the floor so that babies can be near or crawl on to make their marks
Low Easel
Trays
Table and chairs kept to a minimum
Paints and a range of different sized brushes and mark making materials
Range of materials to create with e.g. leaves, twigs, fabric, paper, shells, boxes
Range of materials to explore e.g. jelly, spaghetti, ice, fruit, oats/cereals
Range of glues and tapes
Area for the children to display their work and / or return to at a later date
Aprons, cleaning cloths, towels
Areas for Development
How can we make it even better?
Impact /
Evaluation
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Sand Play Area
Consider… Is our sand tray at an appropriate height for our younger children and babies to play? Is the sand tray at an appropriate level for babies and young children to climb into and explore? Do we have too few or too many resources / equipment in the sand to restrict play? Do we provide enough sand to support digging, filling and emptying?
Current Practice and
Provision? What do we do now?
Suggested organisation and
resources
Sand table/tray
Wet & dry sand
Small world resources
Variety of squirters
Natural materials to explore
Containers, buckets, plant pots
Moulds
Funnels
Tubes
Sand Wheels
Sieves
Domestic utensils
Scoops, spoons, spades, rakes, trowels
Dustpan and brush
Areas for Development
How can we make it even better?
Impact /
Evaluation
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Water Play Area
Consider… Do we provide different sizes of the same object e.g. jugs, to encourage mathematical components? Do we ensure that parents are provided with sufficient information to support their understanding of children’s learning and the knowledge that children WILL get wet at nursery? Do we provide aprons / all in one suits for outdoor as well as indoor water play? Are children encouraged to bring wellies and old clothes to nursery?
Current Practice and
Provision? What do we do now?
Suggested organisation and
resources
Water table
Mop and bucket
Aprons
Water wheel
Pipes and tubing
Funnels
Graded containers e.g. jugs, bottles
Sponges
Natural materials
Boats
Sea life creatures
Tea set
Baking equipment – bowls, spoons, whisks
Areas for Development
How can we make it even better?
Impact /
Evaluation
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Malleable Play Area
Consider… Do we provide cooking activities, using talk to explain and encourage children to anticipate events then allowing children to play out their experiences within the Malleable Play Area? Do we ensure that children have access to a wide range of natural and malleable resources to support their exploration and creativity?
Current Practice and
Provision? What do we do now?
Suggested organisation and
resources
Dough
Assortment of tools for rolling, cutting, printing, pattern making e.g. sticks and moulds
Cutters – animals, people, transport…
Cake tins, decorations, candles
Variety of baking tins – size and shape
Posters
Rhymes
Baking equipment
Cornflour and water
Areas for Development
How can we make it even better?
Impact /
Evaluation
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Treasure Baskets and
Heuristic Play Consider…
The use of natural everyday materials for play. In Heuristic Play there is no right and wrong way, unlike when sorting shapes for example. Rather, it offers toddlers opportunities to learn using their natural strategies.
Do we provide enough opportunities for heuristic play?
Do we provide a range of objects of various textures and weights in Treasure Baskets to excite and encourage babies interest?
Current Practice and
Provision? What do we do now?
Suggested organisation and
resources
Regular opportunities within the routine for heuristic play
Wide range of collections of everyday objects
Small collections of the same objects as well as single items
Containers – cardboard and wooden boxes, tins, bags and plastic bottles
Objects made from a variety of natural materials – Card, wood, metal, fabric, yarn etc…
Naturally found objects – Fir cones, shells, stones
Objects from around the house – cardboard tubes, corks, curtain rings, pompoms, egg boxes, keys, bits of chain and hair rollers
Areas for Development
How can we make it even better?
Impact /
Evaluation
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Active Play Area
Consider… It would be easy for us to assume that promoting movement in young children only ever happens outdoors, however the need to move about must also be provided for in the indoor environment. Babies are born with an inbuilt drive to want to move and within the first three years their physical abilities develop dramatically.
Do we provide enough space and opportunities for babies and young children to actively move indoors?
Do we plan activities as children develop that require collaboration, such as parachute activities or ring games?
Do we expect children to sit for long periods?
Current Practice and
Provision? What do we do now?
Suggested organisation and
resources
Resources that promote co-operation between two children such as a big ball to roll or throw to each other
Hollow blocks
Tunnels, slopes and low level steps to provide challenge for toddlers
Offer low level equipment so that babies can pull up to a standing position, shuffle or walk, ensuring safety but not restricting their explorations
Movement box or basket with ribbons, scarves…
Spots or carpet tiles If there isn’t a specific area, utilise routines throughout the day when all children can become actively involved.
Areas for Development
How can we make it even better?
Impact /
Evaluation
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Music making
Consider… Do you provide matching items to encourage adult and child to mimic each other in a cooperative game e.g. two identical musical instruments? Do we have mirrors available throughout the areas where babies and young children can see their own reflection? Do practitioners talk to them about what they see? Could we provide tape recorders to allow parents to record familiar comforting sounds, such as lullabies in home languages? Or favorite lullaby toys which will help babies settle if distressed? Do we ensure that radios and background noise are kept to a minimum?
Current Practice and
Provision? What do we do now
Suggested organisation and
resources
A few key pieces of music making equipment and resources which can be enhanced when needed
Resources which stimulate babies interests such as a shiny bell
Provide resources which children can listen to and learn to distinguish between
A selection of high quality age appropriate musical instruments
Song box with laminated cards and puppets to encourage action rhymes
Use puppets and other props to encourage listening and responding when singing a familiar song
When you sing nursery rhymes, help children understand the words by using actions as well
Cont…
Areas for Development How can we make it even better?
Impact / Evaluation
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Tape recorder to play familiar rhymes and lullabies
Collect number and counting rhymes from a range of cultures and in other languages. This will support all children
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Block Play and
Construction Area Consider… Ample amounts of a couple of types of blocks are sufficient. Wooden blocks build better and are more durable. Do we ensure that there is sufficient space to build? This is key to the success of the area along with suitable flooring.
Current Practice and
Provision? What do we do now?
Suggested organisation and
resources
Sufficient floor space for the children to spread themselves out with blocks
Wooden bricks
Foam blocks
Duplo / Mobilo
Construction sets
Small world resources
Areas for Development
How can we make it even better?
Impact /
Evaluation
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Small World Play Area Consider…
Do we provide a range of different resources which children are able to use within their symbolic or developing imaginative play? Are resources displayed appropriately for the children to see what is on offer and access them independently? Are our resources life like, in good condition and suitable for the age of children accessing them? Are children able to take the small world resources for use in different areas of the setting? Do practitioners spend time in the small world area, observing children’s play, and where appropriate enhancing and extending their play?
Current Practice and
Provision? What do we do now?
Suggested organisation and
resources
Photographs or posters of animals, vehicles, people
People
Animals – farm, wild, domestic pets
Dinosaurs
Small vehicles
Railway track, train
House, garage, furniture
Minibeasts
Materials for creating houses, fences etc.
Collection of natural materials
Large trays
Textured rugs
Collections of objects that can be sorted in different ways
Collections of ‘precious’ treasure
Assorted natural objects – logs, branches, cones, shells, plants
Areas for Development
How can we make it even better?
Impact /
Evaluation
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Home Corner/ Role
Play Area Consider… Do we provide photographs of children’s family or other special people or photographs of the children in their homes e.g. sitting eating breakfast at home As children develop they begin to use symbolic play. Do we provide enough materials to allow children to imitate adult roles? Do we provide materials that support children to make one to one correspondence e.g. giving each dolly a cup?
Current Practice and
Provision? What do we do now?
Suggested organisation and
resources
Home corner furniture
Table and chairs
Dress up unit
Mirror
Real cooking and baking utensils
Crockery and cutlery
Empty containers and packets
Tea towel
Washing up liquid bottle
Laundry basket, pegs, airier, iron & ironing board
Dustpan and brush, Hoover
Telephone
Themed enhancement boxes e.g. pets, birthdays
Areas for Development How can we make it even better?
Impact / Evaluation
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Book Corner
Consider…
Do we provide resources such as picture books and stories that focus on a range of emotions, such as ‘I am happy’?
Do we rotate and enhance the book area regularly, maintaining favourite books at all times?
Do we have too many or too few books displayed which will affect the abilities of the children to choose?
Do we display photographs showing how young babies communicate?
Current Practice and
Provision? What do we do now?
Suggested organisation and
resources
Book display unit or books displayed attractively, appropriately for the children to access
Floor cushions
Story baskets
Rugs or carpet
Small range of high quality books enhanced as required – stories, rhymes, alphabet, multi cultural, counting, non fiction
Board books and cloth books for children to explore as well as stories to share
Posters
Props/ puppets/ soft toys
CD/Tape player
Story/song CDs/tapes Cont…
Areas for Development
How can we make it even better?
Impact /
Evaluation
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Books made by practitioners of the children, children’s experiences e.g. a trip they have been on, photographs of items which they have constructed
Books, stories and puppets that can be used to model responding to others’ feelings and being helpful and supportive to them.
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Mark Making Area
Consider… Do we provide a wide variety of experiences and resources to make marks? Especially for babies?
Do we draw attention to or display marks and signs from around the environment e.g. shop signs, road signs?
Do we consider other cultures and languages to provide materials which reflect cultural spread, so that children if appropriate see symbols and marks with which they are familiar? e.g. Chinese script on a shopping bag
Do practitioners model writing for a purpose, e.g. a message for parents, a shopping list or a reminder to ourselves?
Current Practice and
Provision? What do we do now?
Suggested organisation and
resources
Small table and chairs if appropriate for age and stage
Labeled containers
Paper variety
Cards / Envelopes / notebooks
Whiteboards
Pencils, crayons, chalks
Connectors e.g. large paper clips, sellotape
Clipboard
Alphabet posters, pictures, books
‘Tool boxes’ containing things that make marks, so that children can pick up and explore their use indoors and out.
Plastic or paper on the floor for children to crawl on / up to
Small trays on the floor
Areas for Development
How can we make it even better?
Impact /
Evaluation
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Cont…
Cornflour / shaving foam
Sand
Chalk boards on the floors
Aqua draw – drawing mat for water pens
Etch sketch
Paint brushes and water
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Considering Schema
Consider… Throughout your areas of provision it is important to consider the resources which you have available to support schematic behaviors. Consider how staff respond to these behaviors as children move resources from one area for use within another.
Current Practice and
Provision? What do we do now?
Suggested organisation and
resources
Provide items for filling, emptying, such as small paper bags, baskets and buckets, pieces of material, dens – Enclosure
Items which can be thrown, rolled, caught, dropped, poured – Trajectory
Items that can be collected, transported, used to transport e.g. bags, pushchairs, trailers, trolleys – Transporting
Items that can be joined, trains, trailers, jigsaws, string, wool, blocks – Connecting
Items to wrap with and be wrapped, pieces of material, wrapping paper, dressing up clothes, newspapers, boxes parcels etc. – Enveloping
Cont…
Areas for Development
How can we make it even better?
Impact /
Evaluation
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Items which turn, bikes and cars with wheels, spinning tops, mixing and stirring opportunities – Rotation
Items to fill and empty, pasta, oats, bricks on a tuff tray, ball pool, bean bags, baskets where it is ok to tip out contents – Scattering
Items to be sorted, collage materials, objects with the same characteristics – Positioning
Items that can be seen in a different way, Kaleidoscopes, magnifying glasses, mirrors, coloured acetate, boxes with peep holes - Orientation
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Display
Consider…
Do we display photographs of the key workers at child’s level so that when they arrive parents can talk to the children about who will be caring for them?
Do we display photographs of children’s activities at a child’s level so that practitioners can talk to them about what they did and how they felt? Do we display pictures of the process rather than the end product?
Current Practice and
Provision? What do we do now?
Suggested organisation
and resources
Display should
Stimulate conversation and value each child’s work
Include photographs of children at play and photographs to show the creating process
Display posters, pictures, postcards for inspiration
Be at a child’s level, to encourage discussion and interactions
Be linked to the EYFS and the learning involved.
Areas for Development
How can we make it even better?
Impact /
Evaluation
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Outdoor Space
Consider…
Outdoor provision for babies, toddlers and two-year-olds needs to include a range of spaces… Offering opportunities to experience the world beyond the setting Recommended book –
Nurture Through Nature, Claire Warden pg. 89-92 for further ideas on creating spaces for under 3s.
Current Practice and
Provision? What do we do now?
Suggested organisation and
resources Create areas for…
Sleeping
Swinging and rocking
Seating
Tummy and back play
Crawling
Moving in different ways and across different surfaces
Hiding and nurturing
Handling, collecting and moving things
Pushing and pulling, experiencing cause and effect
Investing the miniscule
Playing with sand and water
Duplicate some materials and resources to reduce conflict
Areas for Development
How can we make it even better?
Impact /
Evaluation