Unit 6 Supporting children’s play

Learning Outcomes LO2 Understand how the early years practitioner supports children’s behaviour and socialisation within play environments. AC 2.1 Describe the role of the early years practitioner in supporting children’s socialisation within play environments. AC 2.2 Explain how modelling positive behaviours impacts on children’s behaviours.

2. Understand how the early years practitioner supports children’s behaviour and socialisation within play environments (2.1) Time: 15 mins Do you enjoy being with people you do not know? Consider: Your first day at school or college Going to a party of a relation you have never met Going to an event with one friend Introducing yourself for the first time.

Supporting children’s socialisation 2. Understand how the early years practitioner supports children’s behaviour and socialisation within play environments (2.1) Supporting children’s socialisation Practitioners will plan activities that encourage children to work and play together. Some children find it easy to be around others. Some children may be shy and nervous in a group situation. Practitioners will observe children and, where necessary, support children to socialise with others.

2. Understand how the early years practitioner supports children’s behaviour and socialisation within play environments (2.1) Time: 15 mins Describe the activities in your setting that encourage children to play together. Consider: Table-top toys Floor play Home corner Creative play Story and rhyme time Outdoor play Other opportunities to socialise. Learners should consider opportunities for children to be together and, where appropriate, to work together at one activity such as building blocks or ball play.

Supporting children’s socialisation 2. Understand how the early years practitioner supports children’s behaviour and socialisation within play environments (2.1) Supporting children’s socialisation Some children who attend the setting may not have had previous experience of playing with other children. They may be an only child, or it may be that the other children in the family are much older. Some children who attend the setting will have brothers and sisters at home and will be very used to playing with others. Practitioners will be aware of this information and will be able to plan accordingly.

2. Understand how the early years practitioner supports children’s behaviour and socialisation within play environments (2.1) Time: 15 mins Discuss the differences you may see between children who are used to playing with others compared to those who have had no previous experiences. Consider: The ability to share Waiting to take turns Talking and listening skills Coping with noisy environments Have you seen evidence of this in your setting? Learners should consider how new children may struggle if they have never had to share toys or adult time before. Some children may become withdrawn, while others might become upset or aggressive.

Supporting children’s socialisation 2. Understand how the early years practitioner supports children’s behaviour and socialisation within play environments (2.1) Supporting children’s socialisation A practitioner can encourage children to socialise in a variety of ways. They can use daily tasks such as snack time to help children to be together. They can plan activities that need children to work together, such as large block play.

2. Understand how the early years practitioner supports children’s behaviour and socialisation within play environments (2.1) Supporting socialisation Large books Water play Circle time Sand play Role play Snack time Speaking and listening

Modelling positive behaviour 2. Understand how the early years practitioner supports children’s behaviour and socialisation within play environments (2.2) Modelling positive behaviour Children will copy adults’ words and actions. You will often see a child in the home corner pretending to be someone else. They may be telling a baby doll off or talking on the phone. Their actions will often be copied from a television programme, film or real life.

2. Understand how the early years practitioner supports children’s behaviour and socialisation within play environments (2.2) Time: 15 mins Describe at least two situations where you have seen children behave in a way that has been copied from others. Consider: Children imitating a character from a film or programme Children pretending to be someone else like a parent or practitioner Children copying the specific actions of an adult Children using words they have heard from an adult. Learners should discuss the actions and words they feel children have picked up from others.

Modelling positive behaviour 2. Understand how the early years practitioner supports children’s behaviour and socialisation within play environments (2.2) Modelling positive behaviour Practitioners will need to be positive role models and use the language and behaviour that they would expect from children. This would include: The use of ‘please’ and ‘thank you’ Putting your hand over your mouth when sneezing or coughing Being polite to others Listening to others Taking turns Sharing. Children are more likely to copy these appropriate behaviours if they are demonstrated by all the adults around them.

2. Understand how the early years practitioner supports children’s behaviour and socialisation within play environments (2.2) Time: 15 mins Discuss the impact of your own confidence within the setting and how this may impact on children’s behaviour and socialisation. Consider: Do you ask questions if you are unsure of what to do? Can you deal with two children arguing? Can you separate two children who are fighting over a toy? Can you make your voice heard in a busy room? Are you happy to read a story to children? Learners should discuss how their own ability to deal with situations may impact on children’s behaviour and socialisation.

2. Understand how the early years practitioner supports children’s behaviour and socialisation within play environments (2.2) Time: 15 mins Which elements of your own behaviour do you feel impact on children’s behaviour? Do you feel you need to change any of your own behaviours when you are around children? Positive impact Negative impact Manners Boredom Appropriate language Eating habits Enthusiasm Your pronunciation of words Body language. Attitude. Learners should privately reflect on their own behaviours and the impact these may have on children.

2. Understand how the early years practitioner supports children’s behaviour and socialisation within play environments (2.2) Time: 15 mins Create a list of ‘text speak’ you may use when contacting friends. Next to this list write the appropriate spelling of the word. For example: U You DW Don’t worry 2 To, too or two Consider: How will you make sure you always write and say the correct words when with children? Why is this important? This activity will identify how learners may have to adapt their written and spoken language when working with children.

Summary Some children will need help to socialise with others.   Socialising with others supports development. It is very important to model positive behaviours when working with children, as they will copy what they see and hear.

Plenary List four activities that will support children’s socialisation. Describe two things you might do or say at home that would never do in the setting. Identify three behaviours you have seen a child imitate from an adult.