How to plan and provide an enabling physical environment for children. Unit 6 1.1, 1.2 & 1.3

Objectives By the end of this session, you will be able to : Describe the necessary outdoor provision, equipment and resources for an enabling environment for all children to play and learn. Understand the current UK influences on play and why they are necessary.

Why should we have an appropriate environment for learning? Think about the environment where you learn. Where do you feel that you learn and work best? Why is this? Write down your ideas

What should be expected in an enabling physical environment? Children need access to an environment that encourages them to explore and experiment but is also safe. Children need space to move around freely in the environment and to be able to play and express themselves, and extend their learning. Children need to feel that they are able to take some ownership of their environment so that they have a sense of belonging.

The learning environment should include the following… Children learn through their senses, so you need to provide opportunities to do so:- Home corner and role play area Displays &Book corners Malleable materials ICT Paint Outdoor area Construction & Junk modelling Sand and water to name but a few………… ALL RESOURCES SHOULD BE ACCESSIBLE TO ALL CHILDREN

Displays Displays should represent the diverse society that we live in. Posters of different cultures, traditions, disabilities, religions, family structures should all be viewed positively. Think about your placement – what do the children see? Is diversity represented and celebrated well? Displays contribute to the atmosphere and should be colourful and interesting. Displays inform or raise awareness for parents/carers. Consider whether adults should tamper with children’s work?

Book corners & interest tables These should be accessible, stimulating and in good condition. Reading needs a quiet, comfortable area and maybe have audio corner with stories and headphones on. Interest tables should be changed regularly to keep children focused, engaged and learning. However, if you feel that current resources are still interesting to the children then maybe extend that theme. Involve the children with all the planning so that it is child-centred and appropriate.

The outdoor environment Children thrive outdoors in the fresh air and space, therefore it is essential that children have daily access to the outdoor play area. Ideally, children should be able to learn equally outdoors and indoors – there is no reason why not. Weather must not stand in the way of this enriching time for children to have expression and burn off energy. You may have children who spend an enormous amount of time at home watching television, and not getting exercise.

Equal access to outdoor play, equipment and activities must be available at all times for all children. Not being inclusive to those that are disabled or sick is discrimination and you will be breaking the law. Equipment must be age/stage appropriate for health and safety reasons and to promote self-esteem.

Risk & challenge With all the laws, policies and procedures, risk assessments, meeting Ofsted requirements, we sometimes forget because we are so involved with protecting children, that they need risk and challenge. Why do you think they need risk and challenge?

If a child never does anything outside of their comfort zone, experience or skill, they will not develop new skills. Children get a thrill from achieving new skills, which in turn boosts their self esteem. Opportunities to play and experience different environments are important for allowing children to access challenges. If children are helped and taught to manage risks, their confidence will improve and become self-reliant, whereby they will trust their own decisions, promoting independence.

Risks and challenges need careful planning and managing to minimise injuries and accidents. It may be wise for the staff ratios to be adjusted so that there are more staff supervising less children.