CHCPR1C Deliver Services/ Activities to Stimulate Children’s Development and Enhance their Leisure
Elements Create a stimulating, positive and developmentally appropriate environment to foster development, play and leisure. Actively guide and encourage children to undertake a variety of developmentally appropriate activities. Facilitate play and leisure.
ELEMENT ONE Create a stimulating, positive and developmentally appropriate environment to foster development, play and leisure.
What is play?
Definition Of Play Play is the key to every child's well being. Children learn about the world and experience life through play. One definition of play is "the spontaneous activity of children." Through play, children practice the roles they will play later in life. Mary F. Longo Extension Agent, Family & Consumer Sciences, Marion County
What is leisure ?
Definition Of Leisure Time available for ease and relaxation Freedom to choose a pastime or enjoyable activity
Stages of play Unoccupied The behaviour of a child when he/she watches others at play, but does not enter their play Onlooker The child takes in interest other children’s play. They do so by moving closer, asking questions and making suggestions Solitary The child plays alone with no attempt to play with others
Parallel The child will play alongside another engaged in similar play but with no interaction Associative The child will play alongside others but each child plays for themselves with no common goal Co-operative The child plays in a group with a common goal. Each player has a role to play and within the group there are leaders and followers
The value of Play Play is essential for a child’s basic development in physical, social, emotional and cognitive areas. Through play; Children learn about themselves. They learn about the world around them. They learn how to solve problems. What other values can you think play offers?
Providing a stimulating Environment Group discussion Set up of play spaces Discuss aspects of Imaginative play spaces:
Providing a Safe Environment Discuss aspects for consideration for the following age groups; Family grouping
ELEMENT TWO Actively guide and encourage children to undertake a variety of developmentally appropriate activities
Considerations Walking inside Be aware of activities that require close supervision, such as scissors Avoid loud unnecessary noise indoors to maximise your supervision Adequate lighting Create rules with the children’s input Reinforce rules these by telling children what you want them to do rather than what they are doing that’s inappropriate. Eg “Tim, show me how you walk inside” instead of “Stop Running!” Ensure all areas all clean, clear and hygienic
Providing a Variety of Experiences Water Learned skills Pouring Tipping Pumping Siphoning Spraying Learning concepts Capacity Volume Floating & sinking Wetness & dryness Force and pressure Vaporisation and condensation
Earth Area Gardening Dirt patch Environmental Indoor Outdoor program
Dramatic play Remember Socio cultural aspects and context to the child and children within you group. What ideas have evolved within your workplace and group of children over the past month. What and who initiated the idea’s for role play?
Music and Drama Room to move Children to participate Special guests Use props 1.Instruments- bought and made 2.Scarves 3.Climbing equipment 4.Balloons 5.Bubbles 6.Music/ c.d’s 7.Multicultural music and resources
Story telling Let’s share in a story telling experience. Use books and tell stories and poems form memory. Know the story or poem. Read it prior to reading for children and enjoy it yourself first. Practice reading out loud. Use an appropriate tone of voice. Show emotion in your voice Use props such as puppets
Art/Creative Play Experiences Finger paint Brush paining Marbelling Collage Tearing Pasting Cutting Sponging Mosaics Origami
Stages of Development in Art Manipulative (scribble) Stage – (1-3 years) Sub stage 1 - disordered scribble (below) Sub stage 2 – controlled scribble
Symbolic (Named scribble) Stage – (3-4 years) Sub stage 3 – basic shapes (below) Substage 4 – combined – shapes
Representational (Pictorial) Stage – (4-7 years) Sub stage 5 – humans Sub stage 6 – animals (below) Sub stage 7 – trees/ flowers Sub stage 8 - pictures Please draw some examples:
Displaying art work Display all children’s artwork Display it at their eye level Discuss their work with others Encourage all efforts Display it creatively 1.Add borders 2.Coloured backing 3.Mount board 4.Framing
Outdoors It is unfortunate that children can't design their outdoor play environments. Research on children's preferences shows that if children had the design skills to do so, their creations would be completely different from the areas called playgrounds that most adults design for them. Outdoor spaces designed by children would not only be fully naturalized with plants, trees, flowers, water, dirt, sand, mud, animals and insects, but also would be rich with a wide variety of play opportunities of every imaginable type. If children could design their outdoor play spaces, they would be rich developmentally appropriate learning environments where children would want to stay all day. Outdoor experiences are as important as indoor experiences Set up experiences and re set experiences
Setting Up Experiences Points to Consider The experience/ activity The value of the experience The objectives for the children Number of children Seated or standing Location Supervision Equipment Presentation How children enter experience How they exit experiences How to re-set experience Adult interaction/ language
ELEMENT THREE Facilitate children’s play and leisure.
Excursion and incursions What is involved when planning an excursion or incursion? Why would you consider offering one ?
Care Givers Role Praise all efforts- let the children know what they have done that you are proud of. Eg “I really like the way you put all of the blocks away today, you put them all in the right spot, thankyou Tim” instead of “good boy” Tim
Do You? Let the children initiate play Provide age appropriate experiences Provide a safe environment Build on children’s ideas Play as an equal partner Provide experiences that will challenge and stimulate Model desired behaviour Redirect children Allow time Facilitate conflict resolution Never tell a child what to do or how they should participate Evaluate the experience and modify if necessary