Providing An Enabling Environment Children And Young People Essay

Providing An Enabling milieu Children And Young People EssayThe principle of providing an enabling environs is that children picture and develop in enabling surroundings, the environment plays a critical role in supporting childrens case-by-case inquires in instruction and development, strong unions between practitioners and p atomic number 18nts is a positive start to providing an enabling environment. The health and harmlessty of the environment is vital to batten the skillfulguarding and wellbeing of the children. Babies and children leave encounter emotion onlyy good and secure and will develop and learn most effectively. A truly enabling environment bequeaths the stimulation and the positive relationships that support children to feel proficient enough to explore. A good early childhood environment meets the childs basic needfull and supports and encourages children to contain in activities that implement the programs curriculum. Further, the environment is designed to enable cater to facilitate the optimum encyclopedism for their children. Fin whollyy, the environment makes p bents and guardians feel welcome, involved, and empowered.In this essay I will look at how to organise a rubber eraser, but repugn environment for children. Explain the practitioners role inside the wider multi-agency environment. Describe the regulatory requirements that must be followed when organising an environment for children in the early eld. Evaluate the effectiveness of the environment in meeting childrens individual needs.There atomic number 18 a number of important principles to think virtu aloney when you argon prep for a safe environment for children and red-hot-fashioned people. When preparing environments for children, it is important to figure their age and stage of development. We also need to consider whether the environment meets the needs of the individual children. Children develop at variant rates. Some children need more ch com pletelyenging activities while others may need a different type of activity or different resources observing individual children to see how they engage with the environment will help us to plan appropriately. Every child is an individual with different needs depending on their age and abilities. You must think or so this when planning activities, for example when they involve physical play, or if more consideration must be given to the needs of a child who has just engender mobile than to an older child, when planning room layouts. Some children bring on specific needs such as sensory impairments for example think about the scraps to a child with limited hearing understanding explanations about safety. The different needs of families and c arers must be considered. You should always consider the childs safety and welfare in your look when planning.Every child and new(a) person has a right to a safe and secure environment. in the first place starting any activity it is importa nt that you take into measure the health and safety requirements of tout ensemble children, ensuring that the environment is free of any hazards and it is safe for children to play. health and safety is the most valuable factor to consider when planning a safe and challenging environment for childrens learning and development to take place. Developmental needs of children are also a factor to consider as children grow and develop in different stages, so it is important to consider the developmental needs and abilities of children when planning an environment for children.Things we should consider when planning isPhysical stirred upSocialIntellectualAccessibility guard duty and supervision of infants and toddlers is a severalize role to providing a safe environment. All registered domiciliaters must meet the minimum requirements for space deep down their environment and staff ratios. Meeting staff ratios ensures the safety of children, failure to meet these ratios could cause a ccidents and injuries(Open field of force College Early Years train 3 PG50) By following all these points we abide with the legal obligation to the duty of care.Staff ratios as follows13 children under 2 eld14 children aged 2 historic period18 children aged 3-5 yearsWhen planning for a healthy and safe indoor(a) environment rooms should be organised to limit the safety, space is also a vital factor to consider, by ensuring there is capable space in relation to the number of children who will be using it within the environment. This gather ins children to move well-nigh easily and comfortably.Children from birth to two years require 3.5m2 space per child, children aged two to three years old require 2.5m2 space per child, and children aged three to five years require 2.3m2 space per child. (Open Study College Early Years Level 3)Multi agency working is when a number of professionals work together to provide support in meeting the individual needs of children. The wider communi ty plays a vital role in childrens learning and development. Practitioners need to work together across services for example working in partnership with health visitors, general practitioners, social workers, physiotherapists, and speech and language therapist. To best support children and their families all these groups need to channelize well, listen carefully to all concerned and to put the childrens needs first. (Open Study College- Early Years Level 3 -V1.0 PG 40, 66)According to (The CAF process 26 April 2012) The CAF is a four-step process whereby practitioners can identify a childs or young persons needs early, assess those needs holistically, deliver coordinated services and review progress. The CAF is designed to be utilize whena practitioner is worried about how well a child or young person is progressing (e.g. concerns about their health, development, welfare, behaviour, progress in learning or any other aspect of their wellbeing)a child or young person, or their paren t/carer, raises a concern with a practitionera childs or young persons needs are unclear, or broader than the practitioners service can address.The EY. Statutory framework provides regulations that all early years scene must comply with when providing an environment for children. Health and safety legislations play a key role on the provision of an environment and must be followed by all employers with the setting.The Health and Safety at Work Act 1974- all employers have legal responsibilities under the Health and Safety at Work at 1974. Employers must meet certain rules to ensure that health and safety is use and to make sure everyone at work is safe within the environment. As practitioners everyone in the childcare setting must know what their health and safety policies in the settings are. In a childcare setting the following guidelines apply buildings should be in good condition and designed with the safety of users in mind buildings and surroundings should be clean and safe and equipment must be safely used and stored. This act helps maintain healthy, safe and secure environments as is safeguards both the children and the adults working with them.Control of Substances Hazardous to Health (COSHH) COSHH is the law that all employers must follow in regards to harmful substances. (COSHH Regulations 1999) states Hazardous substances are anything that can harm your health when you work with them if they are not properly controlled. Most settings use cleaning products or have other products that are hazardous. trance caring for children early years workers may have to handle nappy changing, or clean up after toileting or other accidents. In order to minimise the risk to health, it is important to be sensible of hazards in the environment. It is necessary to use protective equipment such as gloves and masks, if using hazardous substances.All products that are used by children, including toys, must be in a good condition and reasonably safe to use. All child ren are protected by safety laws. Various symbols are used to indicate toys and equipment are safe and suitable for children of particular ages. The kitemark symbol is used in the United Kingdom to ensure that products are safe and suitable. According to Author John Rowlinson 21 December 2012) when you see a toy or product with a Kitemark this means that the British Standards Institution has independently tested it, has confirmed that the product conforms to the germane(predicate) British Standard The CE Mark symbol includes the name and address of the first supplier, was required by law to appear on all toys placed on the market in the European amount on and after January 1990. The Lion Mark was developed in 1988 by the British Toy credit line Association as a symbol of toy safety and quality for the consumer. The lion mark for retailers By displaying this sign the retailer is saying that all products in the shop meet a certain archetype of safety. This symbol displayed in th e shop, in catalogues and in retailer advertising, indicates that the retailer has agreed to the Code of Practice.Practitioners need to consider that the toys they provide for children to play with meet their requirements of their individual age and stage of development. Practitioners should consider when taking donations or acquire second hand toys, extra care is needed to ensure that they are safe and meet the underway regulations. Avoid toys which are a risk to children choking e.g., toys with small components or parts which detach, avoid toys with stabbing points, and edges or finger traps, also check toys have not beget dangerously worn.Safety equipment is used within the early years settings to promote the safety and wellbeing of the children. Regular check on all safety equipment should be carried out, and the manufactures instructions should be closely followed. It is considered as good practice to buy new equipment, as it will confirm with the latest safety regulations. Below is a list of the safety equipment usually found in the early years settingsStair gates- disallow babies and children from falling down the stairs.Electric positivist covers- prevent children from putting their fingers or objects into sockets.High chairs- helps young children to sit safely at mealtimes, they will have safety harnesses to keep the child secure.Window locks- prevent children from falling out, opening or leaving the premises.Radiator covers- to prevent children from touching the radiators when switched on and burning themselves.Early years premises should ensure high levels of certification well-nigh the building to keep children safe at all times. Entrance doors should be kept locked at all times and controlled by staff members to ensure the safety, settings are required to keep a record of visitors, qualification sure they are signing in an out at all times staff should fully supervise visitors at all times whilst on premises. Children should only be allo wed to bring out the setting with an authoritative individual that has been identified by the childs parents prior to starting the setting. In my setting where I previously worked we had to ensure that all children in our building are safe and have a secure environment, we had certain security arrangements in place, we had two mechanical doors which can only be opened from the inside of the building and as a security alarm system fitted which sounds whenever the door opens, we also had a policy about acquiring information from parents who can collect the child, names and pictures were taken prior to the child starting the nursery.Environments need to be appropriately heated and ventilated to prevent the spread of infection and to ensure a good affix of fresh air to children. Lighting should be appropriate for clear visibility and to enable children to work in comfort.The organisation of the furniture and activities is important in promoting the safety of the children and providin g an enabling environment. When planning the setting of the environment throw out exits should be clear of obstacles to enable safe evacuation if necessary, the layout of the environment should be adaptable for children with disabilities, the layout of the furniture and resources should allow sufficient space around the setting for children to move around more easily.Risks and hazards risks and hazards are found within all workplaces within an early years setting there can be risks and hazards for children, staff members and visitors. A hazard is something a child does not see, is something that has the potential to cause harm, whereas a risk is a challenge a child can see, and chooses to undertake it or not, risk is the likely or possible upshot of the hazard. A risk assessment is a legal requirement which is used to identify potential hazards within the environment. Risk assessments are important within the early years settings to ensure the safety and welfare of all the indivi duals in the setting of children. Risk taking is important for children it gives them a chance to take on a personal responsibility when children learn how to take risks they also learn how to think independently. The role of the practitioner in risk taking is decide what is safe for the children and then to supervise the children in taking the risk. As children become older practitioners can encourage children how to keep themselves safe. Practitioners working with children need to be the ones to control the risk, taking account the individual needs of children.Babies and young children have basic needs that must be met for them to develop and mature. For children, these essential needs include warm, caring, and responsive adults a sense of importance and significance a way to rival to the world around them opportunities to move and play and people to help structure and support their learning.The emotional environment is more than physical space because it contains the emotions of the children who spend time in it, the staff that work there and the parents who leave their children. Maintaining positive feelings is important for children to feel safe in the emotional environment. The emotional environment plays a key role in meeting childrens individual needs. Practitioners within the setting should ensure that the setting is warm, loving, secure and accept place to be for everyone, not just for children. Practitioners should encourage children to express themselves by giving them chance to address and by actively listening to them. According to (Martine Horvath Sunday March 03 2013) When children know that their feelings are accepted, they feel safe.The indoor environment will have an immediate effect on children learning and development. The indoor environment should be well equipped with high quality resources indoor space needs careful planning as it needs to be flexible to accommodate childrens individual needs. Environments should be attractive and mak e children feel safe and secure and happy to be there. Children learn through play, exploring their environment and beginning to find out about the world around them. Play theorist Bob Hughes identified 16 different types of play. Early years settings need to provide a separate room for babies, but should be given regular forgather to see older children to help promote their social and emotional development, as children some older, they require a balance of structured activity as well as the ability to initiate their own play.The outside environment holds equal value to the indoor environment and provides many opportunities for learning and development. Children gain enormous benefits from learning outdoors, ideally they should have access to outdoor space on a daily basis, not all children will gain access to a garden or outer space within their home, and thence they should be given the opportunity to explore the outdoor environment whilst at their setting. The outdoor can provid e development opportunities for children socially intellectually, physically, and emotionally. Being outdoors supports confidence and self-esteem. Outdoor play opportunities will be different depending in the age of the child.Child development theorist Jean Piaget (1896-1980), believed Children construct an understanding of the world around them, then experience discrepancies between what they already know and what they discover in their environment ( by capital of Minnesota McLeod published 2009, updated 2012)ConclusionWhen it comes to children and young people, both the safety and the stimulating aspects of the environment should be considered at the very(prenominal) time. Every child and young person has the right to a safe environment and children must have the opportunity of growing up and developing in an environment that is as healthy and safe as possible. An enabling environment will support and facilitate learning and development for children. Children within the early yea rs settings are actively encouraged to explore the indoor and outdoor environment equally, conscientious practitioners and key workers will support learning as children freely engage and interact with their surroundings.Referecenceshttps//www.education.gov.uk/publications/eOrderingDownload/Development-Matters.pdfGreenman, J. (1988).Caring spaces, learning places Childrens environments that work.Redmond,WA sub Press. Available onlinehttp//www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=294By Martine Horvath Sunday March 03 available online http//eyfs.info/articles/article.php?Enabling-Environments-64The CAF process updated 26 april 2012 available online http//www.education.gov.uk/childrenandyoungpeople/strategy/integratedworking/caf/a0068957/the-caf-processhttp//www.lboro.ac.uk/ interrogation/design4health/outputs/d4h_main_home/Intro/Legal/COSHH/coshh.htmlOPEN STUDY COLLEGE EARLY YEARS LEVEL 3 STUDY top NCFE INVESTING IN QUALITYhttp//www.practicalpreschoolbook s.com/Content/Site120/FilesSamples/742978190724118_00000000380.pdfAuthor John Rowlinson Updated 21 December 2012 Safety attach What Do They Mean?onlinehttp//www.safekids.co.uk/toysafetymarks.html