1. Supporting children's play
Unit 6
Session
1

2. Aims and Objectives for
session
 Outline a physical play environment.
 Identify equipment important for a childcare
setting.
 Explain the setup of placement to share good
practice
 Identify how environments change for
different age ranges
 Explain experiences of Social, Personal and
Cultural Environments.
 Explain how environments support play
 Explain how placement ensures the children
are involved in choosing play opportunities
 Outline what the adults role is as a
professional practitioner

3. Starter Activity – Discuss as a
group
What is a play
environment?

4. The physical environment
 The way the physical environment is
designed and configured influences how
children feel, act, and behave.
 The physical environment allows growth
and development through activities and
materials in defined play areas.
 It should be well organized, comfortable,
and personable and offer a variety of
manipulates for cognitive, social,
emotional, and physical development

5. The physical environment
 To understand play, we first must
understand the importance of the
environment in the eyes of children
and adults.
 The physical environment will vary
depending on the age and number of
children

6. Team Task
 As a team use the catalogues to
identify equipment that is important for
a childcare setting. Create an
appropriate environment.
 Extension – identify equipment for
outdoors

7. Differen
t
settings
will set
up in
different
ways
….

8. Your environments
Take a look back at your environments.
 How does your environment support
play?
 Is there anything you would change or
add?
 Have you focused on a safe
environment?

9. Social, Personal and Cultural
Environment
 Nurturing contributes to enable positive play
environments.
 Children learn about themselves, their relationships with
other children and adults both within and beyond the
family.
 They are encouraged to develop their self-esteem,
personal beliefs and moral values. Helping children to
recognise and gain a positive awareness of their own and
other cultures.
 Children are supported in becoming confident and
independent thinkers and learners.
Can you explain and give examples?

10. Make a list of what
you think the role of
the adult is?

11. The adult
Who do we refer to when we use the
term adult?
 The adult plays an important part in
encouraging play, though it is
important to ensure the children are
involved in choosing play opportunities
 How does your placement do this?

12. Your experiences and
relationships
What do you remember regarding
adults being apart of your play?
You could make a lasting impression on
children – be aware of your interactions.
We must model positive behaviour at all
times. It important that the adult builds a
relationship with the child to develop
trust.

13. The adult should:
Encourage independence Support development holistically
Encourage decision making Help children to learn about
taking responsibility for their
actions
Boost self esteem and build a
children's confidence
Encourage discovery and
exploration
Supervise children’s play Provide encouragement
Praise children for their
efforts
Involve children in choosing play
Provide accessible activities Offer new suggestions/ideas
Set ground rules for play Health and Safety
Ensure there is adequate and
sufficient resources
Ensure resources and
opportunities are suitable for
Childs' age and development

14. Home study Tasks Unit 6 - 1,1,
1.2 and 1.3 - Assessment Task
Read the case study
The nursery manager has asked you to work
collaboratively with colleagues at the setting to
produce a leaflet that explains:
 what is meant by the play environment
 how environments support play.
Work in a small group to produce the leaflet.
 Explain how to work with others to create
enabling play environments in early years
settings.

15. Supporting children's play
Unit 6
Session
2

16. Aims and Objectives for
session
 Outline what socialisation is
 Identify how practitioners ensure
socialisation in early years settings
 Explain how physical environments
ensure and offer socialisation
 Outline activities that could encourage
and offer socialisation
 Identify needed information and detail on
an activity plan
 Identify hygiene measures within a local
nursery

17. Starter Activity – Write answers
on classroom white board
What is
socialisation?

18. Socialisation
 Social inclusion: the process of ensuring
that all members of society have access
to available services and activities.
 Identifying and removing barriers to
access and participation
 Welcoming, valuing and supporting
everyone who uses the setting

19. Your role to ensure
socialisation in play
environments?

20. Get planning
Let have a look
at an activity
plan.
Make notes on
your hand-out to
help you
remember, you
will need this for
placement and
Teddy Tots

21. Get Planning
Using all the information we have
discussed, please create an activity
plan to support children’s socialisation,
you will use this plan in placement
 Remember detail
 Learning outcome (what you want them to
achieve)
 Specific information
 Linked to the EYFS correctly
 Check spelling

22. Group Discussion
Please read through the
case study that have been
given to you and discuss
with your table.

23. Nursery Visit
Make a checklist of hygiene measures
that you observe at the nursery.

24. Supporting children's play
Unit 6
Session
3

25. Aims and Objectives for
session
Identify what EYFS stands
for
Outline the basic
information of both EYFS
documents
Explain important
information in both EYFS
documents

26. Starter Activity –
What does EYFS
stand for?

27. EYFS –supporting documents
Statutory
Framework
2012
Section 1
Learning and development requirements
Section 2
Assessment
Section 3
The Safeguarding and Welfare
Requirements
Development
Matters
The non statutory guidance material
supporting practitioners in implementing the
statutory requirements of the EYFS
Lets have a look at them both

28. Standards –
The EYFS sets the standards for:
• care
• health and safety
• learning and development
So that when children attend a setting
outside their home:
 every child makes progress
 no child is left behind
 every child is kept healthy and safe
 the child is supported to be ‘school ready’
Statutory Framework for the EYFS 2012

29. Three
prime
areas
• Communication and language
• Physical development
• Personal, social and emotional
Four
specific
areas
• Literacy
• Maths
• Understanding the world
• Expressive arts and design
The prime areas cover the knowledge and skills which are
the foundations for children’s school readiness and future
progress.
The specific areas have close links with National Curriculum
subject areas – particularly literacy and maths – they form
an appropriate baseline for the National Curriculum.
Statutory Framework for the EYFS 2012

30. The EYFS seeks to provide: - Quality and
consistency
By providing a set of standards which apply to all
settings in England, the EYFS aims to improve
quality and consistency throughout the early years
sector so that:
• every child makes progress
• no child gets left behind.
• Care and learning are no longer considered
separately within the framework.
• Inspection and regulation is based around the
requirements of the EYFS.
Statutory Framework for the EYFS 2012

31. The EYFS seeks to provide: - A secure
foundation
Through learning and development opportunities which are:
• planned around the needs and interests
of each individual child
• assessed and reviewed regularly
The EYFS seeks to provide: - Partnership Working
The EYFS creates a framework for partnership working
between:
• professionals and parents and/or carers
• practitioners
• all settings the child attends.
Statutory Framework for the EYFS 2012

32. The EYFS seeks to provide: - Equality of
opportunity
The EYFS provides for equality of opportunity and anti-discriminatory
practice ensuring that every child is included and supported.
So no child is excluded or disadvantaged because of their:
ethnicity culture religion
home language family background ability
gender learning difficulties Disabilities
Throughout the early year, if a child’s progress in any prime area gives cause
for concern practitioners must discuss this with the child’s parents and/or
carers and agree how to support the child.
Practitioners must consider whether a child may have a special educational
need or disability which requires specialist support. They should link with, and
help families to access, relevant services from other agencies as appropriate’
Statutory Framework for the EYFS 2012

33. Safeguarding and Welfare
Requirements (previously
Welfare Requirements)
‘To emphasise the importance of
safeguarding, the welfare
requirements are now the
safeguarding and welfare
requirements’.
Statutory Framework for the EYFS 2012

34. Child protection:
the revised EYFS includes examples of adults’
behaviour which might be signs of abuse and neglect.
If they become aware of any such signs, staff should
respond appropriately in order to safeguard children.
Safeguarding policies and procedures
The EYFS now requires that these must
cover the use of mobile phones and cameras
in the setting.
Statutory Framework for the EYFS 2012

35. Task
Create a help sheet for new
members of staff giving
important information about
the EYFS.

36. Supporting children's play
Unit 6
Session
4

37. Aims and Objectives for
session
Identify the meaning of
Philosophical Approaches
Explain a given
philosophical approaches to
play
Justify the importance of
given philosophical
approach

38. ICT Research
Using ICT technology
of your choice, please
find the meaning of
Philosophical
Approaches

39. Philosophical Approaches
 These are approaches that give us an
understanding of how to set up play
for children.
 These will support you to understand
the methodology as to how to plan
and set up play for children.

40. Philosophical Approaches
Research Self Study Task
In groups of four please research one of
the below philosophical approaches to
play. You will present your finding to the
group on the week beginning 3rd
November, please provide hand outs.
Froebel Montessori
Steiner McMillan Sisters
Reggio Emilia Isaacs
The Forest School Gabe
High Scope
Te Whariki
Approach

41. Supporting children's play
Unit 6
Session
5

42. Aims and Objectives for
session
 Outline expected patterns of
development for children
 Justify why images and
environments meet appropriate
areas within the EYFS
 Identify the role of the early years
practitioner in supporting
children’s socialisation

43. Starter Activity –
What are expected
patterns of development
for children?
Where would we find

44. Linking areas to the EYFS
 Looking at the images on the tables,
link to appropriate areas within the
EYFS

45. Task 2 (assessment criteria 2.1
and 2.2)
Taking individual stages of development into
consideration produce a hand out that is
designed for use by early years practitioners
to:
 Describe the role of the early years practitioner in
supporting children’s socialisation within play
environments.
Support
Young children are likely to model and imitate
behaviour that they see in those who are important
in their lives. As an early years practitioner you will
be an influential role model for the children.

46. Self Study Task – Flipped
Learning
 Unit 6 - Importance for the platy
environment

47. Be able to criteria
Lets discuss as a group how you can
achieve
 Unit 6 - 3.1
 Unit 6 - 3.2
 Unit 6 - 3.3
 Unit 6 - 3.4
When on placement, make notes.

48. Supporting children's play
Unit 6
Session
6

49. Aims and Objectives for
session
Justify the importance of given
philosophical approach
Justify an enabling play
environment
 Explain holistic activities that
could meet children expected
patterns of development

50. Starter Activity
Recap the meaning of philosophical
approaches is?

51. Philosophical Approaches
Presentations
Over
to
you!

52. Classroom Display
As a team you are going to create a
classroom display, highlighting an
enabling play environment.
 How does your environment support play?
 Have you focused on a safe environment?
 What age is your room aimed at?
 All physical resources need to be clearly
ladled, highlighting benefits to children.

53. Your displays
Looking at your group display of an
enabling environment
 What holistic activities could take
place in each environment to meet
children expected patterns of
development? SPICE
 Which best Philosophical Approach
does your environment relate to and
why?

54. Assessment task support
Assessment
is due in
Formative –
21st October
Final deadline
–
11th
November