Support the Provision of Environment and How My Work Environment Is Organised to Promote the Development of Children

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  • Topic: Motor skill, Motor control, Motor skills
  • Pages : 2 (670 words )
  • Download(s) : 793
  • Published : April 12, 2012
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Support the provision of environment and how my work environment is organised to promote the development of children The physical and emotional environment we create for children at Wattville primary school has a huge impact on their development. The environment is stimulating and attractive as children learn though their senses they need the environment to be interesting and visually attractive. There are also different types of activities and play opportunities; the layout of the classroom is well planned and organised and there is a variety of equipment which meets individual needs. Outside the classroom, along the corridor there are pegs for the children to hang up their coats, hats and scarves, these are personalised with each child’s name helping to promote children’s intellectual development as they learn to recognise their name and location of their peg. Inside the classroom, near the door there is a table with trays on it for children to put their water bottles in, this allows children to gain easy access to a source of drinking water throughout the day as they need to stay hydrated in order to concentrate and take part in activities. The book corner is situated on the left hand side as soon as you enter the classroom, away from other activities to minimise disruption to children who want to use the area. There is a desk and chairs for children who wish to sit and read there and this area is also used for one to one reading sessions. There is also a soft seating area with pillows and cuddly toys so that children can relax while enjoying their book. There are a variety of books for the children of all abilities and cultures to enjoy. The book corner helps to promote children’s language development and fine motor skills development. It also supports their social and emotional development as they sit with friends sharing stories and at times playing ‘being the teacher’ where they pretend to be the teacher reading the story to the children using facial...
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