E100 Tma04

Topics: Environment, Natural environment, Technology Pages: 10 (3108 words) Published: May 10, 2013
Supporting children’s learning environment

Part 1

E100 Ethical Statement

I confirm that in this assignment I have only used material drawn from the setting identified on my employers Permission Agreement Form.

In this assignment I have adhered to the E100 ethical guidance by:

• Changing all names within the assignment (the setting, children, parents and colleagues) so that the individuals cannot be identified.

• Sending out a letter informing parents about my studies and providing them with the opportunity to ask any questions about what I was doing.

• Explaining to parents why I wanted to observe their child for particular activities and gaining their informed consent.

• Explaining to children what I was doing and why, and asking them if they were happy for me to observe them to gain their assent.

• Explaining to children and parents that they have the right to withdraw at any stage thought-out the process.


Set in rural East Devon, my setting benefits from an expanse of playfield area available to us and a secure park area that further promotes physical development of climbing, jumping, sliding and much more. Within my day nursery, we work within three rooms deploying staff and activities according to children’s needs, interest’s and planning. We have an outstanding outdoor provision attached to our setting that we free flow between allowing children to extend their learning to the outdoors.

The main room encompasses the majority of our resources, is light, airy and enabling providing children with varied opportunities to explore and investigate whilst engaged in play. Our smaller sensory/ heuristic room is tranquil, calm and soothing, contains natural tactile resources, treasure baskets and heuristic play bags children can manipulate, examine and explore. Soft lighting, calming music and a softly non- intrusive approach compliments the learning sustained within this room.

Our larger hall provision enables us to give the children opportunities to develop their physical abilities whilst promoting healthy lifestyles. The LEAP into Life program resources are kept here, along with den and obstacle making equipment, scooters, balance bikes, a variety of balls, bats and materials for expressive movement and much more. All equipment is moveable, allowing it to be used within each room and outdoor.

Main Body

Conducting my audit of resources (Appendix 1), I was able to identify that the majority of our resources are accessed daily, with some accessed weekly and fortnightly, whilst a small proportion is accessed monthly. This shows me that the children within my setting have varied opportunities daily to engage in quality play. In addition, my audit highlighted that the resources accessed monthly seem to be items that possibly we use more for adult led activities or at certain times of the year.

Resources are labelled using visual aids as well as written text. Role play, dressing up and imaginative play resources are generally relied on every day to support a positive enabling environment. This provides learning opportunities that can cover all areas of the EYFS (Early Education/DfE,2012) curriculum. Also our mark making area is part of our continuous provision as well as our outdoor area which promotes highly physical development and creativity. I feel that this is highlighted well within the frequency of use within my audit (Appendix 1) in pink.

We also rely in our everyday planning our sensory room and its resources. This is important in developing the prime areas of learning for younger children and the early development of the characteristics of effective learning that underpin the way children learn in the EYFS(early Education/DfE,2012) framework. It also plays an important part in developing children with additional needs, social and communication skills.

It can also be seen (highlighted in pink on red writing) that we have a variety of...

References: • Department for Education (DfE)(2012) Statutory Framework for Early Years Foundation Stage(EYFS) London, DfE.
• Early Education/Department for Education (DfE)(2012)Development Matters in the Early Years Foundation Stage(EYFS),London, Early Education.
• E2BN(2008) ‘ICT in early years’[online] https://learn2.open.ac.uk/mod/url/view.php?id=59762 http://ictearlyyears.e2bn.org/file_download.php?ts=1234483200&id (accessed 27/3/2012)
• Open University (2010) E100 Study Topic 3,Early years practices, Milton Keynes, The Open University.
• Open University (2010) E100 Study Topic 4, Growth, development and learning, Milton Keynes, The Open University.
• Open University (2010) E100 Study Topic 10, Developing positive learning environment, Milton Keynes, The Open University.
• Open University (2010) E100 Study Topic 12 , Extending environments, Milton Keynes, The Open University.
• Open University (2010) E100 Study Topic 16, Knowledge and understanding the world, Milton Keynes, The Open University.
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