A_Stimulating_Environment

A STIMULATING ENVIRONMENT The childcare and education environment may be the only place outside the home where the child is left without his main care giver. Childcare workers should plan and create an environment that is caring, stimulating and attractive for children in order to increase the child’s feelings of security and well-being. Members of staff must also ensure that the centre meets the National Standards of health and safety legislations. Babies, toddlers and also members of staff will thrive best in an environment that supports children’s active learning and development, together with a welcoming and comforting home-like environment. Good use of space, time and resources promotes children’s safe and eager participation. Staff members must continuously assess and manage well any possible risks children might encounter in the center, in order to enable them to freely choose activities, test their skills and make new discoveries of the area within safe boundaries. In well-organized settings, adults must work together in a team to promote children’s learning. Key areas of responsibility are shared respectively and also good adult to child ratios enable sustained interactions. The officer in charge must also spend time with staff and children in order to know how the setting is doing and where improvements are needed. Young children require both indoor and outdoor space in order to develop their physical, intellectual and social skills. The outdoor play space should be safe and secure, provided with variety of age appropriate toys like slides, tricycles, hula-hoops and pushing toys. There should also be shady areas to provide cover on hot days, and covered areas for when the weather is wet. Growing plants can also be of great achievement for children, investigating the living world and increasing knowledge of how seeds develop into plants, but adults must ensure that only non poisonous plants are planted. Sand trays and water play facilities must also be provided, but must be covered or taken indoors when not in use, in order to maintain safe and clean environment. Indoor spaces must also be equipped with age and stage appropriate games such as puzzles, dolls, plastic kitchen utensils, blocks, colorful board books, dress up and pretend play areas. All these games will give unlimited opportunities to young children to practice their new skills in movement, thinking and interacting. Staff members must thrive best to make the indoor play area attractive. Imagination and creativity is the only key to success. Tassoni (2004) suggests the key components of an effective environment for children: Safety, Security, Hygiene, Ventilation and Heating, Furniture and Equipment, Layout, Outdoor area, Toys and material, Decoration and Displays. Safety and Security are of paramount importance when dealing with children. ”Children who feel comfortable, yet stimulated in the environment, are able to settle in and enjoy learning” (Tassoni 2004, p.144). Keeping the children secure does not only mean to supervise them consistently but also to keep them secure from wandering out alone and also to prevent access by strangers. Another important issue is to keep a clean environment, and keep up to date with the latest recommendations of the health authority. Children are more vulnerable than adults and will very easily become infected; good hygiene is to make sure to prevent germs from spreading, especially when food is concerned. Food poisoning in a young child can be fatal. Adequate ventilation and heating are also important to prevent germs from building up in the air. Staff must practice daily cleaning routine for the setting and also have a schedule for cleaning resources and equipment. When designing furniture and equipment needed for a childcare centre, certain criteria have to be considered together with detailed planning. All the equipment must be within the children’s reach, for example a high cupboard will prevent a child to reach for a new game. Every child must have the opportunity to select equipment in order to develop self-reliance and independence. The layout of the centre must provide challenging and inviting play spaces in which children can interact and learn from each other. The most important aspect of a stimulating environment is not only to have toys and equipment, but to have caring and qualified caregivers to create inviting and stimulating play. Decorating the classroom with children’s work or displays such as paintings, natural materials, collages, will create a better environment. As stated in (Beaver, Brewster, Jones, Keene, Neaum & Tallack, 2001) when we show appreciation for children’s work we will encourage their self-esteem. To make sure that the environment is safe for babies and young children, the best thing to do is to get down on your hands and knees and try to see the room from the child’s perspective. Sometimes this experience will help us to identify potential risks and hazards like for instance, electric sockets not covered, plastic guards not used for sharp edges and corners, cleaning supplies stored in low cabinets, gates open on stairs, front burners used when cooking and pan handles not turned inwards and glass or breakable objects within the child’s reach. When safety measures are well implemented, a better environment is created. It is also vital to educate the children about fire safety. Every member must know the location of fire blankets and fire extinguishers, and also the nearest location of a fire exit. This is why practice of fire-drill is important. Fire exits must never be obstructed by furniture. A stimulating environment is mainly created by staff members. If the setting is equipped with all the necessary material but lacks human interaction between children and caregivers, the environment will not be stimulating. (Bruce & Meggit, 2007) explains the zone of proximal development, where the range of skill that can be developed with adult or peer collaboration exceeds what can be attained alone. This means that caregivers must be there, if children encounter problems that they cannot solve alone, to guide them and excite their imagination and help them find solutions. References Beaver, M., & Brewster, J., & Jones, P., & Keene, A.,& Neaum, S.,& Tallack, J. (2001). Babies and Young Children. Diploma in Childcare and Education.. Cheltenham UK: Nelson Thornes Ltd. Bruce, T., & Meggit, C., (2007) Child Care and Education. London: Hodder Education Tassoni, P., (2004), Diploma in Pre-school Practice. Oxford: Heinemann Educational Publishers. Bibliography Slee, P.T., (2002). Child, Adolescent and Family Development.2nd Edition. Cambridge UK: Cambridge University Press. Available at: http://www.brightfutures.org/mentalhealth/pdf/families/in/environments.pdf [accessed on 20-01-10]