Evaluation_on_Physical_Activity

Write an evaluation of the session Children in our setting talked about their enjoyment of a range of play based experiences, for example 'pretend play', construction, drawing and painting, cooking and football. However, access to such experiences seemed to vary from child to child within the settings. The play experiences that children enjoyed can be linked to all six Areas of Learning and Development, although children conveyed a strongest sense of enjoyment of play linked to Creative Development, Knowledge and Understanding of the World, Physical Development and aspects of Communication, Language and Literacy. Where children had access to varied and flexible resources and a relatively large, undefined area for play, they identified a wider range of play interests and more complex play. These flexible resources, which children used in diverse ways, included cardboard boxes, fabrics of different kinds and a variety of natural objects such as shells. In our settings, children also enjoyed adult engagement in their play and development, for example with play dough. As well as play-based experiences, some children shared enjoyment of ‘real world’ experiences, including visits beyond the setting. Favorite activities included cooking, dancing, reading books, often in the company of adults. Like play based experiences, these ‘real world’ experiences linked to each of the six Areas of Learning and Development. Play-based experiences were also shaped by the rules, boundaries and routines of the setting, which children were very keen to comment on. There were some indications that where children were able to understand why certain rules applied, they were most likely to find them helpful in developing their play and supporting their learning. While demonstrating that they often felt their individual needs and interests were catered for, children were as keen to talk about their role within a group as they were about their individual needs and interests. When first introducing play dough at the setting, children were encourage to use their hands in exploring its feel and texture by shaping, pounding, squeezing, stretching, rolling, poking and twisting it. As well as being enjoyable, this will assist in the development of their sense of touch and in finger and hand control. Children talked about social activities, about opportunities to care for others. Adult and staff roles within the settings were clearly important to children and, mostly, children appeared to have good relationships with a range of staff. In terms of physical development and learning, most, though not all, children talked about enjoying physical activities, particularly outdoors. They commented on many favourite kinds of play, including cycling, climbing, chasing, jumping, balancing, as well as games with skipping ropes, balls and hoops. Children told us what they were good at and were clearly proud of their competence in terms of physical skill. They sometimes demonstrated skills, such as hopping like a kangaroo or jumping across stepping stones. All planning is based on children lead activities and observations are taken by two main ways, on the spot observations and the child’s weekly observation. We also link in with what the child’s interests are at home by communicating with the parents and asking them to fill in the “All about me” sheet when their child first starts and then again when they change from room to room as they grow and develop. Free flow play inside and outside is available for the children to develop their learning taking the toys resources and materials both inside and outside and enhance their own ways of thinking and development. Children are given a wide range of experiences through our “Significant Events”....”Medium” and “Long Term” planning following the seasons of the years and festivals celebrated around the world. Children are encouraged to play alongside and with all children develop their own friendships. All resources are at the children’s level so their able to adapt their play from what has been set up in the morning. As practitioners we are here to enhance the children’s play and thinking by asking open-ended questions and introducing new language and vocabulary to extend their knowledge. The two ways to support the children development is to provide a variety of activities of the physical gross motor skills. These would include of jumping, riding a tricycle (using the pedals), throwing balls overhand and catching, kicking a football with force of the body, hop on one foot and using tip toes walking and running. These activities will encourage the child’s to learn through the senses and movement. Different activities on a daily basis the child will use the large muscles in the body to develop. It will also provide interactions with other children and adults. The other way is to promote the child’s development is to provide a variety of intellectual activities. These would include from range of activities such as snack time, puzzles, cutting and sticking, understanding numbers, nursery rhymes, colours, identifying shapes and sizes and reading stories, listening to the stories in the quite area. With the intellectual activities this will encourage the children to interact and make conversation with the other children and learn new words from the teachers within the setting. These activities will help the child’s ability to understand, problem solve, concentrate use creativity and use the child’s 5 senses (sight, hearing, taste, touch and smell). When carrying out an observation of each child needs is to provide a full and complete picture of what the children are saying and doing. It is responsible for the adults carrying out an observation are to be aware constantly of the danger of making unwarranted and stereotyped assumptions. There are several factors, which may influence the child’s development. These are as follows: i) Health factor: This will range from child having Asthma, Diabetes, Obesity and Cystic fibrosis. Where the child is unwell or have an on-going medical condition, it may affect their development. A child may find it harder to make friends because they miss session or they cannot physically join in. This is where an adult have to look at ways of making sure that child does miss out. ii) Diet factor: A child growth, behaviour and development can be affected by their diet. Being overweight or obese as a child can affect to develop the child strength and to achieve levels of physical skills. Some children might lack nutrients in their diet; this can affect the child’s concentration and behaviour. iii) Genetic factors: Children with disability often have learning difficulties, which can affect their understanding and their ability to communicate with others and have difficulties in forming relationship with others. iv) Economics and Environmental factors: Poverty and poor housing will have an affect on the child’s development which will lead to bad diet, health, fewer opportunities to play with other children. A child’s whose family are travellers might not stay long enough in one area to form friendships. v) Cultural Factors: Cultural differences may affect the child’s relationships with others. A child who’s from a minority group may not be provided with positive roles, the feelings of being different from others can lead to poor self-esteem and difficulties in making friends. vi) Emotional Factors: Difficulties in forming attachments in early childhood and the effects of bereavement or of an abuse may result in poor self-esteem and lack of confidence. A child can also feel a loss when a new member of a family arrives i.e. a new brother / sister. From being the only child within the family, the child has to adjust to a change and may feel to compete for their parent’s time and affection. vii) Family circumstances: This can be a family member becoming ill or unemployed. In some families there might be a separation or bringing a new partner in the family. These circumstances are significant in the child’s lives and can affect the development. My priorities for improvement are continuous training with all members of staff with regards to the EYFS and Safeguarding/Senco/Child Protection/Risk Assessments and Food Hygiene and to ensure that all Staff are fully understanding of what is expected of them and this is carried out during monthly staff meetings, all of which are documented and minuted. Staff Appraisals are now carried out every 3 months to ensure that quality is raised and maintained, as I feel that the majority of staff have and are 110% giving their efforts and commitment and do not want this to slip with any negativeness so to ensure this doesn’t happen I am constantly engaging with staff and giving support. Constant monitoring processes are carried out with regards to the EYFS to ensure all staff is fully understanding of all documentation and what is expected of them. My priorities within the setting are to ensure children enjoy and achieve is to ensure that all rooms and children have the best available space and resources to ensure their learning and development is achieved.