K2D59 – Ways in which the physical environment meets childrens needs

K2D59 Ways in which the physical environment in which you work meets the children's physical, social, emotional, language and intellectual needs and takes into account their different genders, cultures and ethnicity, needs and abilities.

How to create a setting that supports children?

Write a brief description of how you achieve the following within your setting.

Divide the setting into areas so that children can experience a variety of activities.

• 1. Messy area which includes painting table, water play, Gluing, sticking, modelling and play dough table.
  2. Reading area.
  3. ICT area.
  4. Home corner.
  5. Puzzle and game table/snack table.
  6. Drawing and cutting table.
  7. Group area for story time, show and tell, singing etc.
  8. Kitchen area.
  9. Loft.

• Provide space between the activities for children and adults to move freely.

• 1. All areas within the setting have adequate space between for access.

• Carefully place activities to promote development.

• 1. Home corner area, promotes communication, negotiation, sharing and socialising skills.
  2. Messy area develops hand to eye co-ordination, fine motor skills, mathematics in water play, creative, communication and personal and social development.
  3. Reading area develops communication, literacy, concentrating and listening skills.
  4. ICT area promotes language and literacy skills, mathematics, fine motor skills in dragging and clicking the mouse, sharing, socialising skills, concentrating and listening to instructions.
  5. Loft area helps develop physical skills.

• Ensure access areas are clear.

• 1. All equipment is safely stored in correct cupboards etc.
  2. All chairs are pushed under tables or stacked away.
  3. All children help to tidy away toys in correct storage boxes or cupboards at 'tidy up time'.
  4. All fire exits are clear.

• Encourage independence.

• 1. All children are encouraged to hang their own coats up and to try and put their coats on by themselves.
  2. All children are encouraged to go to the toilet and wash their hands by themselves.
  3. Outside area to explore new physical skills such as climbing, riding a bike etc.

• Ensure surfaces are safe and washable.

• 1. All snack tables have wipe down table cloths.
  2. Messy area has mop for any spillages.
  3. Separate mop for cleaning toilet area.

• Celebrate diversity.

• 1. Celebrate different themes such as Easter, Christmas, diwali and hindu festivals, Chinese new year and may day etc.
  2. Planning activities, books and crafts.
  3. Children's show and tell group times.

• Ensure areas for display are visible and accessible to all the children.

1. Displays of children's finished work within nursery and main school's corridors.
2. Toys set up and arranged or planned activity such as painting, all equipment out ready for use.

• Provide opportunities for a link between home and the setting i.e. a home corner.

1. Home corner which includes ovens, kitchen equipment, washing machine, food, tea set and table, ironing board and clothes, baby dolls and cot etc.
2. Kitchen area to make and try different foods (normally to take home after session).
3. Rugs and soft chairs.
4. Dressing up clothes.

• Ensure the outdoor environment is an extension of the indoors, i.e. painting, stories, etc, can be conducted outside.

1. Large sand pit.
2. Water play area.
3. Toys include cars and garages, construction toys such as lego, mobilo etc.
4. Chalks for chalking on the concrete.
5. Dressing up clothes such as helmets, doctors kit etc.
6. Painting area.

• Ensure outdoor surfaces are safe and varied.

1. Risk assessments in place including children to adult ratio.
2. Regular safety checks.
3. Appropriate age related equipment and toys.
4. Soft padded area for boisterous play.
5. Sheltered area for different weather conditions.

• Provide safe paths for bikes, etc, as well as visible areas for children to play quietly.

1. Safe paths for bikes and designated area for cycling.
2. Sand pit area.
3. Carpet area for construction toys etc.
4. Wendy house.
5. Designated area for climbing.
6. Area for water play.
7. Garden area for digging and planting.

Accessible: all children, regardless of any special needs, can use the environment.  This means that a disability or special need does not prevent them from benefiting.

You may find these resources useful when completing the course.

This post is part of the 205 Prepare and maintain environments to meet children's needs section, which forms the Childcare Learning And Development website.