The wider the range of possibilities we offer children, the more intense will be their motivations and the richer their experiences”- Loris Malaguzzi. This quote reflects the passion I possess in actively providing children with boundless opportunities to explore their curious, imaginative and creative selves. Through providing a nurturing, positive and stimulating environment for all children, I am to foster an emergent curriculum with open ended play spaces with enriched resources that supports children’s learning holistically.
Children in their early years are exploring the foundations to a life time of learning and development. By creating flexible plans based on children’s interests, sensitive educators can gently scaffold each child’s …show more content…
By referring to the eight practice principles for birth to eight years’ in the Victorian early years learning and development framework, educators can ensure an enriched pedagogical practice for children’s learning and development. The principles of “Being”, “Belonging” and “Becoming” also set the expectations for educators in regards to planning, observing and documenting children’s learning and care. These policies therefore encourage educators to provide continuity in their interactions and value each child …show more content…
16) Engaging in an indoor and outdoor program gives children three to four years old less restrictions with learning through play. Children have freedom of choice and can explore, investigate and challenge themselves in a safe environment, as an educator allowing children to float between inside and outside is important. Reminding children to wear their hats and sunscreen in summer and their coats and beanies in winter also benefits with self-help skills. Exercising open ended play spaces in both environments helps children stay stimulated and engaged without becoming destructive and disinterested, slowly introducing structured routines through age appropriateness and opportunities to learn conflict resolution in social and emotional situations is paramount to children’s development. Providing opportunities to constantly challenge children’s minds and abilities through play and appreciating their uniqueness is predominantly one of the most important factors within an emergent curriculum and program. ‘When children play they are thinking, organizing, planning and interacting with the environment in meaningful and purposeful ways’ (Edwards, 1997
Children in their early years are exploring the foundations to a life time of learning and development. By creating flexible plans based on children’s interests, sensitive educators can gently scaffold each child’s …show more content…
By referring to the eight practice principles for birth to eight years’ in the Victorian early years learning and development framework, educators can ensure an enriched pedagogical practice for children’s learning and development. The principles of “Being”, “Belonging” and “Becoming” also set the expectations for educators in regards to planning, observing and documenting children’s learning and care. These policies therefore encourage educators to provide continuity in their interactions and value each child …show more content…
16) Engaging in an indoor and outdoor program gives children three to four years old less restrictions with learning through play. Children have freedom of choice and can explore, investigate and challenge themselves in a safe environment, as an educator allowing children to float between inside and outside is important. Reminding children to wear their hats and sunscreen in summer and their coats and beanies in winter also benefits with self-help skills. Exercising open ended play spaces in both environments helps children stay stimulated and engaged without becoming destructive and disinterested, slowly introducing structured routines through age appropriateness and opportunities to learn conflict resolution in social and emotional situations is paramount to children’s development. Providing opportunities to constantly challenge children’s minds and abilities through play and appreciating their uniqueness is predominantly one of the most important factors within an emergent curriculum and program. ‘When children play they are thinking, organizing, planning and interacting with the environment in meaningful and purposeful ways’ (Edwards, 1997