Factors to Take Into Account When Planning Healthy and Safe Indoor and Outdoor Environments and Services Essay

There argon a number of grievous principles to think almost when you are devisening for healthy and safe environments or activities with infantren and young lot. Most of these are common sense just echo everyone is an individual and whitethorn sustain particular lacks. If you are clear round the following points it will become secondment nature to include resort in your planning.Every child is an individual with different needs depending on their age and abilities. You essential think about this when planning activities, for example when they film physical play, or if more consideration must be disposed to the needs of a child who has just become mobile than to an elder child, when planning room layouts. Some children have specific needs such(prenominal) as sensory impairments for example think about the challenges to a child with limited hearing understanding explanations about safety.The different needs of families and carers must be considered.Always be clear a bout why you are using the environment in question, the activities a child encounters and what sorts of services are offered.The duty of care of a background knowledge to children, parents and carers is a legal obligation. You should unendingly have the childs safety and welfare uppermost in your mind when planning.The desired outcomes for the child and young people are the outset point. Most activities with children and young people should have clear aims and objectives that are found around the required outcomes linked to their age for example the EYFS for children under 5 years of age.Lines of responsibility and accountability everyone employed in a fit has a responsibility for the health and safety of children and staff, but there should be clear reporting responsibilities (Tassoni et al, 2010).All children should be given equal opportunities and this should be remembered in the learning environment. All pupils, including those with special needs, should be considered when p lanning and setting out materials and resources. The environment may often need to be sufficient for the needs of particular children within the class. Factors to be considered include the following rest This may need to be adjusted or teaching areas changed if a visually impaired pupils eyes are roost sensitive. Accessibility A pupil in a wheelchair needs to have as much access to classroom facilities as new(prenominal)s. Furniture and resources may need to be moved to allow for this.Sound Some pupils may be sensitive to sounds, for example a child on the sick spectrum who is disturbed by loud or unusual noises. It is not everlastingly doable for such noises to be avoided, but teaching assistants need to be aware of the effect that they can have on pupils (Burnham, 2007). The Learning milieuThe emotional environment The emotional environment is created by all the people in the setting, but adults have to ensure that it is warm and accepting of everyone. Adults need to em pathise with children and support their emotions. When children feel confident in the environment they are willing to try things out, knowing that effort is valued. When children know that their feelings are current they learn to express them, confident that adults will help them with how they are feeling. The out-of-door environmentBeing clear has a positive impact on childrens sense of well-being and helps all aspects of childrens development. Being outdoor(prenominal)s offers opportunities for doing things in different ways and on different scales than when interiors. It gives children first-hand contact with weather, seasons and the naturalworld. exterior environments offer children freedom to explore, use their senses, and be physically active and exuberant. The indoor environmentThe indoor environment provides a safe, secure yet repugn space for children. For some children, the indoor environment is like a second home, providing a place for activity, rest, eating and sl eeping. The indoor environment contains resources which are appropriate, well maintained and accessible for all children. Indoor spaces are be after so that they can be used flexibly and an appropriate value of activities is provided. Effective practiceUnderstand that some children may need trim support to express their feelings and come to terms with them. Encourage children to help to plan the layout of the environment and to contribute to keeping it tidy. Ensure that children have opportunities to be right(prenominal) on a daily basis all year round. servicing children to understand how to behave outdoors and inside by talking about personal safety, risks and the safety of others. Create an indoor environment that is reassuring and satisfying for all children, while providing interest through novelty from time to time. Where possible link the indoor and outdoor environments so that children can move freely between them. Challenges and dilemmasFinding ways to promote the imp ortance and value of the outdoor environment to all those involved in the setting, for example, the senior management team, other professionals, staff and parents. Meeting the needs of children of different ages in a shared outdoor space. Overcoming problems in accessing and using the outdoor environment because of the design or organisation of the building. Ensuring the indoor environment is homely enough to feel at rest while providing an environment suitable for learning (Child Development Guide, 2007).