To aid me, throughout the essay I will be quoting from some of these sources of information. At the conclusion of my essay whichever source I use will be included in the bibliography and references to authenticate the work and confirmation that I did look into. THE LAYOUT OF THE SETTING Tassoni P et al (2002: page109) writes this about a layout of the setting: “The layout of a setting can affect the atmosphere that is created as well as having a practical impact on the way children and staff interact and behave.”
High quality surroundings produce a rich, varied and stimulating environment. It entails having suitable lighting and ventilation creating a tepid atmosphere. This kind of atmosphere encourages children to become active and socialise more, it will have a positive impact on the children’s learning/ development. An environment with noise, bright light, mould, lack of fresh air and erratic temperatures can have a negative impact on a child’s education.
The physical environment is something which influences a child’s behaviour and mood. Tassoni Petal (2002:page 98) writes this about a positive environment: “A positive Early Years environment is therefore one in which all aspects of a child’s experience are thought about and where staff are continually looking for ways to make sure that every child is benefiting from being in the environment.”
For a child to benefit from the environment the room ought to be divided into different areas of activities. This will help children become involved with the ranges that are available and will also prevent children from getting injured. The activities available have to be varied to encourage the children to explore, learn and discover things for themselves also to enjoy and to have the opportunity to experience new concepts which will help develop their potential. Having a theme in the classroom help children become physically and socially active i.e. home corner children act as other people by wearing dressing up clothes, this could be a doctor, teacher, p a parent, etc in their imaginative play. Children become socially interactive by playing together and making friends. Activities like painting, play dough, drawing and P.E are important as theses recharge children’s social development.
In maintaining a wholesome environment the EYW1’s role involves working in partnership with parents and carers. Tassoni P et al (1999: page 257) writes this about EYW’s in the environment: “Early Years Workers have a responsibility to keep children in their care safe.” EYW’s have a responsibility in checking that the Fire alarms and fire exits are unobstructed in case of emergency. It is their role and that of other adults in the setting to be a good role model by being patient and calm so children do not feel frightened. Additionally to this the need to get the children aware of what to do in an emergency there needs to be a practice drill. EYW’s have to be aware of how to use the first aid box if there is NO first-aider present especially for emergency treatment
The layout of the setting should be consistent with minimal change so children who have visual impairment can find there way around the setting. There are requirements which need to be met for children with impairments such as tactile/ fluorescent materials, reflective strips on the floor. Provision of tactile’s with sounds, 3D, shapes objects; different types of materials which will help children identify their way around the classroom and school. Children will learn through these tactile’s as a means of communication and learning. Maria Montessori (class handout unit 6: 2006) (1870-1952) states that “children learn by touching” Consequently, adjust the layout of the setting is vital to meet the needs of the children.
Tassoni Pet al (2002: page 108) writes: “This means that in some cases the physical environment needs to be changed to meet these needs… each setting will need to work with the child’s parents or other professionals to find the best possible solution.” Changes in the floor surface texture and positioning of furniture can provide children with important references points. Small equipment such as a symbol hanging on every door handle i.e. toilet- face cloth, home corner – puppet, a ball with a bell attached to the class door to help children locate their way around. When changes do take place children need time to explore those changes.
Children with SEN2 require natural lighting and sometimes coloured lighting when and where appropriate. Children who have a hearing impairment require the room to be lit well so that they can clearly see the environment also as Tassoni Pet al (1999: page 278) writes: “… a child who has a hearing impairment will benefit from being in an environment where background noises are reduced. This might mean … fixing rubber to the base of table legs, so as to reduce incidental noise.”
In the setting Fire exits and signs should be visible. Storage has to be accessible at the children’s height so that they are encouraged to tidy up at the end of a session. Radiators, lights, plugs, sockets and wires have to be covered to prevent accidents. Equipment, toys and washing areas must have easy access and be roomy. It is imperative that the layout is adapted for children with SEN do that their needs are met in order for them to learn just as anyone else. EYW’s have to ensure that SEN children can navigate and find their ‘landmarks’ safely and with confidence as well as socialising with their peers. Providing adequate space around the setting has to be considered for all children so that they manoeuvre easily. Moreover, ensuring that the outdoor play area is accessible for the whole range of SN3 e.g. Down’s syndrome autistic, cerebal palsy.