Key Factors to a Supportive Environment
Key factors that support speech, language and communication environment:
1. Your room/setting layout - what does your physical environment look like?
The noise level - are there quieter and noisier areas, planned times or activities.
Evidence: There are two main rooms that are in use during morning and afternoon sessions, the classroom and larger hall area. The classroom has a book corner with a child's size couch and soft cushions on the floor. This area is ideally for quiet time and reading. The rest of the classroom and large hall allows for noisy and more social activities. Throughout the day there are planned adult lead activities, circle times, outdoor play, snack bar and lunch club. Which work on a rota based system.
Quality of light - are play areas well lit for children to see & communicate well with each other, see mouth movements, resources & staff.
Evidence: The classroom and main hall both allow for a substantial amount of natural light through large windows and also have more then one artificial light in either room.
Space to move, expressively, with whole bodies, with and without speed
Evidence: The main hall area is a large open space with a substantial amount of room for children to move freely and expressively. This room is used for more active activities and also for when outdoor play is restricted due to poor weather conditions. The children will use this area to build train tracks, stack blocks, act out role plays and imaginary games, as well as group games such as duck duck goose and ring a ring a roses.
The outdoor area is also set up in a way that allows for all types of movement. There is an large space for bikes and smalls cars, which is also used for obstacle courses and tents. This is divided from the rest of the playground by log stumps that the children can also walk across. Resources and toys - is there a varied selection available for both indoor & outdoor play.
Evidence: Within
1. Your room/setting layout - what does your physical environment look like?
The noise level - are there quieter and noisier areas, planned times or activities.
Evidence: There are two main rooms that are in use during morning and afternoon sessions, the classroom and larger hall area. The classroom has a book corner with a child's size couch and soft cushions on the floor. This area is ideally for quiet time and reading. The rest of the classroom and large hall allows for noisy and more social activities. Throughout the day there are planned adult lead activities, circle times, outdoor play, snack bar and lunch club. Which work on a rota based system.
Quality of light - are play areas well lit for children to see & communicate well with each other, see mouth movements, resources & staff.
Evidence: The classroom and main hall both allow for a substantial amount of natural light through large windows and also have more then one artificial light in either room.
Space to move, expressively, with whole bodies, with and without speed
Evidence: The main hall area is a large open space with a substantial amount of room for children to move freely and expressively. This room is used for more active activities and also for when outdoor play is restricted due to poor weather conditions. The children will use this area to build train tracks, stack blocks, act out role plays and imaginary games, as well as group games such as duck duck goose and ring a ring a roses.
The outdoor area is also set up in a way that allows for all types of movement. There is an large space for bikes and smalls cars, which is also used for obstacle courses and tents. This is divided from the rest of the playground by log stumps that the children can also walk across. Resources and toys - is there a varied selection available for both indoor & outdoor play.
Evidence: Within