The play is very important in children’s development. The game teaches themto be independent, take responsibility and make a decision, buildrelationships, work in a team, properly assess themselves and feel confident intheir abilities.
In the play children’s personality develops in all areas (emotional,social, creative). The gplay introduces children to the adult world in thechildren’s language, teaches the rules of life, mutual help and interaction. Education and care services can design the environment and the facilityprograms to ensure that the individual needs of children are met. In care services children play, learn, eat and sleep, so the environmentof the services should be bright, interesting and memorable. Children should feelnice and cozy there, so they want to come back there every day. In child careservices children should have rest and feel freedom. Play is mandatory.
There aremust be the presence of developing programs, classes and games, which allow thechild to develop his abilities. For each age group, an individual developmentprograms should be based on childhood characteristics of a particular age. It is very important that child care centre has the resources, skillsand knowledge to help children from different cultural and background to getused to their new care arrangement and it also helps educators to build astrong relationship with the children and their families. In the child carecentre where I work there are children from different cultural families. Staffin the centre respects the histories and cultures of local families. First ofall there are many dolls of different nationalities, cultural puzzles, puppetsand display posters that promote cultural diversity. Second of all there aremany educators of different nationalities. Third of all the change to how onethinks is what educators include into the childcare environment to includecultural diversity.
Such as: singing songs in different languages (Japaneselessons), providing food on the menu according to religious needs (Halal,Kosher), providing different presentations from different countries (forfather’s day they invited a guest from Africa, who played African musicalinstruments and sang African songs). Finally in this centre staff workharmoniously with children and families from diverse background, they areaccepting, respectful and reverential about values, beliefs and religiouspractices. They think that the more we learn about other cultures, the more wecan put ourselves in other people’s respect. Children’s furniture and playgrounds must be safe.
Large furniture thatcan fall on the child must be attached to the wall. Sharp corners should beclosed. The process of walking, playing, learning, eating is clearly regulated.
This is especially important in case of active games and nutrition. Forexample, hot food should not be poured into plates, when children are near andgiven it to them. The toys and equipment must be safe for the children andmatch their age. Guidance, relating to expected behaviors and actions is provided bystaff of the care centre. Every child care centre should have behaviors rulesfor children to follow them. For example, stop pushing the children, stop runningaround the group, listen carefully to the teacher, share, help clean up thetoys. Educators should explain all these rules to children so that childrenunderstand.In order to extend children’s interests and learning through play child careeducators should use a wide range of things: bright illustrations, puppets,flat story, books with interesting content, technical teaching things (recordplayers, projectors), which encourages children to learn, create a microenvironment, saturated with information, positive cognitive emotions, developstheir interest in cognitive interaction with an adult, use creative tasks for children’sindependence.
Every educator should try to ensure that the activities in the childcare services are entertaining and interesting, so that each child is involvedin the pedagogical process and receives the benefit from the activity. To dothis, it is necessary to use the plan of activity with specific tasks andgoals, it is good to introduce a ritual of greeting and farewell, which would affecton the establishment of the atmosphere of trust in the group and on thedevelopment of the ability to interact with peers and the teacher, to create apositive mood for everyone. Educators interact appropriately with children and provide suitablesupervision. They should treat every child with respect and care. They should showsupport and their professional skills in dealing with children and theirparents.
Educators should show their interest to the child, it can be seen intheir way to talk, in other words be more confident and friendly. Conversationwith the children gives the educators an opportunity to get to know children’sworld, interests, level of speech development and feelings. The educator should be sure that play contributes to children’sharmonious development. Play should teach children kindness and help childrento learn and make friends, understand each other. In other words, every playshould bring positive effect on children. It is not allowed to play that affectchildren in an undesirable way. Excursions are used to extend children’s interests because thanks toexcursions, love and an aesthetic attitude to nature are brought up, thecognitive needs of the child are met, and the motor skills and physicalqualities are improved. During thematic excursions, children get their firstideas about their country, studying the existing cultural traditions of thepeoples living in the country.
At the same time, the process of cognition takesplace in a subject-visible, active form, when the child directly sees, hears,and feels the surrounding world. Sensual experience of children enriched withbright, emotionally saturated, memorable images, much more impressive thanthose that can be seen from the pages of books. Preparation for lifelong learning begins at birth. The daily knowledgeand skills received affect the brain of the child where changes occur thatenhance their ability to learn. Children become able to think critically, solvemore complex problems and weigh complex decisions.
But in order to use thesenew abilities for lifelong learning, children must be internally motivated.They should want to learn, because they like it, not just because they want tobe accepted in a good school. Thus, educators should create an environment forchildren to be internally motivated to learn, in other words they should beinterested in learning. Organizational policies, procedures and standards facilitate learningare up to date. Staff work according to organizationalpolicies, procedures and standards facilitate learning. Programs should continuouslyimprove and meet accreditation requirements. All staff has regularly training,meetings where they can discuss their concerns or ideas.
The National Quality Framework (NQF) is made up of threecomponents: Principles, Practices and learning outcomes. Principals are made upfor best practice in early childhood education and care. Examples of eachPrinciple in the service where I work:1.
Secure, respectful andreciprocal relationships (Educators hang out painting of every child on thewall).2. Partnerships (Educators have a notice board forparents, they talk with parents about achievements and successes of their childevery day).3. High expectations andequity (Educators prize every child’ success in a center and do not talk aboutchild’s failures).4. Respect for diversity(Educators celebrate holidays of different culture, they have Japanese lessons,large dolls of different nationalities, a big welcome poster in differentlanguages on the entrance door).5.
Ongoing learning andreflective practice (Educators talk with parents and children about theirculture).EYLF practices are made up to support and reinforce children’s learningand development.EYLF learning outcomes are made up to allow educators promote skills andknowledge in collaboration with children and families.