Plan opportunities, particularly after exercise, for children to talk about how their bodies feel. Review enabling environments for adventure and challenge, identifying areas where children are encouraged to take physical risks. Develop and make use of a variety of natural landscapes including slopes, woodland and natural dens in the undergrowth. Provide outdoor resources which complementContinue reading “PD HS EE R6”
Area of Learning and Development Archives:
PD HS EE R5
Provide a cosy place with a cushion and a soft light where a child can rest quietly if they need to. Plan so that children can be active in a range of ways, including while using a wheelchair. Encourage children to be active and energetic by organising lively games, since physical activity is important inContinue reading “PD HS EE R5”
PD HS EE R4
Allow children to pour their own drinks, serve their own food, choose a story, hold a puppet or water a plant. Provide support and advice for parents on healthy eating, oral hygiene and sleep expectations for their children Offer choices for children in terms of potties, trainer seats or steps. Create opportunities for moving towardsContinue reading “PD HS EE R4”
PD HS EE R3
Set up places, outdoors as well as indoors, for toddlers to take naps during the day: daytime sleep can be much more refreshing and successful when provided outside. Ensure that there are plenty of different places and ways, indoors and outdoors, that toddlers can find withdrawal, softness and calm in the moment that they needContinue reading “PD HS EE R3”
PD HS EE R2
Provide a comfortable, accessible place where babies can rest or sleep when they want to. Continue to provide supported sleeping, resting and withdrawal opportunities outdoors as well as inside, to best fit the conditions that individual babies need. Plan alternative activities for babies who do not need sleep at the same time as others do.Continue reading “PD HS EE R2”
PD HS EE R1
Provide a dedicated place for daytime sleeping outdoors as well as indoors to suit the needs of individual babies. Enable and allow babies to sleep when they need to and to wake up from naps naturally. Provide ample seating both indoors and outside so that adults can sit comfortably with distressed, resting and alert babies. Continue reading “PD HS EE R1”
PD HS PR R6
Be aware that some children may have sensory issues around food texture, taste, smell, or colour. Talk with parents and monitor. Find out what steps might be appropriate to build the child’s confidence and broaden their food repertoire, supporting their sensory integration. Acknowledge and encourage children’s efforts to manage their personal needs, and to useContinue reading “PD HS PR R6”
PD HS PR R5
Talk with children about why you encourage them to rest when they are tired or why they need to wear wellingtons when it is muddy outdoors. Encourage children to notice the changes in their bodies after exercise, such as their heart beating faster. Talk with children about the importance of hand-washing and infection control. HelpContinue reading “PD HS PR R5”
PD HS PR R4
Provide quiet spaces for children to rest or nap and regular access to the outdoors or other spaces where children can be energetic Respond to how child communicates need for food, drinks, toileting and when uncomfortable. Support parents’ routines with young children’s self-care including toileting by having flexible routines and by encouraging children’s efforts atContinue reading “PD HS PR R4”
PD HS PR R3
Be ready to provide the kind of recovery method that each child needs, or to support the child in managing recovery for themselves. Continue discussions with parents about the critical nature of sufficient sleep and how to provide daytime naps. Be responsive to and encourage each child’s drive to become independent in self-care situations. BeContinue reading “PD HS PR R3”
PD HS PR R2
Find out from parents how their baby communicates needs. Ensure that parents and carers who speak languages other than English are able to share their views. Be ready to support babies when they experience changes in exploration energy and suddenly need adult attention: this response enables the physiological basis for later self-regulation. Use feeding, changingContinue reading “PD HS PR R2”
PD HS PR R1
Be alert and responsive to when babies have moved out of exploratory mode and enjoying floor play to needing holding, cuddling or meeting care needs. Talk to young babies as you stroke their cheeks, or pat their backs, reminding them that you are there and they are safe. Discuss with parents the critical role ofContinue reading “PD HS PR R1”
PD HS UC R6
Eats a healthy range of foodstuffs and understands need for variety in food Describes a range of different food textures and tastes when cooking and notices changes when they are combined or exposed to hot and cold temperatures Describes physical changes to the body that can occur when feeling unwell, anxious, tired, angry or sadContinue reading “PD HS UC R6”
PD HS UC R5
Can tell adults when hungry, full up or tired or when they want to rest, sleep or play Observes and can describe in words or actions the effects of physical activity on their bodies. Can name and identify different parts of the body Takes practical action to reduce risk, showing their understanding that equipment andContinue reading “PD HS UC R5”
PD HS UC R4
Very energetic in short bursts and needs time for rest and calm with at least three hours of a day of exercise including moderate- to vigorous-intensity physical activity, spread throughout the day Needs to sleep for 10–13 hours in a 24-hour period which may include a nap, with regular sleep and wake-up times Feeds selfContinue reading “PD HS UC R4”
PD HS UC R3
Sleeps for 12-14 hours a day with one/two naps Daytime sleeping continues to be important for healthy development Highly active in short bursts, with frequent and sudden need for rest or withdrawal Enjoys hugs and cuddles and seeks comfort from attachment figure when they feel the need Uses physical expression of feelings to release stress.Continue reading “PD HS UC R3”
PD HS UC R2
Sleeps for 11-15 hours a day with at least 2 naps Self-soothes and is able to drop off to sleep when conditions are right for them Expresses feelings and communicates through gesture, facial expression, movements, body language and vocalisations (such as joy, distress, frustration and fear) Shows rapid changes in energy levels, from highly activeContinue reading “PD HS UC R2”
PD HS UC R1
Responds to and thrives on warm, sensitive physical contact and care Makes needs known through crying and body movements Responds to being rocked as a means of soothing Sleeps for 14-16 hours a day, with several short naps. Substantial sleeping is vital for processing sensory information taken in while awake Responds and turns to sounds,Continue reading “PD HS UC R1”