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

at that place argon a number of measurable principles to think close when you be preparedness for healthy and safe purlieus or activities with pip-squeakren and infantile people. Most of these are common ace just remember everyone is an mortal and may urinate particular of necessity. If you are substantiate about(predicate) the following points it will survive second nature to include rubber eraser in your homework.Every electric razor is an individual with different involve depending on their hop on and abilities. You must think about this when planning activities, for pillowcase when they involve physical play, or if more consideration must be given to the needs of a pincer who has just become mobile than to an one-time(a) babe, when planning room layouts. Some children abide specific needs such as sensory impairments for example think about the ch each(prenominal)enges to a child with limited hear understanding explanations about safety.The different needs of families and carers must be considered.Al shipway be clear about why you are using the milieu in question, the activities a child encounters and what sorts of services are suffered.The duty of care of a setting to children, parents and carers is a legal obligation. You should always harbor the childs safety and welfare uppermost in your mind when planning.The desired outcomes for the child and young people are the first point. Most activities with children and young people should render clear aims and objectives that are based nigh the required outcomes linked to their age for example the EYFS for children under 5 stratums of age.Lines of certificate of indebtedness and accountability everyone employed in a setting has a responsibility for the health and safety of children and staff, only when there should be clear reporting responsibilities (Tassoni et al, 2010).All children should be given equal opportunities and this should be remembered in the selecting pu rlieu. All pupils, including those with special needs, should be considered when planning and setting out materials and resources. The environment may often need to be adapted for the needs of particular children in spite of appearance the class. Factors to be considered include the following sw stand This may need to be familiarized or teaching areas changed if a visually impaired pupils look are light sensitive. Accessibility A pupil in a wheelchair needs to have as much entrance fee to classroom facilities as others. Furniture and resources may need to be touch ond to allow for this.Sound Some pupils may be sensitive to sounds, for example a child on the autistic spectrum who is disturbed by loud or unusual noises. It is not always possible for such noises to be avoided, but teaching assistants need to be aware of the effect that they poop have on pupils (Burnham, 2007). The Learning EnvironmentThe stirred up environment The emotional environment is created by all the p eople in the setting, but adults have to ensure that it is warm and pass judgment of everyone. Adults need to empathise with children and support their emotions. When children go through confident in the environment they are willing to try things out, knowing that motility is valued. When children know that their feelings are accepted they learn to express them, confident that adults will friend them with how they are feeling. The alfresco environment beingness clear has a positive uphold on childrens sense of eudaimonia and helps all aspects of childrens development. Being clear offers opportunities for doing things in different ways and on different scales than when indoor(a)(a)(a)(a)s. It gives children first-hand contact with weather, seasons and the naturalworld. Outdoor environments offer children freedom to explore, use their senses, and be physically active and exuberant. The indoor environmentThe indoor environment provides a safe, secure even challenging space fo r children. For some children, the indoor environment is like a second home, providing a place for activity, rest, eating and sleeping. The indoor environment contains resources which are tolerate, tumesce maintained and accessible for all children. interior spaces are planned so that they can be used flexibly and an appropriate range of activities is provided. Effective practice view that some children may need exceptional support to express their feelings and come to basis 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 outside on a daily basis all year round. Help 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 comforting for all children, while providing interest through renewal from time to time. Where possible link the indoor and outdo or environments so that children can move freely between them. Challenges and dilemmasFinding ways to promote the importance 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 build or organisation of the building. Ensuring the indoor environment is homely enough to feel well-situated while providing an environment suitable for attainment (Child Development Guide, 2007).