1. Unit MU Contribute to the support of positive environments for children and young people (Part 1)

2. MU 2.8 Contribute to the support of positive environments for children and young people
3 credits
This unit helps learners to:
Know about the regulatory requirements for a positive environment
Be able to support a positive environment that meets an
individual’s needs
Be able to support the personal care needs of children and
young people
Understand how to support the nutritional and dietary needs
of children and young people.

3. Big Picture

4. Lesson 1 Connector…
Why it is important for a child/young person to be in a positive environment?
Work in pairs to discuss your ideas.
Be prepared to give feedback to the class.

5. Positive environments
A positive environment is somewhere that is welcoming, reassuring, safe and healthy; it is one in which children/young people can learn and develop.
A positive environment helps children and young people to become independent, to have the confidence to learn new skills and to feel a sense of belonging.
A positive environment should provide for the physical, intellectual, language, emotional and social needs of the child or young person.

6. The required regulations
Learning Outcome 1
There are a number of frameworks in England, Scotland, Wales and Northern Ireland which state the regulations that must be followed in children’s and young person’s childcare and educational establishments.
‘The curriculum framework for England’
‘The curriculum framework for Scotland’
‘The curriculum framework for Wales’
‘The curriculum framework for Northern Ireland’
Find out
about
these for 1.1.
& 1.2

7. Activity 2 The required regulations
It is important to know that the laws are slightly
different in each of the UK countries.
Each group to research the following laws
‘The curriculum framework for England’
‘The curriculum framework for Scotland’
‘The curriculum framework for Wales’
‘The curriculum framework for Northern Ireland’
Be prepared to give feedback to the class

8. What is a positive environment?
A positive environment is one:
that is safe and hygienic
where there is no discrimination
where young children and young people are cared for by people who have a caring attitude and approach
where children and young people are stimulated
where there is equality of opportunity
where there are activities and opportunities for play
where individual needs are met.

9. A positive environment
Should provide for each individual’s needs.
Should offer a wide range of activities that allow children and young people to try things out (experiment) and that encourage them to solve problems.
Should provide opportunities for taking part in activities, indoors and outdoors, and with peers.
Think of 2/3 children or young people you are working with. Are their needs being met?
Can you think of activities that could be offered?

10. Activity 3: Being able to support a positive environment 2.1
In your placement, how do practitioners greet each young person or child?
In what ways are they made to feel valued as an individual?
Which routines are in place?
What opportunities are there for taking part in a variety of activities?

11. What does the young people’s environment offer? 2.2
What opportunities are there for the young
people to choose their own activities?
Make a list of them.
When do they do them?
How much time do they get to engage in
activities of their own choosing?

12. Activities 4 Helping children to feel valued textbook page 152
And Reflective practice: Welcoming children and young people page 153

13. Activity 5 Work in pairs to answer the following questions;
Any setting must take into account the particular needs of each child or young person. What might be done to help:
A child or young person who uses a wheelchair?
A child or young person with hearing difficulties?
A child or young person with very poor eyesight (visually impaired)?
A child or young person with limited mobility?
A stressed or anxious child or young person?

14. Creating a friendly Early Years environment 2.2
This involves planning the layout and organising the activities so that children can have an active role in setting up and choosing what they want to do.
Outdoor access
Health
and
safety
Interest tables
child height?
objects safe to
handle?
Things to
think
about
Are displays
visible?
Is the space
big enough?
How is the space
divided to allow for
a variety of activities?
Temperature of room
18–21C
Lighting -
natural
and artificial

15. Resources
Remember!
You are the child’s most valuable resource.

16. Equipment sand clay and play dough water
In your Early Years work environment, what opportunities are there for children to play with,
Where is the quiet area?
What tabletop activities
are there?
e.g. puzzles, small blocks
What technology equipment can they use?
e.g. computer
sand
clay and play dough
water
Can you
think of others?

17. Can children take part in….?
Cookery
Domestic play
(dolls,
telephones etc.)
Make-believe play (dressing up clothes)
Art work

18. What else does the Early Years work environment offer:
What construction toys can they play with?
Are there facilities for reading and writing?
Can they make models etc. from boxes, toilet roll tubes, egg boxes etc?
Is there an interest table? What is featured?
Are there ‘growing and living’ things, e.g. fish, plants ?

19. Outdoors 2.2 What outdoor equipment is provided?
How do you know that the outdoor equipment is safe?
What about the outdoor floor surface – is it suitable and safe?
Is there a garden? What can the children or young people learn about garden life – plants, insects etc?

20. Providing activities and resources 2.3
Activities and resources should always be planned with the individual in mind.
A child or young person’s needs should be regularly assessed.
Those with particular needs should have the same opportunities as others.
Settings may need to be adapted for those with additional needs, e.g. wheelchair users.

21. e.g. a variety of materials with different textures
Providing activities that will encourage the use of a child or young person’s senses
Touch
e.g. a variety of materials with different textures
Taste
e.g. sampling
sweet & sour
foods
Smell
e.g. cooking
Senses
Sight
e.g. reading
Hearing
e.g. listening to
music
What other activities can you
think of for each of these?

22. Providing an environment where praise and encouragement are given 2.5
Verbal praise
and
encouragement
Sharing experiences / circle time
How to give praise
and
encouragement
Highlighting
the positive
aspects –
especially effort
Displaying
work
Sharing positive
feedback
Non-verbal methods
e.g. smiling, eye contact

23. Assessment task 1
You have to produce an information leaflet for children, young people and parents/carers.
This leaflet is intended to explain all about ‘positive environments’:
- what is a positive environment?
- what makes a positive environment?
- what regulations have to be followed?
You might find it useful to discuss these questions
before starting your leaflet.

24. Review
Write down some of the ways positive environments can be created