Module 1


Safety of equipment Ensure the safety of the children


Everything must be planned according to the safety of the children. Meticulous observation and attention to detail are required in order to create a safe environment in which children can play. Inspect the playroom and playground, and focus on possible problem situations:  Are there any sharp corners at the level of the children?  Are the edges of the carpets loose or frayed?  Is the surface where water is used absorbent? Are mops and towels available to dry up spills?  Is the hot water out of the children’s reach?  Are the children allowed to run around indoors?  Are there rules regarding the use of scissors, hammers and knives?  Are the safety measures explained to the children and applied by the adults?  Are the wall plugs covered when not in use?  Are open stairways provided with safety gates?  Do adults supervise the use of extension leads and electrical appliances?  Is broken or damaged equipment removed immediately?  Are the fences or walls high enough and safe to touch?  Are there areas where bicycles and other wheeled toys can be used without resulting in collisions?  Are the swings located outside the normal flow of traffic on the playground; are they enclosed by a fence or shrubbery?


 Can a child’s ankle or foot be caught on a chain fence or other equipment that may cause an injury?  Is there an easy flow of traffic?  Are the toys safe for the children to use?


2. Layout of the toddlers section


Te main areas 1.2.1 Activity areas 1. Free-play area 2. Manipulative area 3. Quiet area/book corner 4. Curiosity corner 5. Creative activities


1.2.2 Routine areas 1. Sleeping area 2. Nappy changing area 3. Toilet and washing area 4. Eating area


1.2.3 Other areas 1. Isolation room 2. Office


1.2.4 Playground Te value of dividing the play area space into different areas of activity is all the different activities help to promote the development of the whole child. 1. It is more interesting for the child. 2. It gives a feeling of order and security to both educarers and toddlers. 3. It provides different kinds of places for the child to explore, discover and learn about. 4. It enables the educarer to work or play with one or a few toddlers while the others are occupied.


5. It makes it possible for many toddlers to have something to do even though there are few toys.


6. It helps children learn that certain activities and toys belong in certain areas – their memory will develop as well as their ability to distinguish between certain activities and find similarities in others.


8 FutureManagers


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66  |  Page 67  |  Page 68  |  Page 69  |  Page 70  |  Page 71  |  Page 72  |  Page 73  |  Page 74  |  Page 75  |  Page 76  |  Page 77  |  Page 78  |  Page 79  |  Page 80  |  Page 81  |  Page 82  |  Page 83  |  Page 84  |  Page 85  |  Page 86  |  Page 87  |  Page 88  |  Page 89  |  Page 90  |  Page 91  |  Page 92  |  Page 93  |  Page 94  |  Page 95  |  Page 96  |  Page 97  |  Page 98  |  Page 99  |  Page 100  |  Page 101  |  Page 102  |  Page 103  |  Page 104  |  Page 105  |  Page 106  |  Page 107  |  Page 108  |  Page 109  |  Page 110  |  Page 111  |  Page 112  |  Page 113  |  Page 114  |  Page 115  |  Page 116  |  Page 117  |  Page 118  |  Page 119  |  Page 120  |  Page 121  |  Page 122  |  Page 123  |  Page 124  |  Page 125  |  Page 126  |  Page 127  |  Page 128  |  Page 129  |  Page 130  |  Page 131  |  Page 132  |  Page 133  |  Page 134  |  Page 135  |  Page 136  |  Page 137  |  Page 138  |  Page 139  |  Page 140  |  Page 141  |  Page 142  |  Page 143  |  Page 144  |  Page 145  |  Page 146  |  Page 147  |  Page 148  |  Page 149  |  Page 150  |  Page 151  |  Page 152  |  Page 153  |  Page 154  |  Page 155  |  Page 156  |  Page 157  |  Page 158  |  Page 159  |  Page 160  |  Page 161  |  Page 162  |  Page 163  |  Page 164  |  Page 165  |  Page 166  |  Page 167  |  Page 168  |  Page 169  |  Page 170  |  Page 171  |  Page 172  |  Page 173  |  Page 174  |  Page 175  |  Page 176