Module 1
Tey express their feelings and imaginations, get rid of fear, anger and frustrations, express joy and fun.
Tey communicate using pictures to express how they feel. 1.2.2 Routine areas
Activity Discuss the layout of the different routine areas with specific reference to the aim of each area, the furniture suitable for each area, the requirements for the layout of each area with due allowance to security. 1.
Sleeping area
2. Nappy changing area 3. Toilet and washing area 4. Eating area
Sleeping area Babies and toddlers need more sleep than older children. Separate facilities away from the older children are necessary so that the needs of the toddler are met. If a child has his/her own place for sleeping, a feeling of security will be encouraged. Te rest area should create an atmosphere encouraging sleep and rest. It must therefore be a place of ease, warmth and soſtness. Te place where toddlers rest or sleep may be: A special room where cots are permanently available to sleep in. Cots should be 750 mm apart for health reasons.
A play/rest area combined where mattresses are brought out at rest time, and stored when not in use.
Points to ponder: Should babies who are awake and in a cot have something to do and see, and if so, what?
Should the rest room be darkened for sleeping? Give reasons. Is the playroom bright and airy at other times? Rooms kept dark for long periods are unhealthy.
Do babies need to sleep in a silent room? Most babies are used to sleeping where people are busy talking, especially babies from large families; but babies from small families have difficulty settling down when other people are around. It may be possible to give them private space.
The changing area Toddlers need a place to get cleaned and changed, and a place to keep their personal things. 1. Te needs of the educarer are made easier by: Storing clean nappies in the changing area. Placing the nappy storage unit near to the changing area to avoid leaving the toddler unattended on the changing surface.
Making sure that the changing surface is at a comfortable height for the educarer working there, to prevent backache.
Making sure that the changing surface is ‘warm’ by putting a towel or receiving blanket on top of the plastic or padded surface.
2. Te needs of the toddler are made easier. Each toddler has a locker or cubby to store personal things.
12 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
