A little bit about why we engage in lots of positive risk taking,
for those who are interested… Playing adventurously motivates children to develop persistence and an enjoyment rather than fear of challenge and extending and exploring boundaries. A willingness to take risks is an important characteristic of an effective learner. The Early Years Foundation Stage guidance states that an effective learner is willing ‘to have a go’ through initiating activities and seeking challenge, showing a ‘can-do’ attitude, taking a risk, engaging in new experiences, and learning by trial and error. When adults look anxious or repeatedly say to children ‘mind out’, ‘be careful’, ‘don’t do that’, ‘come down or you’ll fall’, there is a danger that they undermine this important disposition to learn by communicating their own anxiety. There is evidence that risk and challenge in a supportive environment is positively linked with emotional well-being, resilience and mental health and that small mistakes and minor accidents can offer some protection against the negative effects of future failure. Managing a small amount of fear and uncertainty, such as balancing along a wobbly plank or rolling fast down a slope and holding your nerve when feeling on the edge of control, is important to emotional well-being. Such play develops children’s resilience and help them to cope physically and emotionally with unexpected events. Vigorous almost out of control play, such as swinging, hanging, rolling or romping – where the normal body position is altered – is crucial for developing children’s sense of balance and sense of their own body in space. Research on children’s neuro-motor skills in primary schools shows that children with immature motor skills do not perform as well on educational measures at eight years old. However, despite an inbuilt sense of danger, children who lack experience can sometimes take risks that are inappropriate, which border on recklessness or which put themselves or others at risk of serious injury. As in many areas of learning, children need the support of experienced others who can help them recognize and assess risk for themselves, teach safe ways of doing things and encourage a ‘can-do’ attitude and a positive disposition to adventurous play. Teaching skills such as testing the strength of a branch before climbing or using a stick to measure the depth of water in a stream before paddling helps children to feel confident in managing risky situations. At Young Friends Nursery we fully support this and as such our children are very effective and confident learners and explorers.
The Howler room is for children aged approximately 16 to 24 months. They have their own entrance situated at the front of the building that opens straight into the Howlers porch and playroom.
The room itself is a beautiful open plan space with clearly set out zones linked to the EYFS learning areas including Mark-making, Role play, Construction and Sensory. Each area is carefully and thoughtfully set up each day with age appropriate activities taken from the children’s interests and replenished throughout the day to create a warm and stimulating environment.
There are three 5 practitioners based within this room that care for a maximum of 12 children which allows our practitioners to build strong, positive relationships with every child. It is a requirement that children have naturally started only having one sleep per day in this room and the Howler Room turns into a calm sleep room after lunch for the Howlers and Baboons.
Out of the 4 practitioners in this room there are two with NVQ 3 and three who hold NVQ 2 and are working towards their NVQ level 3. So they are, like the rest of the nursery a highly qualified bunch. Their Supervisor is also one of our on floor Deputy Managers and overseeing, with her partner in crime in the Baboon room, very high practice. She has a Deputy Supervisor with Level 3 who takes the reigns when she has to do a bit of office work so all in all the Howler team is a well oiled machine who’s children have a really lovely time.
Each child has their own linen bag containing bedding for the week and any comforters/grow bags that are individual to that child. The room also has its own nappy changing station with a shield for privacy.
|Children arrive to Free play in Baboon room 8:30 Breakfast||Welcome and Free-play(Keep children’s shoes on) Nappies-9:20||Snack time||Garden/ Sleepers||Good morning and self registration board||Freeplay and adult led Nappies-11:30|
|Group time||Lunch time||Sleep time/ Garden(Baboons join)||Garden time Nappies-1:00 and when wake||Groups split back. Free play and adult led Nappies-2:30||Music and movement session. Goodbye song and sticker rewards|
|Afternoon Snack time||Goodbye song. Join the baboons in the garden 4:30-Nappies||Large toys and equipment in separate rooms||Tea time||Children collection time||Finishing closing duties|