• Subject Name : Early Childhood

Child Play Space - Part B

3 play spaces for the child in the room

  1. Playhood containing different placards displaying plants, fruits, animals, vegetables, different shapes – circles, squares, rectangles, and balls with numbers on them. This will help the child to play in an environment where he/she can learn about natural materials and other things.
  2. A playhouse with different physical activities like slides, jumping sheets, sitting, and rolling spaces. This will ensure that children are having social interaction with each other while playing and are involved in active physical exercises while playing.
  3. Pick n dropbox play – in this the child can pick the forests and river-related toys and drop them in respective boxes. In this way, they will learn about various natural environments and materials as well. The forest-related toy items can be of tiger, lion, tall trees, peacock, butterflies, and others. The water/river-related toys can be fishes, sharks, frogs, prawns, turtles, crocodiles, boats, ships, and a few others.

Planning template

S. No.




Name and location

The planning space should be indoor and each should be given different names like picture play, rolly rides, and nature play respectively. An indoor program is utilized to allow maximum opportunities for children to interact with a variety of materials and engage in sustained play.



All the play spaces should be at low levels and the ground floor only so that children can easily get access to each lay space. The room should be divided into learning areas and each area is partially enclosed by furniture and equipment with clearly defined areas for traffic flow. Active areas are separate from quiet areas. The area should be designed with low furniture and easily, accessible toileting and hand washing facilities. The toys should be soft and made of rubber so that children do not get an injury. The play spaces require balls, playcards displaying different pictures of planets, flora, fauna, numbers, and many others. The walls should be painted with good habits, dos and don’ts, and table manners.


Safety considerations

The children should be guarded at each play space by teachers and they should also be under camera surveillance for proper safety. The edges should be properly checked for the safety of the children. There should be no sharp objects in the play spaces.


Learning space stimulates children learning

The child should be taught to inform the teacher in case they are hurt or feel uncomfortable. Some magazines should also be kept in play spaces so that the children get encouraged and inspired to study and learn more.


Learning outcomes

The children will learn about discipline, safety, nature, confidence, communication and inter-personal development. 

Child Play Space - Part C

Reflection on play space

NOTE: dear client you have to add a picture of the play space here by your own

The playspace was well maintained and safe for the children. The children were asked to get involved in the play spaces with their friends and were awarded after they followed the instructions properly and maintained discipline during the entire sessions of playing or learning. The children were explained well about the rules and regulations of the games so that they understand the process. Playspaces for infants and toddlers need to take into account safety aspects such as choking hazards trips and falls.The children were also educated about the numbers, natural resources, animals, and many other things that resulted in playing and learning at the same time comfortably. The parts that went well were children were so motivated for the forest toys, nature, and mathematics. The children were happy with the games as they learned and interacted in playing spaces with their teachers and friends. The changes required are as follows: as the children will grow with age, accordingly the toys and play spaces will be modified. The policies and procedures that are maintained are as follows: Educators were involved children in establishing routines that keep them safe. The open-ended materials were avoided for babies and toddlers. Educators assessed safety within the play environment whilst at the same time ensuring they provide challenging and promote risk-taking. The environments for young children were aesthetically pleasing, invite participation, and stimulate interest, curiosity, and explorations.

Child Play Space - Part D

The child with the language issue

The child who knew English only as a secondary language should be

  1. Especially introduced with the class so that all the students are aware of him/her. This will help him/her to male friends as the other children will also try their best to communicate with the child in their best ways.
  2. This child should be provided special attention so that he/she does not feel uncomfortable or difficulty in interaction or learning. Moreover, the teacher should take feedback from him/her to know about his/her choices or wishes.He/she should be provided with books and playcards in his/her language as well so that there is no hindrance in his/her learning and development.
  3. The child should be set free to make his/her own choices and decisions and influence events and their world. The child should be educated about things in a common language through pictures or toys so that he/she is more involved and understands the key points. The parents of this child should also be asked about the feelings and experiences of the child after he/she reaches home.

Child Play Space - Part E

Plan for culture and background knowledge

The 3 observations were lack of confidence to speak about own culture, lack of effective interpersonal communication and discomfort due to cultural and language issues.

  1. The children should be asked to stand in their places or front of all and tell something about themselves or their culture, this will develop confidence in them. They should be encouraged to make drawings and paintings related to their heritage or traditions. They should be motivated to interact with children of different cultures or backgrounds to get better social interaction and spread the feeling of love and care with each other (Morony et al., 2018). This can be achieved by allowing them to eat, play, and sit with children of different backgrounds.
  2. The children should be asked to make a scrapbook about their traditions or cultures at home as homework with the help of their parents and then share the same in school. This will help every child to get to know about different cultures, respect those, and love people of different backgrounds equally (Page et al., 2019).
  3. Moreover, groups of culturally different children should be made for activities for games to ensure that children are collaborating and solving problems by helping each other.

References for Enhancing Communication Skills for Telehealth

Morony, S., Weir, K., Duncan, G., Biggs, J., Nutbeam, D., & Mccaffery, K. J. (2018). Enhancing communication skills for telehealth: Development and implementation of a Teach-Back intervention for a national maternal and child health helpline in Australia. BMC Health Services Research18(1), 162.

Page, J., Cock, M. L., Murray, L., Eadie, T., Niklas, F., Scull, J., & Sparling, J. (2019). An Abecedarian approach with Aboriginal families and their young children in Australia: Playgroup participation and developmental outcomes. International Journal of Early Childhood51(2), 233-250.

Remember, at the center of any academic work, lies clarity and evidence. Should you need further assistance, do look up to our Early Childhood Assignment Help

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