Diploma in Early Childhood Education and Care: Assessment Task 1

Running head: DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE
DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE
Name of the Student
Name of the university
Author’s note

DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE
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Assessment Task 1: Invitation to play
1. Draw a layout of your Early Childhood services indoor and outdoor learning
environments (your room only). Label each of the different play areas.
At the corner, there was a block
building, dress-up area and a bookshelf,
children can read a book.
For the table, educators will set up a
different environment for children to
play.
Sand play
Space area – A seesaw can be kept in
the free space

DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE
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1. Evaluate the existing play areas in your Centre.
- The strengths of the physical environment (think about how the environment has been
designed and managed and focus your attention on how it could be improved).
Indoor area
Indoor area contains a dress up area, an area for constructive play consisting of the building
blocks. The block building, the dress up area and bookshelf are connected utilising less space in
the room, so that children can play. There are less nooks and corners, hence the educators can
easily supervise each and every children at a glance. A table can be seen at the middle of the
room, which can be used for drawing or having lunch. The room is spacious providing ample
space for constructing a play dough area and space for constructive play. However, it is
recommended to separate the bookshelf areas and make a cosy sitting arrangement for allowing
children to sit and read.
Outdoor area
Sand play: A sand pit can be constructed in one of the corners of the garden, where small
diggers, shovels can be kept.
Space area: A balance bean can be used to fill up the space in the outdoor area. In this free space
children can also practice hoola hoops for increasing their gross motor skills.
- The strengths of the human environment (think about how the children engage in each play
area and the role of the caregivers in the children’s play. Is the play quality play?)
In the area of constructive play, children can use building blocks form several structure like a
building or more complex structures like pyramids. The dress up area can be used for the pretend

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play, where children can dress themselves in the attire of wild animals or try on dress of a king.
Educators can assist children in putting on the dresses and instructing them to do it on their own.
This is a quality play due to the fact that such play would provide autonomy to children
to do tasks on their own with minimal assistance. The tasks would also help to enhance the
creative skills of the students.
- Record suggestions for future planning – What are your ideas for the play
area?
1) In the outdoor area, hoop-la-hoops can be placed on the ground. Such activities will serve
as aerobics and will help children meeting their exercise demands.
2) A table can be set up at the indoor space or a constructive play area can be developed at
oe of the corners of the room. A constructive play activity will develop their scientific
skills and will also improve their motor skills along with hand eye coordination.
Q. 4. Planning and implementation of the four play areas
Indoor environment
The indoor space should be organised in such a way so that the students can move around the
room freely without bumping over the objects.
1. Indoor sand play area
As per the anecdotal records, it can be see that most of the children are interested in sand
play activities which are normally played in outdoor environment. It is evident from the