Assessment of Play Space Learning Centre for Language & Literacy Development

This report assesses a play space learning centre for language and literacy development in childcare, focusing on gross motor skill development in children up to 3 years old. It includes observations, evaluations, and recommendations for improvements.

Childcare.

Table of Contents
INTRODUCTION......................................................................................................................3
MAIN BODY.............................................................................................................................3
Description.............................................................................................................................3
Observation and Description..................................................................................................3
Evaluation and Analysis.........................................................................................................3
Improvements.........................................................................................................................3
CONCLUSION..........................................................................................................................3
REFERENCES...........................................................................................................................4
APPENDICES............................................................................................................................4

INTRODUCTION
The concept of gross motor skills are generally the larger movement activities like
rolling, sitting, crawling, walking, kneeing, running, skipping, jumping and many more. Most
of the times, when the children are given with independent, free play outdoors, they are
automatically participating in such types of the skills. In this, an appropriate age group or the
developmentally appropriate activities generally means the items or activities which are
specifically accepted as an appropriate for the children of the same chronological age or the
level of maturity or which are determined to be developmentally suitable for some children,
based on the development of cognitive, physical as well as emotional capacity of the child. In
this report, it will cover the description of specific motor skill development within children of
age group up to 3 years. There is a floor plan designed for the children to improve their motor
skills effectively. In addition to this, the discussion will also cover the effective
improvements to the play space or the learning centers in order to improve the learnings in
literacy and language among the children (Gordon, 2018).
MAIN BODY
Description
There is chosen age group of children is 3 years old. It is quite important for this age
group to develop gross motor skills among children, it is because it can effectively aid
children to learn how to coordinate as well as can control their movements of body. The
effectiveness of the gross motor skill development can also aid lay the foundation to be able
to complete the fine motor skill movement like grasping and pinching. Through the gross
motor skills, it can help the children to support the physical literacy, encourage the
confidence and self-esteem and can effectively develop the functioning of human brain. The
gross motor skill development can effectively reduce the frustrations and stress among the
children (Ouvry and Furtado, 2019).
Observation and Description
Through providing the gross motor skills to children, it is effectively observed that in
the initial times children were lack in some of the things such as their confidence level is
quite low, they are not able to share or tell their things or emotions with other people or
educators. In addition to this, it is effectively observed that, the children generally lack in the
physical activities as they were not performed physical activities in their daily routine which
makes them more lethargic. There is existing a play space or the learning centers of the

attachment class, in association to the literacy and language. In this, there is a fine motor area
where some of the effective play activities are arranged for the children to improve their
skills more appropriately (Abdurakhmanova and Rustamov, 2020).
Fine Motor region: In this region, it can help the children to know about how to hold the
knives, spoons and forks to eat the food. It can help the children to effectively improve the
skills to open or close the lids of the containers, can help with meals to shake, chop, mix, cut
and many more.
Dramatic play region: The region can provide the children with various chances to work via
their emotions, can develop as well as learn the essential social skills and to improve their
expressive languages. The region can involve effective creativities that can positively bring
out the imagination of the children. It can help the children to improve their communication
skills with other people. Through dramatic play, it can effectively help the children to
improve their concentration and confidence as well.
Literacy circle table: In this region, it can effectively help to introduce the vocabulary so that
children can able to learn and adopt the skills and can improve their vocabulary more
efficiently.
Science Centre: The science center is generally interesting as well as inviting the children
with more and more opportunities to explore, discover as well as use their senses in a better
way.
Computer: In this, the preschoolers can able to learn the reading skills with help of videos
and images. They can effectively strengthen their math’s skills by adopting or learning the
information computing via the computer technology. The children’s can also enhance their
social skills by simply learning how to effectively communicate in a concise fashion
(Iglesias, Canals and Arija, 2018).
Evaluation and Analysis
It is effectively analyzed from the play area that the particular regions within a play
area can effectively help the children to develop their gross motor skills so that they can able
to function well. There are arranged the high activities for the preschoolers so that they can
enjoy the activities and can able to develop their skills more appropriately.

Improvements
It is recommended for the educators to improve some of the regions within the play
area to improve the skills of children.
 The educators must place some puzzle games so that their brain activity can be
effectively increased.
 The educators must provide knowledge to the children to pick up the objects such as
cotton balls and blocks with tongs as well as can effectively move them from one
container to the other.
 The educators must provide knowledge to the children to use the scissors in order to
cut the shapes or can draw on the pieces of paper (Pinquart, 2018).
CONCLUSION
From the above discussion, it is analyzed that the gross motor skills are quite essential
within a child to develop as it can help the children to effectively perform activities. The
motor skills can also help to enhance the functioning of the brain activities among children.
The educators plan the play activities that can help the children to improve their skills more
appropriately. The designed play region can include fine motor region, Dramatic play region,
Literacy circle table, Science Centre, and Computer area and many more for children. In
addition to this, there are some of the improvements that are to be taken in order to improve
the skills within children.

REFERENCES
Books and journals:
Abdurakhmanova, G. and Rustamov, D., 2020. THEORETICAL PRINCIPLES OF
ATTRACTING FOREIGN INVESTMENT TO THE COUNTRY'S
ECONOMY. Архив научных исследований, (24).
Appleton, R.E. and Gupta, R., 2019. Cerebral palsy: not always what it seems. Archives of
Disease in Childhood, 104(8), pp.809-814.
Cameron, C.E., 2018. Hands on, minds on: How executive function, motor, and spatial skills
foster school readiness. Teachers College Press.
Gordon, R.J., 2018. Why has economic growth slowed when innovation appears to be
accelerating? (No. w24554). National Bureau of Economic Research.
Iglesias, L., Canals, J. and Arija, V., 2018. Effects of prenatal iron status on child
neurodevelopment and behavior: A systematic review. Critical reviews in food
science and nutrition, 58(10), pp.1604-1614.
Jeong, J., Pitchik, H.O. and Yousafzai, A.K., 2018. Stimulation interventions and parenting
in low-and middle-income countries: a meta-analysis. Pediatrics, 141(4).
Ladwig, M.A., Vazou, S. and Ekkekakis, P., 2018. “My best memory is when I was done
with it”: PE memories are associated with adult sedentary behavior. Translational
Journal of the American College of Sports Medicine, 3(16), pp.119-129.
Leman, P. and Bremner, A., 2019. EBOOK: Developmental Psychology, 2e. McGraw Hill.
Marquez-Chin, C. and Popovic, M.R., 2020. Functional electrical stimulation therapy for
restoration of motor function after spinal cord injury and stroke: a
review. Biomedical engineering online, 19(1), pp.1-25.
Ouvry, M. and Furtado, A., 2019. Exercising muscles and minds: Outdoor play and the early
years curriculum. Jessica Kingsley Publishers.
Pepping, M. and Prigatano, G.P., 2020. Psychotherapy after brain injury: Costs and benefits.
In Clinical neuropsychology and cost outcome research (pp. 313-328). Psychology
Press.
Pinquart, M., 2018. Parenting stress in caregivers of children with chronic physical condition
—A meta‐analysis. Stress and Health, 34(2), pp.197-207.

APPENDICES
ENTRANCE
DRAMATIC
PLAY
REGION
SCIENCE
TABLE
FINE
MOTOR
COMPUTER COTS
COTS COTS
LITERAC
Y/CIRCLE
TABLE WASHROOM
SUPERVISION
TABLE