QF5030: Effective Communication and Outdoor Play Area Development

This presentation addresses the significance of outdoor play area development within an early years setting in the London Borough of Ealing, which caters to 43 preschoolers. The core issue identified is the limited size of the outdoor play area, hindering simultaneous use by toddlers and preschoolers. The presentation justifies the selection of this area of development by emphasizing its vital role in children's holistic growth, including social interaction and communication skills. It proposes various communication methods to inform parents, such as newsletters, leaflets, and parent-teacher meetings. Additionally, it outlines strategies for staff involvement and discusses relevant legislation, including the Children Act 2004, the Children and Families Act 2014, the Childcare Act 2006, UNCRC 1986, and Statutory Framework EYFS 2016. The presentation suggests a plan to enhance practice by scheduling play sessions for toddlers and preschoolers at different times. The ultimate goal is to improve children's social skills and communication abilities.

Introduction
The field of teaching is dynamic and complicated in nature. The teachers have the
important responsibility of ensuring that they are able to impart knowledge to the students which
are effectively imbibed by them (Epstein 2018). The purpose of this presentation is to show the
importance of the development of communication skills for the efficient learning process.
Context of setting
The education of the children primarily consist of the impartation of theoretical
knowledge by their respective teachers. Knowledge and theories are important to be understood
as it provides a clear basis of foundation to the children and aids in their analysis of the
significance of the daily phenomenon and the daily objects of observation (Vickerman and
Maher 2018). However, in this regard, it needs to be noted that children needs to be engaged in
practical and co-curricular activities as well as it aids in their all-round development. Such
outdoor activities and games are necessary for the students to apply the acquired theoretical
knowledge to their regular life and utilize them for the resolution of the obstacles and problems
faced by them (Craft 2017).
Selected area of development
The main purpose of this presentation is to understand the issue of outdoor activity and
its importance for the development of the students. The London Borough of Ealing has been
taken in to consideration where the school to be looked in to comprises of 43 students enrolled at
the preschool level. The problem which is faced by this school is that the outdoor playing area is
too small for both the preschoolers and the toddlers to be playing at the same time. In this regard,
the area of improvement identified is that of the outdoor playing space.

Justification for selection
The identified area of improvement which is the outdoor playground has been chosen as
the area of development because of the implicit important role it plays in the development of the
lives of the student. Primarily, the students are imparted theoretical knowledge in their
educational institutions by their respective teachers. However, such theoretical knowledge needs
to be applied in the real field of activity so as to make the students competent enough to
efficiently tackle the problems faced in their personal lives (Meadows and Cashdan 2017). The
outdoor play areas provide the students with the opportunity to grow as individuals and interact
outside the comfort of a classroom with the other students. This leads them to understand the
desired process of interaction and the communication with people. Furthermore, it also teaches
them about manners and how to behave (Tizard et al. 2017).
Communication methods to inform parents
The process of education does not only involve the students and the teachers but also the
parents of the students as well. This is due to the reason that the nature of instruction and support
that the students receive in their home atmosphere has an important bearing on the development
and form of interaction of the students in the class rooms (Edwards and Redfern 2017). In this
sense, there is an important need on the part of the teachers to communicate with the parents
about the various activities under taken in the course of education of their child.
The process of communication aids in the method of dissemination of knowledge to
people. In the context of the parents, certain communication methods which may prove to be
effective in letting them know about the activities under taken for the development of their child
may be as follows –

Newsletters – A monthly newsletter is formulated by the teachers of the school and handed out
by the principal. This newsletter consist of all the important information with regard to the
activities performed by the teachers for the growth of their child (Youell 2018). For instance, the
syllabus to be taught in the school for that month, the nutritional value of the food made in the
kitchen and the co-curricular activities to be organized by the school for that month. This aids the
parents to be kept informed about the direction of the school and their commitment for the
effective development of the student community.
Leaflets – A weekly leaflet is sought to be provided by the school to the concerned parents so
that they are kept informed about the progress made the students during the defined time span
(Brown 2018). Furthermore, any important changes brought about by the school is also updated
in the leaflet produced so that the parents are aware about the change in direction of imparting
education to the children.
Parent teacher meeting – The most effective method of communication in the context of
educational institutions is organizing a parent teacher meeting (Osler and Starkey 2017). The
concerned school in the London Borough of Ealing seeks to organize a parent teacher meeting
after every three months. This allows the parents to be aware about the progress made by their
children in the school, both in terms of their accumulation of theoretical knowledge and their
participation in co-curricular activities. The one-on-one personal form of interaction also allows
both the parties to know about the areas which needs to be developed in the context of the
concerned child (De Winter 2018).
Measures to involve staff

The staff members of any educational institutions play an indispensably significant role
in the development of the students (Manning, Baruth and Lee 2017). Although they are not
directly related to the impartation of knowledge to the students, they have the responsibility to
ensure the checking of the examinations conducted by the school in a timely manner. They
formulate mechanisms for the students, teachers and parents to share their feedback with the
institutions. They are also responsible for organizing all the co-curricular activities of the school
and fix the timings in an effective manner so that they do not disrupt the flow of knowledge.
In this context, one of the most effective method of communication to involve the staff
members is that of holding early morning meetings on a regular basis. The staffs should be kept
informed with the needs of the day and the various activities which are sought to be organized by
the teachers for the education of the children. For instance, if a teacher wants to organize an art
competition in a class room, then it is the responsibility of the staff to ensure the provision of art
papers, colors and objects to be drawn.
Children Act 2004
The Parliament of the United Kingdom enacted the Children Act 2004. The main
objective of the Act is to set boundaries and aid the local authorities of London and other
constituent units to effectively regulate the aspect of official intervention for maintaining the
interest of the students.
This Act would be applied in the context of the identified area of development by the way
of asking opinions from the local authorities on how to increase the space of the playground
(Davies 2017). Outdoor activities need to be encouraged amongst the student body as it leads to

the increase in their physical resilience and also allows them to understand how to behave with
other individuals in an open space.
Children and Families Act 2014
The Children and Families Act 2014 is important in the context of the educational field as
it allows the disabled students to be involved in the process of accumulation of knowledge (Craft
2017). The Act tries to accommodate the people belonging to different cultural and ethnic
backgrounds. It seeks to minimize the vulnerabilities and hardships faced by the student
community with regard to their differences so that their education is not undermined.
The application of the tenants of this Act is necessary in the context of this school. The
ethnic and cultural values of the parents might vary and this would have a strong reflection on
the method of upbringing of the students. The diverse nature in the classroom needs to be
effectively utilized by the teacher by making the students aware about the importance of
multiculturalism and teach them about the concepts of peace and harmony. This would aid the
development of the students with regards to the desired behavior.
Childcare Act 2006
The Childcare Act 2006 seeks to simplify and reform the early year education of the
students. It attempts to provide an integrated manner of education for the children and a care
quality frame work for the toddlers and the preschoolers (Otto and Pensini 2017).
UNCRC 1986
A global framework for the development of the students is that of the UNCRC 1986. The
main objective of this legislation is that it seeks to identify the rights of the children community

under the age of 18 and provide them with an environment which aids in the development of
their spirit of tolerance, peace, freedom and dignity (Swift 2017).
Statutory Framework EYFS 2016
The Statutory Framework EYFS 2016 is applied in the context of all the stakeholders in
the process of education such as the school staff, the teachers, the child care providers as well as
the social workers. The framework provides a standard to the stakeholders to ensure the
development of the child (Archer 2018). The children needs to be kept safe and healthy.
Furthermore, the framework points to the importance of knowledge which would and the student
to start their schooling activities.
Enhancement of practice
The enhancement of practice would depend on the collaborated efforts made by the
practitioners and the students. The practitioners need to plan an activity so as to ensure that the
students can play outside. A plan of activity has been proposed whereby the student community
would be divided in to two groups. The toddlers would play from 9:30 am to 10:30 am while the
preschoolers would play from 10:30 am to 11: 30 am. In the afternoon session, the preschoolers
would play from 2:30 pm to 3:15 pm while the toddlers would play from 3:15 pm to 3:30 pm.
Conclusion
In conclusion, it can be seen that the responsibility of the teachers is more during the
early years of childhood education. In this regard, the students are required to undergo different
kinds of learning processes as instituted by the teachers of their class rooms. The outdoor play
areas provide the students with the opportunity to grow as individuals and interact outside the
comfort of a classroom with the other students. This leads them to understand the desired process

of interaction and the communication with people. Furthermore, it also teaches them about
manners and how to behave with the other members of the community.

References:
Archer, R., 2018. Education Policy and Realist Social Theory: primary teachers, child-centred
philosophy and the new managerialism. Routledge.
Brown, K., 2018. Education, culture and critical thinking. Routledge.
Craft, M., 2017. Education for diversity. In Education and cultural pluralism (pp. 5-25).
Routledge.
Craft, M., 2017. Education and cultural pluralism. Routledge.
Davies, B., 2017. Life in the classroom and playground: The accounts of primary school
children. Routledge.
De Winter, M., 2018. Children: Fellow Citizens. CRC Press.
Edwards, V. and Redfern, A., 2017. At Home in School (1988): Parent Participation in Primary
Education. Routledge.
Epstein, J.L., 2018. School, family, and community partnerships: Preparing educators and
improving schools. Routledge.
Manning, M.L., Baruth, L.G. and Lee, G.L., 2017. Multicultural education of children and
adolescents. Routledge.
Meadows, S. and Cashdan, A., 2017. Helping children learn: Contributions to a cognitive
curriculum. Routledge.
Osler, A. and Starkey, H., 2017. Teacher education and human rights. Routledge.

Otto, S. and Pensini, P., 2017. Nature-based environmental education of children: Environmental
knowledge and connectedness to nature, together, are related to ecological behaviour. Global
Environmental Change, 47, pp.88-94.
Swift, D.F., 2017. The sociology of education: introductory analytical perspectives. Routledge.
Tizard, B., Blatchford, P., Burke, J., Farquhar, C. and Plewis, I., 2017. Young children at school
in the inner city. Routledge.
Vickerman, P. and Maher, A., 2018. Teaching physical education to children with special
educational needs and disabilities. Routledge.
Youell, B., 2018. The learning relationship: Psychoanalytic thinking in education. Routledge.