Designing Environments for Child Play and Learning: CHCECE011

This project explores the vital role of play in children's development, emphasizing its contribution to physical, emotional, social, and intellectual growth. It addresses how education and care services can design environments and facility programs to meet individual needs, cultural diversity, safety requirements, and behavioral expectations. The paper discusses the integration of play to extend children's interests, encourage new experiences, and foster lifelong learning. It also examines the principles of the National Quality Framework (NQF), National Quality Standard (NQS) and Early Years Learning Framework (EYLF) and the significance of organizational policies and program improvements in supporting children's play and learning. The project highlights the importance of appropriate interactions, supervision, and the use of excursions to enhance children's learning experiences. Furthermore, it stresses the need for creating an enabling environment that supports play-based learning through policies, public demand, ministerial leadership, and financing, thereby ensuring the holistic development of children.

Running Head: EDUCATION AND CARE 0
Support Play and Learning for Children

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Introduction
Play is an important activity for the development of the children because it contributes
to the physical, emotional, social and intellectual healthcare of children. Play gives an ideal
opportunity for the parents to get fully engaged with their children. Even with these benefits
of play for both the parents and children, free time play has been reduced for some children
(Cleland, Byrne, & Vidgen, 2018). This document is highlighting the important factors for
the development of children, and the impact of care services and education on the
environment or the facility program. It includes the changes which a family should structure
and increasing enrichment activities with attention towards academic.
Roll of Play in the Development of Children
Play is essential for the children because it allows them to use the creativity of their
own with the development of imagination, and in increasing the physical, emotional and
cognitive strength. Play helps in the development of a healthy brain (Pyle & Alaca, 2018).
Every child at an early age started interacting and engaging in the environment around them
by creating a world of their own. It helps in enhancing the confidence in the children to face
the future challenges. Undirected play provides the learning of group work, negotiation,
sharing and conflict resolution to the children. It helps in growing the decision-making skills,
engagement in the passions and discovering their interest. Unstructured play increases the
physical activities in children, which is very important for the obesity epidemic perseverance.
Roll of Education and Care Services in Designing the Facility Programs and the
Environment for the Development of Children
There are some obstacles in integrating the play into the education system or pre-
primary schools. There is a lack of understanding of the importance of play in academics as a
foundation. Misconceptions in the caregivers or parents about the play. A type of curriculum
and the standards of early learning without the involvement of play. Lack of development of

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the learning through play, in the professionalism of a teacher; The large size of classes which
limits the freedom of the children to play (Jay & Knaus, 2018).
It is very important to improve the standards of the play for the children, to remove
the obstacles to fulfil the needs of individual children because the pre-primary sector is very
complex. The approach of the coordinated systems can integrate the play constantly into the
programmes and removing the obstacles. UNICEF has developed a framework to systematize
efforts and strengthen the area of the education system, which emphasizes the multifaceted
nature of the pre-primary system (Feldman, 2019). It also outlines the main factors in the
environment of policy and five areas that promote or contribute to the effective education
system.
Enabling environment denotes a wide set of interconnected national political,
financial and social conditions, which can either hinder or promote the success of the
functions of the education system. An enabling environment is beneficial for identifying
learning value by play. Enabling environment has four elements they are a substitute for play-
based learning. These elements are:
Policies and Legislation
Policies of the pre-primary education system are very valuable as they indicate the
right to play of children. Also, they have a major role in enabling the play-based learning
which is essential for early learning of children. Such policies ensure the child-centred
educational approach for the environment of learning and teaching when implemented
correctly across various levels of sub-sector (Slater, 2018).
Public demand
Support of caregivers and Parents is very crucial for pre-primary services and it must
be informed about the quality type in the pre-primary education system with strong
awareness. The awareness raised by the caregivers or parents must be focused on the unique

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learning needs of young children and the investigations should be supported by well-
informed teachers (Merga, 2019). It should be ensured that the caregivers know their role
very well in providing useful experiences of play at home. Getting the demand for learning
and public support by play will recognize the benefits and the commitment of the pre-primary
system.
Ministerial leadership
High-level leadership can give visibility to the issues of playful approaches for
learning and awareness for child-centred value. It put the pressure on the parts of the
education system to add meaning in the strategies and the plans of implementations (Walsh,
Black, & Zyngier, 2019). Development expertise of the chief minister and some other
foundations have authorities to make the learning effective for pre-primary.
Financing
In the pre-primary education system, both the private and the public investors should
do essential financing for the learning equipment, materials and professional supports, which
can make a powerful impact on play (Robertson, Yim, & Paatsch, 2018). The quality
elements are shortened or ignored in the limited financing and in that condition, public
funding can help in achieving the goals of quality pedagogical.
The guiding principles of the National Quality Framework (NQF) for the early
education of children are:
 Right, and interest of the children are supreme.
 Make the children successful, capable and competent learners.
 Diversity, equity and inclusion are included.
 Cultures of Indigenous people are valued.
 Support and respect for the work of families and parents.
 Expected best practices in the delivery of services.

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Principles of the National Quality Standard (NQS) for the children are:
 It aims to provide health, wellbeing and safety of children.
 Using high-quality work for educational programs in achieving outcomes.
 A greater understanding of families and services.
The concept of the Early Years Learning Framework (EYLF) are:
 It provides a respectful, reciprocal and secure relationship.
 Partnerships between private and public investors for good quality approach.
 Expected high quality and equity in the work.
 Respect for diversity.
 Involved reflective practise and ongoing learning.
The principles of NQF, NQS and EYLF are very virtuous and useful for the early
education of the children and by implementing these principles, the future of the children
become secure and bright.
Conclusion
Play is essential for the children because it allows them to use the creativity of their
own with the development of imagination, and in increasing the physical, emotional and
cognitive strength. Play helps in the development of a healthy brain. It is provided above that
approach of the coordinated systems can integrate the play constantly into the programmes
and removing the obstacles. UNICEF has developed a framework to systematize efforts and
strengthen the area of the education system, which emphasizes the multifaceted nature of the
pre-primary system. The right and standard steps towards the play and early education of the
children will make them confident and healthy.

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References
Cleland, P., Byrne, R., & Vidgen, H. (2018). Advancing Australia's agenda for young
children's health and wellbeing: Empirical insights into educator knowledge,
confidence and intentions in promoting children's Learning, Eating, Active Play and
Sleep (LEAPS). Australasian Journal of Early Childhood, 43(2), 55-63.
Feldman, D. (2019). Children's Play in the Shadow of War. American Journal of Play, 11(3),
288-307.
Jay, J., & Knaus, M. (2018). Embedding play-based learning into junior primary (Year 1 and
2) curriculum in WA. Australian Journal of Teacher Education, 43(1), 7.
Merga, M. (2019). School libraries fostering children's literacy and literature learning:
mitigating the barriers. Literacy.
Pyle, A., & Alaca, B. (2018). Kindergarten children's perspectives on play and learning.
Early Child Development and Care, 188(8), 1063-1075.
Robertson, N., Yim, B., & Paatsch, L. (2018). Connections between children’s involvement
in dramatic play and the quality of early childhood environments. Early Child
Development and Care, 1-14.
Slater, E. (2018). The identification of gifted children in Australia: The importance of policy.
TalentEd, 30(1), 1.
Walsh, L., Black, R., & Zyngier, D. (2019). Harnessing student voice and leadership: a study
of one Australian Indigenous leadership program. Pedagogy, Culture & Society,
27(3), 383-401.

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