Introduction

Cyflwyniad

Children doing craft

The environment has an important role in supporting the learning and development and well-being of children and young people. A child or young person’s environment influences their well-being and development.

The term ‘environment’ refers not only to the physical environment but also the emotional environment. The Reggio Emilia approach considers the environment to be a significant factor could be seen as ‘the third teacher’ alongside parents and carers.

The CIW National Minimum Standards give regulatory guidance, including guidance for a safe, secure and suitable environment CIW National Minimum Standards Daycare

Features of an effective environment include:

  • welcoming
  • stimulating and interesting
  • comfortable
  • good natural lighting
  • appropriate temperature and ventilation
  • clean and well-maintained
  • variety of activities using indoor and outdoor environments
  • opportunities to experience risk and challenge
  • inclusive and accessible to all children, including adaptations for children with additional needs
  • supportive and non-threatening
  • reflecting diversity
  • safe - children need to feel safe and secure in their environment to develop
  • positive and encouraging
  • participative - encouraging children and young people to interact with their surroundings
  • encouraging independence e.g. children and young people able to access resources, hang coats up, help with snack time, help tidy up
  • consistent
  • space indoors and outdoors to move safely and freely.

Mae gan yr amgylchedd ran bwysig i'w chwarae wrth helpu plant a phobl ifanc i ddysgu a datblygu a chefnogi eu llesiant. Mae amgylchedd plentyn neu berson ifanc yn dylanwadu ar ei lesiant a'i ddatblygiad.

Nid yw'r term ‘amgylchedd’ yn cyfeirio at yr amgylchedd ffisegol yn unig, ond mae hefyd yn cyfeirio at yr amgylchedd emosiynol. Mae dull Reggio Emilia yn ystyried bod yr amgylchedd yn ffactor arwyddocaol y gellid ei weld fel ‘y trydydd athro’ ochr yn ochr â rheini a gofalwyr.

Mae Safonau Gofynnol Cenedlaethol AGC yn rhoi canllawiau rheoleiddio, gan gynnwys canllawiau ar gyfer amgylchedd diogel ac addas Safonau Gofynnol Cenedlaethol AGC Gofal Dydd

Ymhlith nodweddion amgylchedd effeithiol mae:

  • croesawgar
  • ysgogol a diddorol
  • cyfforddus
  • golau naturiol da
  • tymheredd ac awyru priodol
  • glân ac wedi'i gynnal a'i gadw'n dda
  • amrywiaeth o weithgareddau gan ddefnyddio amgylcheddau dan do ac awyr agored
  • cyfleoedd i brofi risg a her
  • cynhwysol a hygyrch i bob plentyn, gan gynnwys addasiadau ar gyfer plant ag anghenion ychwanegol
  • cefnogol ac nid yn fygythiol
  • adlewyrchu amrywiaeth
  • diogel – mae angen i blant deimlo'n ddiogel yn eu hamgylchedd er mwyn datblygu
  • cadarnhaol a chalonogol
  • cyfranogol – annog plant a phobl ifanc i ryngweithio â'r hyn o'u cwmpas
  • annog annibyniaeth, e.e. gall plant a phobl ifanc gael gafael ar adnoddau, hongian eu cotiau, helpu amser byrbryd, helpu i dacluso
  • cyson
  • lle dan do ac yn yr awyr agored i symud yn ddiogel ac yn rhydd.

Match the positive factors of an environment to the negative factors by dragging the options to their correct position

Cyfatebwch ffactorau cadarnhaol amgylchedd i'r ffactorau negyddol drwy lusgo'r opsiynau i'w safle cywir

Positive factors

Ffactorau cadarnhaol

Negative factors

Ffactorau negyddol

Correct answers

Atebion cywir

        How the environment can support the holistic development of children and young people

        Sut y gall yr amgylchedd gefnogi datblygiad cyfannol plant a phobl ifanc

        Family playing dominoes

        Holistic development ensures that development includes physical, social, personal and intellectual development. All areas of learning are interconnected and interdependent.

        In Wales, young children’s holistic development is supported by the Foundation Phase.

        At the centre of the statutory curriculum framework lies the holistic development of children and their skills, building on their previous learning experiences and knowledge.

        A well planned, safe and stimulating environment provides a variety of activities and experiences that support the holistic development of children and young people using both inside and outside areas and providing opportunities for learning, challenge, risk taking and social development. An effective and supportive environment is essential to brain development.

        Activities provided to support holistic development will include language activities, physical play activities, creative activities, sensory play, imaginative play, music and quiet areas.

        A variety of equipment, materials and environments, both inside and outside, support the holistic development of children through different types of play:

        Creative play - Paints, clay, natural materials, glue, paper, brushes and sponges, pencils, pens, scissors, junk materials, wool, wire, musical instruments.

        Physical play - Fixed equipment such as slides and climbing frames. Balls, parachutes, hoops, balancing equipment, bikes, scooters. Grassed areas, trees. Recycled materials such as tyres and plastic crates.

        Imaginative play - Dressing up clothes, props e.g. cooking utensils or toolkits, masks, puppets, junk materials, den building materials, workbenches, kitchens and areas in the natural environment.

        Environmental play - Leaves, shells, twigs, branches, conkers, stones, fossils. Different environments such as parks, beaches, forests, fields.

        Holistic development is supported by both structured and unstructured play in a variety of environments, inside and outside.

        Structured play. Adult led play - Play with a purpose. Supports achievement of learning objectives or specific skills. Helps broaden skills appropriate for a child or young person’s stage of development and provides new learning opportunities. Learning in this way supports self-esteem and confidence as children learn new skills.

        Unstructured play. Self-directed play - Enables children to make choices and decisions, solve problems, experiment with different strategies and gain confidence as they do so. Unstructured play develops social skills as children interact and work together. Unstructured play may involve running or climbing and will develop physical skills and coordination.

        Ongoing reflection and evaluation of the environment by practitioners ensure children’s changing needs are met.

        Mae datblygiad cyfannol yn cynnwys datblygiad corfforol, cymdeithasol, personol a deallusol. Mae pob maes dysgu yn gydgysylltiedig ac yn gyd-ddibynnol.

        Yng Nghymru, caiff datblygiad cyfannol plant bach ei gefnogi gan y Cyfnod Sylfaen.

        Wrth wraidd fframwaith y cwricwlwm statudol y mae datblygiad cyfannol plant a’u sgiliau ar draws y cwricwlwm, gan adeiladu ar eu profiadau dysgu a gwybodaeth blaenorol.

        Mae amgylchedd diogel ac ysgogol sydd wedi'i gynllunio'n dda yn cynnig amrywiaeth o weithgareddau a phrofiadau sy'n cefnogi datblygiad cyfannol plant a phobl ifanc gan ddefnyddio ardaloedd dan do ac awyr agored a chynnig cyfleoedd ar gyfer dysgu, herio, cymryd risgiau a datblygiad cymdeithasol. Mae amgylchedd effeithiol a chefnogol yn hanfodol i ddatblygiad yr ymennydd.

        Bydd gweithgareddau a ddarperir i gefnogi datblygiad cyfannol yn cynnwys gweithgareddau iaith, gweithgareddau chwarae corfforol, gweithgareddau creadigol, chwarae synhwyraidd, chwarae llawn dychymyg, cerddoriaeth ac ardaloedd tawel.

        Mae amrywiaeth o gyfarpar, deunyddiau ac amgylcheddau, dan do ac yn yr awyr agored, yn cefnogi datblygiad cyfannol plant drwy wahanol fathau o chwarae:

        Chwarae creadigol – Paent, clai, deunyddiau naturiol, glud, papur, brwshys a sbyngiau, pensiliau, ysgrifbinau, sisyrnau, deunyddiau sothach, gwlân, gwifrau, offerynnau cerdd.

        Chwarae corfforol – Cyfarpar sefydlog fel llithrennau a fframiau dringo. Peli, parasiwtau, cylchoedd, offer cydbwyso, beiciau, sgwteri. Mannau glaswelltog, coed. Deunyddiau wedi'u hailgylchu fel teiars a chewyll plastig.

        Chwarae llawn dychymyg – Dillad gwisgo i fyny, propiau, e.e. offer coginio neu focsys tŵls, mygydau, pypedau, deunyddiau sothach, deunyddiau adeiladu ffau, meinciau gwaith, ceginau ac ardaloedd yn yr amgylchedd naturiol.

        Chwarae amgylcheddol – Dail, cregyn, brigau, canghennau, concyrs, cerrig, ffosilau. Amgylcheddau gwahanol fel parciau, traethau, coedwigoedd, caeau.

        Caiff datblygiad cyfannol ei gefnogi gan chwarae strwythuredig a distrwythur mewn amrywiaeth o amgylcheddau, dan do ac yn yr awyr agored.

        Chwarae strwythuredig. Chwarae a arweinir gan oedolyn – Chwarae gyda phwrpas. Mae'n helpu i gyflawni amcanion dysgu neu ddysgu sgiliau penodol. Mae'n helpu i ehangu sgiliau sy'n briodol ar gyfer cam datblygu plentyn neu berson ifanc ac yn cynnig cyfleoedd newydd i ddysgu. Mae dysgu yn y ffordd hon yn cefnogi hunan-barch a hyder wrth i blant ddysgu sgiliau newydd.

        Chwarae distrwythur. Chwarae hunangyfeiriedig – Galluogi plant i wneud dewisiadau a phenderfyniadau, datrys problemau, arbrofi â gwahanol strategaethau a magu hyder wrth iddynt wneud hynny. Mae chwarae distrwythur yn meithrin sgiliau cymdeithasol wrth i blant ryngweithio a chydweithio â'i gilydd. Gall chwarae distrwythur gynnwys rhedeg neu ddringo a bydd yn meithrin sgiliau a chydsymud corfforol.

        Drwy fyfyrio ar yr amgylchedd a'i werthuso'n barhaus, gall ymarferwyr sicrhau y caiff anghenion newidiol plant eu diwallu.

        How the environment can support the holistic development of children and young people

        Sut gall yr amgylchedd gefnogi datblygiad cyfannol plant a phobl ifanc

        Using The Foundation Phase’s 7 areas of learning, plan an activity for any age child and list an expected learning outcome for each area of learning.

        Gan ddefnyddio saith maes dysgu'r Cyfnod Sylfaen, cynlluniwch weithgaredd ar gyfer plentyn o unrhyw oed a rhestrwch ganlyniadau dysgu disgwyliedig ar gyfer pob maes dysgu.

        Suggested response

        e.g.

        A game of dominos

        • Personal and Social Development, Well-being and Cultural Diversity - taking turns/sharing/rules.
        • Language, Literacy and Communication Skills - exchanging language, identifying new words.
        • Mathematical Development - number recognition, counting turns.
        • Welsh Language Development - numbers in Welsh, using ‘Diolch’.
        • Knowledge and Understanding of the World - discussing where the game originated from, have they played it before?
        • Physical Development - fine motor skills.
        • Creative Development - activate their senses.

        Ymateb awgrymedig

        e.e.

        Gêm o ddominos

        • Datblygiad Personol a Chymdeithasol, Lles ac Amrywiaeth Ddiwylliannol – cymryd tro/rhannu/rheolau.
        • Sgiliau Iaith, Llythrennedd a Chyfathrebu – cyfnewid iaith, nodi geiriau newydd.
        • Datblygiad mathemategol – adnabod rhifau, cyfri troeon.
        • Datblygu'r Gymraeg – rhifau yn Gymraeg, dweud ‘Diolch’.
        • Gwybodaeth a Dealltwriaeth o'r Byd – trafod o ble y daeth y gêm yn wreiddiol, a ydynt wedi'i chwarae o'r blaen?
        • Datblygiad Corfforol – sgiliau echddygol manwl.
        • Datblygiad Creadigol – ysgogi eu synhwyrau.

        How the environment can support the inclusion of all children and young people

        Sut gall yr amgylchedd gefnogi cynhwysiant pob plentyn a pherson ifanc

        Wheelchair basketball

        In an inclusive childcare setting, children and young people of all abilities and at different stages of development are supported. Children with and without disabilities are able to take part in the same routines and activities. All children are recognised as individuals and their needs are met.

        An inclusive environment aims to remove barriers so that everyone can participate equally in all routines and activities.

        There are a number of ways in which the environment can support the inclusion of all children and young people:

        • a positive and enabling attitude from carers
        • providing for each individual child’s stage of development
        • using observations to understand children’s individual needs
        • adapting activities and materials
        • providing additional support as needed
        • using specialist equipment
        • using alternative methods of communication and augmentative technology
        • providing translation services
        • following the setting Equal Opportunities / Inclusion policy
        • ensuring a space is user friendly for children with mobility difficulties
        • providing training for carers.

        Mewn lleoliad gofal plant cynhwysol, caiff plant a phobl ifanc o bob gallu ac ar wahanol gamau datblygiad eu cefnogi. Gall plant ag anableddau a phlant heb anableddau gymryd rhan yn yr un arferion a gweithgareddau. Caiff plant eu cydnabod fel unigolion a chaiff eu hanghenion eu diwallu.

        Mae amgylchedd cynhwysol yn ceisio chwalu rhwystrau fel y gall pawb gymryd rhan yn gyfartal yn yr holl arferion a gweithgareddau.

        Gall yr amgylchedd gefnogi cynhwysiant pob plentyn a pherson ifanc mewn nifer o ffyrdd:

        • agwedd gadarnhaol sy'n galluogi gan ofalwyr
        • darparu ar gyfer cam datblygu pob plentyn unigol
        • defnyddio arsylwadau er mwyn deall anghenion unigol plant
        • addasu gweithgareddau a deunyddiau
        • rhoi cymorth ychwanegol yn ôl yr angen
        • defnyddio cyfarpar arbenigol
        • defnyddio dulliau cyfathrebu amgen a thechnoleg estynedig
        • darparu gwasanaethau cyfieithu
        • dilyn polisi Cyfle Cyfartal / Cynhwysiant y lleoliad
        • sicrhau bod gofod yn addas i blant ag anawsterau symudedd ei defnyddio
        • darparu hyfforddiant i ofalwyr.