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:
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:
Warning! This resource is not optimised for use on mobile devices.
Rhybudd! Ni ellir defnyddio’r adnodd yma ar ffonau symudol neu dabled.
Well done. You have matched them all correctly.
Da iawn. Rydych wedi paru pob un yn gywir.
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.
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.
e.g.
A game of dominos
e.e.
Gêm o ddominos
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:
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: