Sign Up/Log In
Browse
Courses
Browse
Topics
Go
Be able to support the provision of environments and services that promote the development of children or young people
Table of Contents
‘Children’s Rights, Adults’ Responsibilities’ by Cathy Nutbrown on the Teach Early Years website.
Find out more about supporting children and young people’s rights.
Table of Contents
Tutorial Video
Reading Materials
Laser reading text: 'Provision of environments that promote the development'
‘My space: creating enabling environments for young children’ from Oxfordshire County Council
‘Features of a positive environment’ from WJEC CBAC
‘What makes an environment ‘enabling’?’ from the Early Years Alliance.
‘Looked after children and young people: statement 5’ from the National Institute for Health and Care Excellence (NICE)
‘Young people and families’ on the Catch 22 website
‘Children’s Rights, Adults’ Responsibilities’ by Cathy Nutbrown on the Teach Early Years website.
Presentation
Good Practice Example
Good Practice Example
Interactive Quiz
Evidence Opportunities
Extended Learning
This article on the Teach Early Years website looks at ‘How to create spaces that boost learning’. Is your environment accessible. Does it make those you work with feel safe and secure?
The Fiesta Crafts website contains useful answers to the question ‘How does outdoor play help social development?’
These resources on the Young Minds website are designed to support you to work better with young people.
‘Six key principles for effective youth services’ is a chapter of 'Bright Futures: our vision for youth services' – the Local Government Association's long-term vision for youth services and provision. How does your setting perform against each principle?
Click on the link to read ‘Elevating the role of the outdoor environment for adolescent wellbeing in everyday life’ by M Wales, F Mårtensson, E Hoff, and M Jansson. Do you agree that everyday outdoor environments promote the wellbeing of adolescents? How does your setting use the outdoors?
Think And Challenge
