Cna554 | Health Care 1 Assessment Answers

Answer:

Introduction

It is so unfortunate that children cannot design their outdoor play environment and thus they have to depend on the context which is set by their parents and guardians. If children had the design skills, they would design playgrounds based on their preferences which are very much different from what most adults can develop for them. Children given the opportunity will design outdoor environments naturalized with plants, flowers, water, dirt and animals (Barratt, Barratt-Hacking & Black, 2014). We are all shaped by our experiences in life. This experience enhances our wisdom and environment in which we operate. Most of the adults we have today used asphalt playgrounds which they used when they were kids as their model. When someone has to design an outdoor playground environment for kids he/she has to search through the paradigms of the playground environment which resembles their childhood environment. For today, children have more playground equipment becoming safer as compared to what we had in the past (Clark, 2017). Adults are known to admire their environment, and they can remember and think about their childhood environment which they are brought up into. Children absorb the thing they see in their outdoor playground environment, they not only recognize these things, but they become a part of their soul. They incardinate themselves in the world about them and that their eyes see and their ears hear. For the early year’s environment of a child to be enabling, it is significant that parents and guardians should have a deep understanding of how children learn and the value of their independence (Dietze & Kashin, 2016). This paper focuses on current ideas, beliefs and approaches to providing challenging and authentic outdoor environment for children.it also focuses on current research on risks to achieve effective physical skills and wellbeing of children.

Ideas for providing challenging and authentic outdoor environment for children

According to several studies which have been conducted over a period indicates that many kids are delighted calmer when they are outdoors. Children are not always happy when they are forced to spend most of their time indoors they like been outside where they can run, jump, yell and socialize with other children their age (Davis, 2014). It is advisable that parents should allow their kids at least spend some time outdoors playing with other as they appreciate it very much. For these reasons, a scientist has been able to come with ideas which I can give space to kids in the outdoor playground environment which to them is very essential in early childhood as it enables them to grow and learn (Weare, 2013). Parents and guardians are advised to encourage their kids to play outside. Outdoor playground environment should keep on evolving with the child age and interests to offer more opportunities for exploration, discovery and learning. Parents should think of ideas like using recycled materials and corporate them in their outdoor playground environment to give them a new life (Clark, 2017). The idea involves the use of pallets and wooden spoons. Cooking materials such as market stalls are also preferred as they make perfect outdoor playground resources as they help children get creative with recycled materials. Use of this equipment makes children get the chance to see the essential roles and advantages of up cycling and recycling waste products in their environment as well as giving them an opportunity to explore and use their imaginations into using these materials in different ways.

Water is another idea which designers can come up with including water in outdoor playground environment for children. Parents who have water tanks in their homes are advised to allow kids to access water and play with it (Ernst, 2014). However, they should keep close supervision on them while using water so that they can learn how to conserve water and stop wasting it. Children should be taught how to turn the water taps when they want to get some water to play with and off after they get it, this is because if the water runs out, they are forced to end their play session. Children should be provided with water tub which they should use while watering gardens and vegetables to ensure that they learn how to make sure that all areas in the garden get enough water. With the use of this idea, even toddlers are now able to use water cans whenever they want to water their gardens. Outdoor playground with water gives them a chance to explore further. Parents and guardians should provide children with the opportunity to be responsible before expecting them to act responsibly (Clark, 2017). Water in the outdoor environment is a fantastic tool for learning and discovery. It leads to a conversation such as droughts, water conservation and questions like why plants need water to grow. Use of sands, rocks and natural materials give an endless opportunity for kids to incorporate into play. Kids use large rocks and logs for climbing and dramatic play (Tovey, 2014). Introducing plants in the outdoor playground environment is another exciting idea which every designer should think of. The plants can be in the garden or a pot. They play a significant role in making kids understand the lifecycle of food and help them understand how plants grow and come to the table at meals (Davis, 2014). It is a lesson for caring for the environment and plants. The last ideas are the use of adventure and risks as they help children develop some problem-solving skills which enable them to be able to overcome challenges and problems which encounter.

Beliefs to providing challenging and authentic outdoor environment for children

Many aspects of designer beliefs about providing challenging and authentic playground are similar, and they are focused on the benefits of challenging outdoor playgrounds. Practitioners and healthcare professionals in Australia share the understanding of principles of early years framework which aims at ensuring that each child has the right of been healthy and stays safe and away from negative factor which may have adverse effects to their health (Ernst, 2014). It is highly significant that the right standards are set to ensure that the outdoor environment in which children can develop themselves and explore new experiences in life. Some communities most specifically in technologically advanced countries strongly hold the belief that engaging children in a challenging and authentic playground environment assume an essential role of the in the children intellectual and social development. Example include the Dutch mothers who believe that involving children in playground activities affects their cognitive, social and creative development of the kid (Barratt, Barratt-Hacking & Black, 2014). In agricultural, hunting and gathering societies like the aboriginals people of Australia they believe that children should only be introduced to farming, gathering and hunting skills. Parents in these communities do not believe in the possibility of play as a mechanism of development of early childhood skills (Follari, 2015). Children from agricultural developmental environments which are faced with harsh economic conditions are forced to contribute to the household economy. This has led to high mortality rates and parents in this communities believes that play is incidental to the development of specific childhood skills.

Approaches to providing challenging and authentic outdoor environment for children

There are various approaches which are used to provide a challenging and authentic outdoor environment for children. These approaches include theoretical frameworks and models which are used to build socialization skills, goals practices and activities through which play and kids express work. There are various ways in which cognitive and social skills of children are enhanced in several communities (Gershoff, 2013). They include observing and paying attention to what the child is doing and correcting them whenever they are wrong and advising them on what is right for them to do and what they should not do. Another approach which is used in defining the relationship between work and play and their role in learning culture-specific skills for both young boys and girl according to the activities which are carried on in their communities (Ernst, 2014). The last approach is through broadening the definitions of play in the outdoor playground environment for children so that a wide range of play activities can be included. This activity can be framed or unframed depending on the background environment in which the child comes from.

Discussion of Current Research on Risk to achieve Physical Development Outcomes for Children

The attempts to enhance effective physical development among children has witnessed a lot of research being conducted on the issue. Parents are expected to provide a conducive environment for their growing children to enhance physical development. Immediately children start sitting on their own to throwing ball; they develop physical skills which enable them to lead a wonderful life. The physical development outcomes amongst children depend on the parenting care, and the support children are given immediately they start sitting on their own (Eime et al., 2013). Physical development among children is a broad field as it includes both the ability to use muscles and body parts. As a result, children learn several skills such as lifting objects. The environment is a significant factor in determining physical development outcomes amongst children. The brain which controls all parts of the body is also responsible for enhancing physical development (Brito et al., 2017). This indicates that apart from large muscles movements and small movements motor skills are also necessary for strengthening physical development. As children continue to grow, they learn a set of skills by a certain age.

Previously conducted studies have indicated physical developments and activities to be crucial in enhancing learning and development in early teaching. Physical development outcomes differ amongst children. There is a standard age at which children should portray particular physical developments. However, the difference is likely to occur between children due to diversity in rearing environments (Baibazarova et al., 2013). In cases where children do not meet the recommended or standard developmental milestones at the specified age, parents are advised to engage the children in physical activities. Studies have indicated the steps to follow to ensure that children portray the anticipated development outcomes within the specified time. Parents should determine the developmental milestones which are appropriate for the children at a particular age and write a draft highlighting the activities that will aid the children to achieve the physical development milestone. Parents and guardians should encourage independence with children and engage them in music and movement activities (Lai et al., 2014). The use of art is useful in fostering children’s motor skills which is directly correlated to physical development. Participating in sports and outdoor activities are also helpful in enhancing physical development amongst children. The involvement in such activities ensures that children develop physically within the standard time.

Value of risk-taking when promoting physical skills, health and wellbeing for children

Child play is termed as a significant activity that constitutes to the development and learning process of young ones. As children take the risk of play, they get to learn the societal norms, roles and values as well as develop physical, cognitive abilities. Research shows that children who engage in play activities have high cognitive ability compared to their counterparts who do not play. Play make children become creative and develop self-work (Glackin, 2016). Child ability to make decisions and solving problems. As children play, they have to come with decisions on how they will conduct the entire activity by setting the rules to be observed. If one goes against these rules, the issue might arise among them. They, therefore, have to resolve the issues first before continuing with their play (Munroe & MacLellan-Mansell, 2016). Risk taking in play helps children to test their physical limits and learn to evade and fit themselves in dangerous activities and environments. Biologically, play contributes to human development and changes. Outdoor play is essential for developing children's motor fitness and abilities. Through this, the health of a child is bolstered by ensuring that their body organs function accordingly. The wellbeing of children is improved by involving children in physical activities. When children play, they associate with others, and this helps them to learn how to interact well with people (Leggett & Newman, 2017). Through interaction during play, children share ideas on how to conduct their activities in an orderly manner. Through this, children add to their knowledge and skills in that they use the ideas they get from friends to integrate their knowledge and skills. Despite there being risks in engaging in play activities, it is essential for parents to involve children in these activities as they play a significant role in promoting their physical skills, health and wellbeing.

Conclusion

Outdoor environments, especially in versatile areas, are essential for developing their physical skills, health and cognitive abilities. When children are exposed to dangerous play environments, they are left with no option but to come up with opinions on how to stay free from any danger. Through this exposure, children develop their physical health, skills and cognitive capabilities among others. Play help children to develop problem-solving skills and learn more about the society. Also, children tend to have diversified ways of reasoning by interacting with playmates from different backgrounds. Play is essential in the life of a child and should, therefore, be recommended regardless of the possible risks.

References

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