multicultural resources. Resources teaches children about toys show are non stereotypical. maths/ nature/science. negative Provider sings, talks Sand and water offered stereotypes, about maths and daily with different outdoor area nature/science. resources. Provider talks not used to children about their regularly. play, extending their learning. Children have Daily outdoor Daily outdoor Planned daily outdoor very infrequent experiences experiences include a activities cover all areas of outdoor available but are of range of activities learning experiences limited value and quality Children are Children can Space set aside More than one area set up not given create spaces for accessible most of the with activities, children opportunity to privacy day can play alone play alone or away from adult Limited More Child-initiated play The practitioner is led by opportunities opportunities and adult led learning the child and knows when for child- needed for are appropriate to the play and initiated play play and children’s needs adult led learning are and learning learning appropriate and changes plans in response Inappropriate TV/IT use TV/IT is educational TV/IT only used to support – material seen appropriate for the music, exercise children’s current – by children on age of the children childminder is actively interests and to TV/IT, e.g. 30 mins for involved with children encourage active unrestricted toddlers, and in the use of TV/IT. involvement access to alternative activity internet. TV on available constantly. Little or no Moderate amount Practitioner talks to Wide range of exact talking to of talking, neutral children frequently, words, different topics children. Loud tone of responding to discussed, inc feelings. noise content of talk attempts to Complexity adjusted to interferes with generally positive. communicate, match child. Extending listening. Some response to personalising talk that language and thinking, children’s is meaningful to asking questions. Using Limited communication children. Descriptive sign/symbols. vocabulary words used. used. Talking only used to control behaviour. Practitioner is Practitioner is Practitioner uses Practitioner is sensitive to not responsive usually responsive positive interaction all children’s asks to children and and involved with and children about their feelings,
multicultural toys show negative stereotypes, outdoor area not used regularly. resources. Resources are non stereotypical. Provider sings, talks about maths and nature/science. teaches children about maths/ nature/science. Sand and water offered daily with different resources. Provider talks to children about their play, extending their learning. Children have very infrequent outdoor experiences Daily outdoor experiences available but are of limited value and quality Daily outdoor experiences include a range of activities Planned daily outdoor activities cover all areas of learning Children are not given opportunity to play alone or away from adult Children can create spaces for privacy Space set aside accessible most of the day More than one area set up with activities, children can play alone Limited opportunities for play and learning More opportunities needed for play and learning Child-initiated play and adult led learning are appropriate to the children’s needs The practitioner is led by the child and knows when child- initiated play and adult led learning are appropriate and changes plans in response Inappropriate material seen by children on TV/IT, unrestricted access to internet. TV on constantly. TV/IT use appropriate for the age of the children e.g. 30 mins for toddlers, and alternative activity available TV/IT is educational – music, exercise – childminder is actively involved with children in the use of TV/IT. TV/IT only used to support children’s current interests and to encourage active involvement Little or no talking to children. Loud noise interferes with listening. Limited vocabulary used. Talking only used to control behaviour. Moderate amount of talking, neutral tone of content of talk generally positive. Some response to children’s communication Practitioner talks to children frequently, responding to attempts to communicate, personalising talk that is meaningful to children. Descriptive words used. Wide range of exact words, different topics discussed, inc feelings. Complexity adjusted to match child. Extending language and thinking, asking questions. Using sign/symbols. Practitioner is not responsive to children and Practitioner is usually responsive and involved with Practitioner uses positive interaction and children Practitioner is sensitive to all children’s asks about their feelings,
IQC_May_17_-_Section_1.docx