This document provides a location-specific pedagogical work plan for the BSO 't Werkel in Zwolle, Netherlands. It outlines the basis of safety for children in groups. It emphasizes the importance of outdoor play and nature experiences for children's development. Activities include gardening, cooking with produce from the garden, caring for animals, and outdoor expeditions. Children are free to play outside whenever weather permits.
This document provides a summary of the pedagogical plan for the KDV 't Werkel childcare center in Zwolle, Netherlands. It discusses the focus on outdoor play and nature experiences. Safety is the top priority. Children are divided into two age-based groups of up to 15 children each. The schedule focuses on outdoor activities, meals, and free play. Staffing ratios are adhered to except for brief periods between 12:30-14:45 and 17:30-18:00 daily.
This document provides a location-specific pedagogical work plan for an outdoor toddler daycare called 't Werkel Zwolle in the Netherlands. It discusses safety as the basis, attention to each child during drop-off and pick-up, developing through discovery with a focus on outdoor play and nature experiences, and working together as a group. Key aspects include a maximum of 16 children aged 2-4 split into one group, emphasis on outdoor activities in a natural playground, and cleaning handled by an external cleaning company and on-site group helper.
The document is a location-specific pedagogical work plan for an outdoor toddler daycare called 't Werkel Zwolle in the Netherlands. It outlines the safety, daily schedule, activities, and partnerships of the outdoor toddler group. The daycare focuses on outdoor play and nature experiences for children ages 2.5-4 in its large natural garden playground."
This document outlines the pedagogical plan for the after-school care program 't Werkel Zwolle. Safety is the top priority, with two age-appropriate groups and regular outdoor play and nature activities. Staff aim to attend to each child's needs and facilitate learning through discovery. Children are encouraged to explore the natural outdoor space and garden. Respectful social interaction is also emphasized.
This document provides the location-specific pedagogical work plan for KDV 't Werkel Zwolle childcare in Zwolle, Netherlands. It discusses the focus on outdoor play and nature experiences. Safety is the basis, with attention to each child's development through discovery. The staff work to foster development and well-being in a caring environment.
This document provides an agenda and information for a parent information meeting being held on May 13, 2009 at the Tupelo Music Hall. The agenda covers the school's vision, mission, curriculum, educational methodology, facility, hours, schedule, calendar, admission process, accreditation, school growth plan, Montessori benefits, and information technology. The meeting aims to introduce parents to the Southern NH Montessori Academy and its Montessori-based educational approach.
Ms. Iraj Tariq is seeking a career as an early childhood educator. She has over 10 years of experience working in nurseries and schools in both teaching and assistant roles. She has a bachelor's degree in early childhood education and training in areas like first aid, child protection, behavior management, and curriculum development. Currently she works as an early years educator at a top nursery in Dubai where she plans engaging activities and lessons for young children.
This document provides a month-by-month guide for parents to help their children have a successful school year filled with learning. It offers advice on talking to teachers, establishing homework routines, volunteering at school, and other tips for each month. The guide was developed by the U.S. Department of Education, National PTA, and Parenting magazine to help parents support their children's education.
This document provides a summary of the pedagogical plan for the KDV 't Werkel childcare center in Zwolle, Netherlands. It discusses the focus on outdoor play and nature experiences. Safety is the top priority. Children are divided into two age-based groups of up to 15 children each. The schedule focuses on outdoor activities, meals, and free play. Staffing ratios are adhered to except for brief periods between 12:30-14:45 and 17:30-18:00 daily.
This document provides a location-specific pedagogical work plan for an outdoor toddler daycare called 't Werkel Zwolle in the Netherlands. It discusses safety as the basis, attention to each child during drop-off and pick-up, developing through discovery with a focus on outdoor play and nature experiences, and working together as a group. Key aspects include a maximum of 16 children aged 2-4 split into one group, emphasis on outdoor activities in a natural playground, and cleaning handled by an external cleaning company and on-site group helper.
The document is a location-specific pedagogical work plan for an outdoor toddler daycare called 't Werkel Zwolle in the Netherlands. It outlines the safety, daily schedule, activities, and partnerships of the outdoor toddler group. The daycare focuses on outdoor play and nature experiences for children ages 2.5-4 in its large natural garden playground."
This document outlines the pedagogical plan for the after-school care program 't Werkel Zwolle. Safety is the top priority, with two age-appropriate groups and regular outdoor play and nature activities. Staff aim to attend to each child's needs and facilitate learning through discovery. Children are encouraged to explore the natural outdoor space and garden. Respectful social interaction is also emphasized.
This document provides the location-specific pedagogical work plan for KDV 't Werkel Zwolle childcare in Zwolle, Netherlands. It discusses the focus on outdoor play and nature experiences. Safety is the basis, with attention to each child's development through discovery. The staff work to foster development and well-being in a caring environment.
This document provides an agenda and information for a parent information meeting being held on May 13, 2009 at the Tupelo Music Hall. The agenda covers the school's vision, mission, curriculum, educational methodology, facility, hours, schedule, calendar, admission process, accreditation, school growth plan, Montessori benefits, and information technology. The meeting aims to introduce parents to the Southern NH Montessori Academy and its Montessori-based educational approach.
Ms. Iraj Tariq is seeking a career as an early childhood educator. She has over 10 years of experience working in nurseries and schools in both teaching and assistant roles. She has a bachelor's degree in early childhood education and training in areas like first aid, child protection, behavior management, and curriculum development. Currently she works as an early years educator at a top nursery in Dubai where she plans engaging activities and lessons for young children.
This document provides a month-by-month guide for parents to help their children have a successful school year filled with learning. It offers advice on talking to teachers, establishing homework routines, volunteering at school, and other tips for each month. The guide was developed by the U.S. Department of Education, National PTA, and Parenting magazine to help parents support their children's education.
The document discusses the educational philosophy and approach of ZoolKids, an early childhood education center. It emphasizes the importance of the first 5 years of a child's life in developing personality and intelligence. ZoolKids' approach focuses on creating a stress-free environment that promotes social, emotional, cultural, mental and physical growth through integrated play-based learning activities. Their vision is to nurture character, values and personality while making children aware of nature and building a solid foundation through achievements.
This document describes a kindergarten learning activity based on the book "The Very Hungry Caterpillar" that is designed to align with Jean Piaget's cognitive development theory. The activity incorporates lessons in language arts, math, and science and is meant to help students build schemas in these areas through meaningful social interaction and experiences with materials. It provides opportunities for students to actively construct their own understanding of concepts like the life cycle, counting, days of the week, and conservation.
Zool Kids welcomes children of Generation Z and their families to enroll in their child care programs. They offer inaugural special packages for play-school, day care, after-school clubs, and academic guidance for children ages 6 months to 7 years. Their programs use Montessori methods and are designed to enhance children's skills through collaborative activities tailored to Generation Z's learning styles and needs. They emphasize building communication, teamwork, and confidence. Their facility is located in Arekere, Bangalore and offers day care from 9am to 7pm Monday through Friday.
Chcece012.support the children to connnect week 3catherinejyoung
This document discusses strategies for connecting children with nature through outdoor learning experiences. It provides examples of creating natural play spaces like sensory gardens, butterfly gardens, and vegetable gardens. The benefits of nature education are outlined, including developing respect for the environment from an early age. Sustainable practices for reducing waste and conserving water with children are also presented. A case study describes how one preschool successfully implemented various sustainability initiatives with educator and child involvement.
This document discusses a project involving schools from several European countries promoting healthy habits for early childhood development through outdoor play and exploration of nature. The project aims to 1) share good practices for using the natural environment to teach about health and the world, 2) involve the whole school community, and 3) use ICT like blogging to communicate and collaborate across countries. Key topics include natural sciences, health education, sustainability, and ICT.
This document provides information on potential aspects for change in education and care services related to sustainability. It discusses sustainable building design, including a case study of a building project that used shipping containers to create an early childhood center. It also covers sustainable waste, water, and energy management practices. Additionally, it outlines safer cleaning practices and chemicals of concern. The document emphasizes the importance of material safety data sheets and discusses indoor air quality as well as safer personal care products. It covers the natural environment in outdoor spaces and natural play areas. Finally, it discusses edible landscapes and biodiversity.
The newsletter welcomes parents and caregivers to a new school year at Sunshine Elementary. It emphasizes the importance of school-teacher-parent communication and encourages parents to support their children's education at home. The document also provides information about instructional strategies, joining the PTA, and the classroom schedule, which includes centers for different skills and activities related to students' individual education plans. The principal looks forward to working with students, parents, and volunteers to achieve academic success.
A vivid account of the 3 year olds' journey and progress through a semester at L'avenir preschool - an example of a comprehensive evaluation integrating the subjective & objective realms of children's progress
The document discusses partnerships between early childhood education practitioners and parents. It examines curricula and policies from several countries that emphasize collaboration and involvement of parents. Examples from Sweden, the UK, Australia, Denmark, and a Brussels experiment highlight the importance of two-way communication between parents and practitioners and viewing parents as partners. Quotes from parents in the experiment discuss seeking advice from family and the value of practitioners assisting with tasks like potty training, even if they think the child is too young. Overall, the document advocates for reciprocal relationships between parents and practitioners in early childhood education.
Re-Connecting the World's Children To NatureKlausGroenholm
This document calls for action to strengthen children's connection to nature. It notes that children benefit in many ways from spending time in natural environments, but that opportunities for this are declining. The call to action asks families, educators, and community leaders worldwide to make developmentally appropriate nature education a central part of children's daily lives and education. It proposes that experiencing nature is essential for children's healthy development and will help them develop care for the environment as adults.
This document provides an overview of the Little Sprouts early childhood program at the Sustainable Farm School. It discusses the Waldorf educational philosophy that inspires the program, with a focus on meeting the natural rhythms and needs of young children. Key aspects of the Little Sprouts program are creative free play, outdoor activities, crafts using natural materials, storytelling, music, developing reverence for nature, cultivating imagination, and fostering wonder. Rituals, blessings, and meaningful work are incorporated to teach respect. The goal is to provide a nurturing, home-like environment that supports the whole child.
The article discusses the importance of sleep for toddler development. It notes that toddlers need 11.5 hours of nighttime sleep on average to produce growth hormone and develop properly. Establishing a consistent bedtime routine helps toddlers wind down for sleep. Inadequate sleep can negatively impact behavior, learning, weight, and more. The article stresses that ensuring toddlers get the full amount of recommended sleep is vital for their health, happiness, and development.
This document provides summaries of children's books and resources that focus on environmental education themes. It summarizes 10 books/resources on topics like taking learning outdoors, the senses, seasons, trees, gardening with children, ladybugs, caterpillars, ponds, and fireflies. For each, it provides a brief overview of the content and educational value for early childhood educators.
The document discusses how gardens can be a place for childhood learning and development. It describes how gardens allow children to explore nature through play, take safe risks like encountering insects or mud, and build relationships with peers and community members like a local farmer. The garden is seen as a place where children can learn about diversity, including cultural diversity through cooking traditions, social diversity through meeting people with different jobs, and economic diversity through discussions about food access and sharing extra produce with local food banks.
The document is the February 2018 issue of Zebar Matters, a magazine from Zebar School for Children. It includes sections on experiential learning methods used in the school, such as hands-on science experiments. It also highlights student and teacher contributions in areas like creative writing, art, and academics. The editor invites parents and students to contribute future articles and feedback.
Exploring the Benefits of Outdoor Learning in Dubai's Nursery Schoolshussanisoyat
In recent years, outdoor learning has gained recognition as an effective educational approach that fosters holistic development in children. This approach goes beyond the confines of the traditional classroom,
The document summarizes key aspects of Steiner Waldorf early childhood education from birth to age 7. It describes that early childhood settings include childminders, parent-child groups, day cares, and kindergartens for children ages 3 to 7 led by specially trained teachers. The curriculum focuses on developing children socially, emotionally, and physically through play, practical activities, stories, music and spending time in nature rather than formal academics. Kindergarten days follow a predictable rhythm alternating between child-led free play and teacher-led activities like stories, crafts, cooking, and celebrating seasonal festivals. Consideration is given to creating a sensory-rich environment using natural materials. Parents are strongly involved through events, workshops and discussions about
The document summarizes key aspects of Steiner Waldorf early childhood education from birth to age 7. It describes that early childhood settings include childminders, parent-child groups, day cares, and kindergartens for children ages 3 to 7 led by specially trained teachers. The curriculum focuses on developing children socially, emotionally, and physically through play, practical activities, stories, music and spending time in nature rather than formal academics. Kindergarten days follow a predictable rhythm alternating between child-led free play and teacher-led activities like stories, crafts, cooking, and celebrating seasonal festivals. Consideration is given to creating a sensory-rich environment using natural materials. Parents are strongly involved through events, workshops and discussions about
A Parent’s Guide to Overcoming Common Obstacles for Kids and Outdoor Play.
National Wildlife Federation (NWF) created the Be Out There movement to give back to American children what they don’t even know they have lost: their connection to the natural world. In the process, NWF aims to help reverse alarming health trends and help families raise happier, healthier children. Signs everywhere show the spirit of the movement taking hold.
For more information, go to www.beoutthere.org/join
- The document discusses how children today spend less time outdoors and are suffering from "Nature Deficit Disorder", disconnected from nature.
- It describes efforts to reconnect children with nature through community projects like gardening and outdoor activities to benefit their health, development, and environment.
- The author implements a small gardening project with neighborhood children to teach them about growing food and nurturing their relationship with nature over the summer.
Choosing the right play school for your toddler is one of your major decisions right now. The main criteria revolve around proximity and the child's holistic learning, which improves overall grooming. We at GD Goenka Toddler House are fully committed to delivering knowledge as well as the child's overall development. We widely focus on a three-way program that in stills a love of learning in the child.
https://www.toddlerhouselucknow.com/
Choosing the right play school for your toddler is one of your major decisions right now. The main criteria revolve around proximity and the child's holistic learning, which improves overall grooming. We at GD Goenka Toddler House are fully committed to delivering knowledge as well as the child's overall development. We widely focus on a three-way program that in stills a love of learning in the child.
The document discusses the educational philosophy and approach of ZoolKids, an early childhood education center. It emphasizes the importance of the first 5 years of a child's life in developing personality and intelligence. ZoolKids' approach focuses on creating a stress-free environment that promotes social, emotional, cultural, mental and physical growth through integrated play-based learning activities. Their vision is to nurture character, values and personality while making children aware of nature and building a solid foundation through achievements.
This document describes a kindergarten learning activity based on the book "The Very Hungry Caterpillar" that is designed to align with Jean Piaget's cognitive development theory. The activity incorporates lessons in language arts, math, and science and is meant to help students build schemas in these areas through meaningful social interaction and experiences with materials. It provides opportunities for students to actively construct their own understanding of concepts like the life cycle, counting, days of the week, and conservation.
Zool Kids welcomes children of Generation Z and their families to enroll in their child care programs. They offer inaugural special packages for play-school, day care, after-school clubs, and academic guidance for children ages 6 months to 7 years. Their programs use Montessori methods and are designed to enhance children's skills through collaborative activities tailored to Generation Z's learning styles and needs. They emphasize building communication, teamwork, and confidence. Their facility is located in Arekere, Bangalore and offers day care from 9am to 7pm Monday through Friday.
Chcece012.support the children to connnect week 3catherinejyoung
This document discusses strategies for connecting children with nature through outdoor learning experiences. It provides examples of creating natural play spaces like sensory gardens, butterfly gardens, and vegetable gardens. The benefits of nature education are outlined, including developing respect for the environment from an early age. Sustainable practices for reducing waste and conserving water with children are also presented. A case study describes how one preschool successfully implemented various sustainability initiatives with educator and child involvement.
This document discusses a project involving schools from several European countries promoting healthy habits for early childhood development through outdoor play and exploration of nature. The project aims to 1) share good practices for using the natural environment to teach about health and the world, 2) involve the whole school community, and 3) use ICT like blogging to communicate and collaborate across countries. Key topics include natural sciences, health education, sustainability, and ICT.
This document provides information on potential aspects for change in education and care services related to sustainability. It discusses sustainable building design, including a case study of a building project that used shipping containers to create an early childhood center. It also covers sustainable waste, water, and energy management practices. Additionally, it outlines safer cleaning practices and chemicals of concern. The document emphasizes the importance of material safety data sheets and discusses indoor air quality as well as safer personal care products. It covers the natural environment in outdoor spaces and natural play areas. Finally, it discusses edible landscapes and biodiversity.
The newsletter welcomes parents and caregivers to a new school year at Sunshine Elementary. It emphasizes the importance of school-teacher-parent communication and encourages parents to support their children's education at home. The document also provides information about instructional strategies, joining the PTA, and the classroom schedule, which includes centers for different skills and activities related to students' individual education plans. The principal looks forward to working with students, parents, and volunteers to achieve academic success.
A vivid account of the 3 year olds' journey and progress through a semester at L'avenir preschool - an example of a comprehensive evaluation integrating the subjective & objective realms of children's progress
The document discusses partnerships between early childhood education practitioners and parents. It examines curricula and policies from several countries that emphasize collaboration and involvement of parents. Examples from Sweden, the UK, Australia, Denmark, and a Brussels experiment highlight the importance of two-way communication between parents and practitioners and viewing parents as partners. Quotes from parents in the experiment discuss seeking advice from family and the value of practitioners assisting with tasks like potty training, even if they think the child is too young. Overall, the document advocates for reciprocal relationships between parents and practitioners in early childhood education.
Re-Connecting the World's Children To NatureKlausGroenholm
This document calls for action to strengthen children's connection to nature. It notes that children benefit in many ways from spending time in natural environments, but that opportunities for this are declining. The call to action asks families, educators, and community leaders worldwide to make developmentally appropriate nature education a central part of children's daily lives and education. It proposes that experiencing nature is essential for children's healthy development and will help them develop care for the environment as adults.
This document provides an overview of the Little Sprouts early childhood program at the Sustainable Farm School. It discusses the Waldorf educational philosophy that inspires the program, with a focus on meeting the natural rhythms and needs of young children. Key aspects of the Little Sprouts program are creative free play, outdoor activities, crafts using natural materials, storytelling, music, developing reverence for nature, cultivating imagination, and fostering wonder. Rituals, blessings, and meaningful work are incorporated to teach respect. The goal is to provide a nurturing, home-like environment that supports the whole child.
The article discusses the importance of sleep for toddler development. It notes that toddlers need 11.5 hours of nighttime sleep on average to produce growth hormone and develop properly. Establishing a consistent bedtime routine helps toddlers wind down for sleep. Inadequate sleep can negatively impact behavior, learning, weight, and more. The article stresses that ensuring toddlers get the full amount of recommended sleep is vital for their health, happiness, and development.
This document provides summaries of children's books and resources that focus on environmental education themes. It summarizes 10 books/resources on topics like taking learning outdoors, the senses, seasons, trees, gardening with children, ladybugs, caterpillars, ponds, and fireflies. For each, it provides a brief overview of the content and educational value for early childhood educators.
The document discusses how gardens can be a place for childhood learning and development. It describes how gardens allow children to explore nature through play, take safe risks like encountering insects or mud, and build relationships with peers and community members like a local farmer. The garden is seen as a place where children can learn about diversity, including cultural diversity through cooking traditions, social diversity through meeting people with different jobs, and economic diversity through discussions about food access and sharing extra produce with local food banks.
The document is the February 2018 issue of Zebar Matters, a magazine from Zebar School for Children. It includes sections on experiential learning methods used in the school, such as hands-on science experiments. It also highlights student and teacher contributions in areas like creative writing, art, and academics. The editor invites parents and students to contribute future articles and feedback.
Exploring the Benefits of Outdoor Learning in Dubai's Nursery Schoolshussanisoyat
In recent years, outdoor learning has gained recognition as an effective educational approach that fosters holistic development in children. This approach goes beyond the confines of the traditional classroom,
The document summarizes key aspects of Steiner Waldorf early childhood education from birth to age 7. It describes that early childhood settings include childminders, parent-child groups, day cares, and kindergartens for children ages 3 to 7 led by specially trained teachers. The curriculum focuses on developing children socially, emotionally, and physically through play, practical activities, stories, music and spending time in nature rather than formal academics. Kindergarten days follow a predictable rhythm alternating between child-led free play and teacher-led activities like stories, crafts, cooking, and celebrating seasonal festivals. Consideration is given to creating a sensory-rich environment using natural materials. Parents are strongly involved through events, workshops and discussions about
The document summarizes key aspects of Steiner Waldorf early childhood education from birth to age 7. It describes that early childhood settings include childminders, parent-child groups, day cares, and kindergartens for children ages 3 to 7 led by specially trained teachers. The curriculum focuses on developing children socially, emotionally, and physically through play, practical activities, stories, music and spending time in nature rather than formal academics. Kindergarten days follow a predictable rhythm alternating between child-led free play and teacher-led activities like stories, crafts, cooking, and celebrating seasonal festivals. Consideration is given to creating a sensory-rich environment using natural materials. Parents are strongly involved through events, workshops and discussions about
A Parent’s Guide to Overcoming Common Obstacles for Kids and Outdoor Play.
National Wildlife Federation (NWF) created the Be Out There movement to give back to American children what they don’t even know they have lost: their connection to the natural world. In the process, NWF aims to help reverse alarming health trends and help families raise happier, healthier children. Signs everywhere show the spirit of the movement taking hold.
For more information, go to www.beoutthere.org/join
- The document discusses how children today spend less time outdoors and are suffering from "Nature Deficit Disorder", disconnected from nature.
- It describes efforts to reconnect children with nature through community projects like gardening and outdoor activities to benefit their health, development, and environment.
- The author implements a small gardening project with neighborhood children to teach them about growing food and nurturing their relationship with nature over the summer.
Choosing the right play school for your toddler is one of your major decisions right now. The main criteria revolve around proximity and the child's holistic learning, which improves overall grooming. We at GD Goenka Toddler House are fully committed to delivering knowledge as well as the child's overall development. We widely focus on a three-way program that in stills a love of learning in the child.
https://www.toddlerhouselucknow.com/
Choosing the right play school for your toddler is one of your major decisions right now. The main criteria revolve around proximity and the child's holistic learning, which improves overall grooming. We at GD Goenka Toddler House are fully committed to delivering knowledge as well as the child's overall development. We widely focus on a three-way program that in stills a love of learning in the child.
Early Years Outdoor Learning: A Toolkit for Developing Early Years Outdoor Provision
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
This document discusses the importance of father involvement in newborn care. It notes that caring for newborns requires providing proper nutrition, a safe sleeping area, quality attention and time. Involved fathers bring benefits like increased emotional security and confidence in infants. The father's role is crucial as newborns are completely dependent on parents and their care impacts long-term health, growth and development.
This document outlines the philosophy, methodology, and key components of the Step by Step early childhood education program. The program aims to prepare young children for rapidly changing times by fostering skills like critical thinking, problem-solving, and creativity. It is based on constructivist and developmentally appropriate practice theories and emphasizes child-centered learning through play, exploration, and following children's interests. The document discusses how infants and toddlers learn best and provides guidance on supporting various areas of child development. It also covers important aspects of program administration such as the learning environment, staff roles, family engagement, and evaluation.
Outdoor Activities, Plan for Success: Early Years Outdoors Learning KlausGroenholm
This document provides guidance on creating successful outdoor learning and play experiences for early years children. It discusses the benefits of outdoor activities in developing children holistically. Well-designed outdoor spaces should include areas for different types of play, growing plants, and shelter from weather. The document also provides examples of outdoor activities that support children's wellbeing, such as using their senses, growing food, building dens, cooperative art projects, and physical games. Adults are encouraged to support children's learning outdoors by building on their interests without imposing their own agenda.
Strategies for promoting communication and language of infants and toddlersDr Lendy Spires
This document provides strategies for promoting communication and language development in infants and toddlers. It discusses eight strategies shown to be effective through research and practice, including arranging the environment, following the child's lead, commenting and labeling, imitating and expanding, asking open-ended questions, giving praise and positive attention, providing choices, time delay/fill in the blank. The document explains how daily routines provide opportunities for informal learning and why promoting early communication is important for social skills, vocabulary development, and later school readiness. It includes examples of implementing the strategies in interactions with children.
101919, 728 PMThe Indoor Environment Designing and Organiz.docxaulasnilda
10/19/19, 7:28 PMThe Indoor Environment: Designing and Organizing | VLS
Page 1 of 22https://www.virtuallabschool.org/infant-toddler/learning-environments/lesson-2?module=4151
Infants & Toddlers Learning
Environments The Indoor
Environment: Designing and
Organizing
Just like adults, infant and toddlers get frustrated when they cannot easily
move through an environment, or find what they need. It is our job as
caregivers to make sure the classroom is thoughtfully designed and
materials for play are well organized. This lesson highlights how to design
your room for group activities, privacy, storage and display, with attention to
all learners, including the adults. It provides an introduction to design
elements that promote a sense of comfort and invite exploration and
engagement. This lesson also examines how to organize materials for
independence, easy use and learning.
Objectives:
Distinguish between spaces for group experiences, privacy, storage,
and display.
Identify characteristics of a well-designed indoor learning environment.
Learn ways to arrange an indoor learning environment to promote
infant and toddler growth and development.
Describe how to organize materials for independence, easy use, and
learning.
Learn
Know
https://www.virtuallabschool.org/infant-toddler
10/19/19, 7:28 PMThe Indoor Environment: Designing and Organizing | VLS
Page 2 of 22https://www.virtuallabschool.org/infant-toddler/learning-environments/lesson-2?module=4151
What is Your Perspective?
Infant and toddler caregivers make many decisions each day: which books
to read, what questions to ask a toddler’s family, which experiences to offer,
which materials to place where, etc. In many instances, these decisions are
the result of careful advanced consideration, in addition to a personal
understanding of how an infant and toddler learning environment should be,
feel and look.
Infants and toddlers, like most of us, are drawn to inviting and engaging
environments. Thinking about the ways to create a safe, flexible, and playful
indoor learning environment requires planning and exploring ideas from
multiple perspectives.
Arranging the Indoor Learning Environment
The space and furnishings should come together to create an indoor
learning environment that is tailored to meet the needs of developing
infants and toddlers. They need close supervision, positive guidance and
stimulating experiences during this period of rapid growth.
When considering the physical space of play areas, it is important to create
a space that is not too open or too crowded. Young infants need protected
areas with enough room to practice their growing abilities and movements,
such as rolling over and crawling. Mobile infants and toddlers need space as
they explore and learn to crawl, walk, dance, jump and build with blocks.
Space is important for both active and quiet play. Well-designed areas
provide both physical boundaries and visual cues that support individual
and peer play.
Care ...
Similar to Ls ped.werkplan bso 't werkel zwolle - 190722 (20)
1) This decision tree provides guidelines for parents, childcare workers, and schools on whether a child should stay home based on their symptoms, exposure history, and immune status.
2) It begins by asking a series of questions about the child's symptoms, potential contact with COVID-19 cases, and immune status to determine if they should get tested or quarantine.
3) Additional information is provided on testing criteria, quarantine durations, and exceptions based on immune status or negative test results. The goal is to limit the spread of COVID-19 while allowing children to attend school and childcare when it is deemed safe.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
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Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
Ls ped.werkplan bso 't werkel zwolle - 190722
1. Datum uitgifte:januari 2019
Datum laatste wijziging:augustus2021
Pagina 1 van 11
LOCATIESPECIFIEK PEDAGOGISCH WERKPLAN
BSO ’t Werkel Zwolle
2. Datum uitgifte:januari 2019
Datum laatste wijziging:augustus2021
Pagina 2 van 11
Inhoudsopgave:
Inleiding
1. Veiligheidvormtde basis
de groep
dagindeling
3 uursregeling(afwijkingBKR)
2. Aandacht voor iederkind
halenenbrengen
3. Ontwikkelendoorte ontdekken
bijzonderhedenperruimte
activiteiten
huishoudelijkezaken
4. Samen metelkaar
Bijlage 1- Huisregels
3. Datum uitgifte:januari 2019
Datum laatste wijziging:augustus2021
Pagina 3 van 11
Inleiding
Dit hoofdstuk iseenaanvullingophetalgemene pedagogisch werkplangeldendvoorBSO’tWerkel
Zwolle.De pedagogischmedewerkers(PM’ers) van ’tWerkel Zwolle zijnopde hoogte vande inhoud
van hetpedagogischwerkplan engebruikendithoofdstukalsaanvullingop hetalgemene
pedagogischwerkplan.
Groene kinderopvang’tWerkel in Zwolle is gevestigd aan de Dijkgraafhof 1te Zwolle. ’t Werkel
maaktsinds1 januari‘19 onderdeeluit van Stichting Eigen&Wijzer. Kinderopvang ’tWerkel Zwolle
heefteen eigen locatie met een grotenatuurtuin.Erzijn tweeBSO-groepen metin totaal40
kindplaatsen. Daarnaastzijn ertwee KDV-groepen op debeganegrond en iser een outdoor
peuteropvanggroep diebuiten de BSO-tijden omgebruikmaaktvan één van detwee BSO-ruimtes.
Buitenspelenennatuurbelevingstaat centraal
Buitenspelenstaatcentraal.Ditisterugte zieninde onderstaande punten:
- Buitenspelenennatuurbelevingstaatcentraal
- Buitenspelenstaatcentraal.Ditisterugte zieninde onderstaande punten:
- De binnenruimte ende buitenruimtewordenzoingerichtdatkinderengestimuleerdworden
van uiteenintrinsieke motivatie buitente gaanspelen.
- Kinderenspelenelke dag,perhele dagminstenstweeuurbuitenineennatuurlijke,
uitdagende omgeving.
- Etenen slapengebeurt zoveel mogelijkbuiten.
- Kenmerkendvooreennatuurlijkebuitenruimte isdatde natuurzelf onderdeel uitmaaktvan
hetspelen.Zoookbij de buitenruimtevanGroene Kinderopvang‘tWerkel.Van
boomstronkenmakende kinderenhuttenendammen,erwordtgetimmerdeneriseen
vuurplaatsombroodjeste bakkenensoepte koken,kinderenkunneninboomstammen
klimmen,verstoppeninbosjes,slootje springen,etc..Onsmottois‘slechtweerbestaatniet,
slechte kledingwel’.
- Biologische voeding,ookbiologische productenuiteigentuin.
- Zaaienenoogstenisgedurende drie seizoeneneendagelijkse activiteitinde eigen
biologischemoestuin;kinderenzienwaarhunetenvandaankomt;productenuitde
moestuinwordengebruiktinde eigenkeukenenverwerktsamenmetde kinderen.
- Natuurbelevingiseenessentieel onderdeel.Minimaal twee keerperjaarwordter
samengewerktmetexternenuitde NME-sector(NatuurenMilieuEducatie).We maken
hiervoorgebruikvano.a.onze contactenbij de Groene LoperZwolle,zowel voor het
kinderdagverblijf,de peuteropvangalsde buitenschoolse opvang.Daarnaastzijnde
medewerkersgetraindinallerleinatuuractiviteitenennatuurkennis.
- Er iseenruime keusaanmaterialenvoorde kinderenomde natuurte ontdekken,van
schepnetjestotonderwaterkijkers,insectendoosjes,loepenallerhandzoekkaarten.
- Dierenmakenvastonderdeel uitvanGroene kinderopvang’tWerkel.Kinderenwordenactief
betrokkenbij de verzorgingvanalle dieren,waaronderkippen,konijnenencavia’s.
Waarom groene kinderopvang?
Groene kinderopvangomde kinderopvangvoorkinderennogleuker,beterengezonderte maken!
Buitenspelenineennatuurlijkespeelplekbevordertzowel de lichamelijke alsde emotionele
gezondheidvankinderen.Eennatuurlijkespeelplek ishiervoornoodzakelijk.Ditresultaatwordtniet
bereiktbij eenbetegeldeof betonnenspeelplek,ondanksdatde meeste speelplekkeninde
kinderopvangenbij de scholennoggrotendeelsof inzijngeheelbetegeldzijn.
4. Datum uitgifte:januari 2019
Datum laatste wijziging:augustus2021
Pagina 4 van 11
De voordelenvaneennatuurlijke speelplekzijn(VandenBerg&De Hek,z.j.) :
1. Eennatuurlijke speelplekdaagtkinderenuitte bewegenwatlogischerwijseenpreventieve
werkingheeftopovergewichtbij kinderen.
2. Daarnaast laat eennatuurlijke speelomgevingkinderenontdekken.Eenkindspeeltmeer
constructief inde natuurwat eenpositief effectheeftophetzelfvertrouwenende
eigenwaarde vanhetkind.Daardoorwordteenkindweerbaarderenmeerzelfredzaam.
3. In eennatuurlijke speelomgevingkomthetkindlosvanzijn/haargedachten.Hetontspant.
Kinderenhebbenminderlastvanhoofdpijn,verkoudheid,eczeemensombere gedachten.
4. De natuurlijkeomgevingwerktrustgevendopkinderenenversterkthet
concentratievermogen.Kinderenvoelenzichlekkerderenslapenbeter.
5. Kinderenspelenlanger,creatieverenmeergevarieerdbuitenineennatuurlijke omgeving
metals gevolgdatbuitenspelenleukis!
6. Kinderenvertonennaspeleninde natuureentoename inrespectvol gedragtenopzichte van
de natuur. Ookop volwassenleeftijd blijfthetkindditrespectvolgedragtenopzichte vande
natuur behouden.
7. Volwassenendieveeljeugdervaringenhebbenopgedaaninde wilde natuurblijkenmeer
tevredente zijnoverhunleven.
Het belangvanbuitenspelenennatuurbelevingwordtnaar oudersactief uitgedragen.Door
documentendie oudersontvangen,zoalsditpedagogischbeleidsplan,maarookmondelingbij de
kennismakingmetouders,tijdenshetintakegesprekenmetregelmaatinde overdrachtnaarouders.
Bij de overdrachtnaaroudersgaat het dannaast de ontwikkelingenhetwelbevindenvanhetkindin
hetalgemeenookomspecifiekenatuur-ervaringenvanhunkindbij ’tWerkel enheteffectdatdit
heeftophetkind.Bijv.eenkinddatzichverdrietigvoeltbij hetafscheidmetpapaen datdaarna
volledigontspantbij hetvoerenvande konijntjes.Of eenkinddatintegenstellingtotvoorheen,nu
eentomaatje wil proeven,nadathij ditzelf gezaaid,verzorgdengeoogstheeft.
1. Veiligheid vormt de basis
Groep
BSO ‘t Werkel bestaatuittwee basisgroepenmetmaximaal20kindplaatsen pergroep. Deze locatie
bestaatuittwee horizontale BSO-groepen.Eéngroep voorkinderen inde leeftijdvan 4t/m 6 jaar en
ééngroep bestaatuitkindereninde leeftijdvan 7 t/m12 jaar. Voorde 4-6 groepkan hetzo zijndat
hetkindnog niettoe isaan de volgende groep.Ditheeftte makenmetde ontwikkelingvanhetkind.
Wanneerpedagogischmedewerkersaangevendateenkindnogniettoe isaan de volgende stap
wordtdit metde oudersvanhet kindbesproken.Erkandan voorgekozenwordenomeenkindwat
langerop de huidige groepte laten.Wanneerhetkinderaan toe isstroomthet kindverdernaarde
volgende groep.
‘t Werkel hanteertbij hetberekenen vande beroepskracht-kindratio de berekeningperBSO-groep
zoalsdeze wordtaangegevenop www.1ratio.nl.
Verlaten van de basisgroep:
De basisgroepwordtregelmatigverlaten.Ditgebeurtopde volgendemomenten:
- Bij hetbuitenspelen;
- Bij hetdoenvan activiteiteninhetatelier;
- Bij uitstapjesbuitenhetterreinvan ’tWerkel.
Vooropstaat dat de tijdop de buitenschoolseopvangvoorje kindvrije tijdis.Indie vrije tijdstaatbij
’t Werkel buitenspelenennatuurbelevingcentraal.De kinderenmogen naarbuitenwanneerze
5. Datum uitgifte:januari 2019
Datum laatste wijziging:augustus2021
Pagina 5 van 11
willen,zolangde weersomstandighedenende gezondheidvanhetkinddittoelaat. De pm-erbepaalt
hierinhetkader,indiennodiginoverlegmetde ouder.
De pm-ersvolgenhetkind.Buitenkunnende kinderenhelpeninde moestuin,helpenmet het
verzorgenvande dieren,maarookbijv.verstoppeninbosjes,timmerenvanhutten,spelenmet
waterenzand. Dagelijkswordeneractiviteitengeorganiseerd afgestemdopde verschillende
leeftijdenenmogelijkhedenvande kinderen.Deze activiteitenzullenveelal buitengehouden
worden. Hetkindisvrij om hierwel of nietaandeel te nemen.
De wereldvande kinderenisnatuurlijkgroterdanalleen’tWerkel.De activiteitenbij‘tWerkel zijn
gerichtop natuuractiviteiten.We vindenhetbelangrijkdat kindereninde schoolvakantieseen
vakantiegevoelhebben.Daaromzullenerandere activiteitenplaatsvindentijdensde
schoolvakantiesende schoolvrije dagendangedurendede schoolweken.Erzullenregelmatig
uitstapjesgedaanwordenbuitenonze locatie.Hierbij kunje denkenaanbijv.geocacheninhetbos
(schatzoekenmetgps),klauterparcoursineenklimbos,expeditie meteenboswachterof vlotten
bouwenenkanoënvoorde oudere kinderenmetzwemdiploma.
Ouderswordenhierovergeïnformeerd tijdensrondleidingenentijdenshetintakegesprek.
Vervolgens wordtde oudertijdensde overdrachtgedurende hethaal- en/of brengmomentdoorde
pedagogischmedewerkergeïnformeerd overde geplande ende gedane activiteiten vande dag. Ook
wordtde ouderhierovergeïnformeerdviade ouderappBitcare.
Samenvoegen van groepen
De twee BSO-groepenwordensamengevoegdopde volgende momenten:
- op de woensdag- ende vrijdagmiddagengedurendeschoolweken;
- tijdensde voorschoolse opvanggedurende schoolweken;
- op alle dagentijdensde schoolvakantiesenstudievrije dagenvanscholen.
We doenditomdatde groependankleinerzijnenwe doordeze groepensamente voegenmeer
mogelijkhedenhebbenomleuke activiteitenaante bieden. Uiteraardblijvenwe onshoudenaan
regelsomtrentgroepsgrootteende pedagogisch medewerker/kindratiozoalsdeze is vastgesteldin
de Wet Kinderopvang.
We makeneenonderscheidtussenstructureel enincidenteel samenvoegen.
Structureel samenvoegen
Op woensdagenvrijdagwordende kinderenvande basisgroep structureel samengevoegd. Erisdan
ééngroepvanmaximaal 20 kinderenen2pt-ers.Vanaf 12 kindereniseruitelke basisgroepeen
vaste pt-eraanwezig.Ditgeldttevensvooralle dageninde schoolvakanties.
Incidenteel samenvoegen
Wanneerhetvoorkomtdater op eendag(bijvoorbeelddoorvakantie of ziektevankinderen) veel
kinderenafwezigzijnbehoudenwe onshetrechtvoorom samente voegenwanneerhettotaal
aantal kinderenvantwee samengevoegdegroepennietbovenhetmaximaal toegestane aantal
kinderenvan20, dat opgevangenmagwordeninde groep,uitkomt. Hiervoorkunnenzowel
pedagogische redenenalseconomische redenenaante grondslagliggen.
Dagindeling
Dagindeling:
De kinderenkomentussen7.00en9.00 uur entussen12.30 uur en13.00 uur. De kinderen
vertrekken tussen12.30 en 13.00 uur en tussen17.00 en19.00 uur. Tijdensschoolweken biedenwe
de voorschoolse opvangvan7.00 uur tot 8.30 uur,waarbij kinderen komentussen7.00uur en8.00
uur. De naschoolse opvangtijdensschoolwekenvindtplaatsvanaf eindeschooltijdtot19.00 uur.
6. Datum uitgifte:januari 2019
Datum laatste wijziging:augustus2021
Pagina 6 van 11
Kinderen vertrekkendan tussen17.00 en19.00 uur. ’s Ochtends staater eenontbijttafelklaarvoor
de kinderendie datwensenvan7.00 uur tot 8.00 uur tijdensde schoolweken engedurendede
vakantiewekenende schoolvrije dagen.Inde loopvande ochtendenin de loopvan de middag eten
de kinderen fruit/groente endrinkenze water,fruitwaterof thee.
Tussende middagwordter eenbroodje gegetenmetwatte drinken.Melk,karnemelk,water,
fruitwaterof thee.
Op heteindvande middag krijgende kinderenopnieuw watte drinkenaangebodenmeteen
crackertje.Verderbiedt’tWerkel de optie aanoudersomhun kinddeel te latennemenaan de
gezonde warme maaltijdopheteindvande middag. Allevoedingbij ’tWerkel isbiologisch. Tijdens
de lunchen de warme maaltijdeeteraltijdeenvaste pm-ermee metde kinderen.
Er isveel ruimte voorvrij spel gedurendede dag.Tussende eetmomentendoorwordener
regelmatigworkshops aangebodenaande kinderenafgestemdopde verschillende leeftijdenen
interessesinde groep.Deze workshops worden zoveel mogelijkbuitenaangeboden.Vooropstaat
dat hetdeelnemenaan workshops nietverplichtisvoorhetkind. Buitenspelenennatuurbeleving
staat centraal.
De vakantieprogramma’szijngerichtopnatuuractiviteiten.We vindenhetbelangrijkdatkinderen
eenvakantiegevoel hebben.Daaromzullenerandere activiteitenplaatsvindentijdensde
schoolvakantiesende schoolvrije dagendangedurendede schoolweken. Erzullenregelmatig
uitstapjesgedaanwordenbuitenonze locatie.Hierbij kunje denkenaanbijv.geocacheninhetbos
(schatzoekenmetgps),klauterparcoursineenklimbos,expeditie meteenboswachterof vlotten
bouwenenkanoënvoorde oudere kinderenmetzwemdiploma. Hetactiviteitenprogrammawordtin
de vakantiesdagelijks afgestemdmetde kinderendie erdie dagzijn.
0,5 uur en 3 uurs regeling(afwijkingBKR)
Perdag wordt ernooitmeerdan drie uurafgewekenvande BKR(beroepskracht-kindratio).
In onderstaandschemastaatweergevenopwelke tijdennietwordtafgewekenenopwelketijdener
eventueel welwordtafgewekenvande BKR.
Gedurende schoolweken 0,5uursregeling
Maandag Dinsdag Woensdag Donderdag Vrijdag
Tijdenwaarop
eventueel wel
wordtafgeweken
van de BKR op elke
BSO-groep
17.30 tot
18.00 uur
17.30 tot
18.00 uur
17.30 tot
18.00 uur
17.30 tot
18.00 uur
17.30 tot
18.00 uur
Tijdenwaarop niet
wordtafgeweken
van de BKR op elke
BSO-groep
12.00 tot
17.30 uur
En
18.00 tot
19.00 uur
12.00 tot
17.30 uur
En
18.00 tot
19.00 uur
12.00 tot
17.30 uur
En
18.00 tot
19.00 uur
12.00 tot
17.30 uur
En
18.00 tot
19.00 uur
12.00 tot
17.30 uur
En
18.00 tot
19.00 uur
7. Datum uitgifte:januari 2019
Datum laatste wijziging:augustus2021
Pagina 7 van 11
Gedurende vakantiewekende drie uurs regeling
Maandag Dinsdag Woensdag Donderdag Vrijdag
Tijdenwaarop
eventueel wel
wordtafgeweken
van de BKR op elke
BSO-groep
12.30 tot
14.30 uur
en
17.00 tot
18.00 uur
12.30 tot
14.30 uur
en
17.00 tot
18.00 uur
12.30 tot
14.30 uur
en
17.00 tot
18.00 uur
12.30 tot
14.30 uur
en
17.00 tot
18.00 uur
12.30 tot
14.30 uur
en
17.00 tot
18.00 uur
Tijdenwaarop niet
wordtafgeweken
van de BKR op elke
BSO-groep
7.00 tot
12.30 uur
en
14.30 uur tot
17.00 uur
en
18.00 tot
19.00 uur
7.00 tot
12.30 uur
en
14.30 uur tot
17.00 uur
en
18.00 tot
19.00 uur
7.00 tot
12.30 uur
en
14.30 uur tot
17.00 uur
en
18.00 tot
19.00 uur
7.00 tot
12.30 uur
en
14.30 uur tot
17.00 uur
en
18.00 tot
19.00 uur
7.00 tot
12.30 uur
en
14.30 uur tot
17.00 uur
en
18.00 tot
19.00 uur
Inzetpedagogischmedewerkersinontwikkeling/studenten/vrijwilligers
Gedurende sommigeperiodeszijneropde locatie medewerkersinontwikkeling(hiernate noemen
pmio) werkzaamof wordenerstudenten ingezet.Zij zijnaltijdgeregistreerdin
hetpersonenregisterkinderopvang. Bij ’tWerkel inZwollewerkenwe nietmetvrijwilligers. Wanneer
pmio-ersof studenten (gedeeltelijk) formatief wordeningezetdandoenwij ditopbasisvaneen
verklaringwaarinde docent/begeleidervande pmio/studentverklarendatditverantwoordis.We
kijkenhierbij opbasisvanzijn/haarcompetenties,kwaliteitenenopgedaneopleidings- en
praktijkervaringof deze pmio/studentvoldoendebekwaamisomte werkenvanuitde wettelijke
kadersenvolgenshetpedagogische beleidvan‘tWerkel.
De pmio/studentcreëert eenvelligklimaatvoorde kinderendie hij/zij verzorgt,opvoedten
begeleidt.Hij/zij biedtverantwoorde kinderopvangvolgensde vierwettelijkepedagogische
basisdoelen. De pmio/studentstaatnietalleenopde groepenontvangtvoldoende kwalitatief goede
begeleidingbij zijnof haardagelijkse werkzaamheden.
Om hetleerproceste borgenwordtelke twee wekeneenverslaggemaaktdoorde pmio/student
waarinde vorderingenvande persoonlijke leerdoelenbeschrevenstaan.Ditverslagwordtdoorde
docent/begeleidergezienenondertekend.
Alle takenvanstagiairesstaanperopleidingsniveaugenoemdinhetBPV-beleid
P:BeleidBeleidsstukkenKwaliteitWijzerWIJSKwaliteitWijzer-
PersoneelBeroepspraktijkvormingBeroepspraktijkvorming.pdf.
2. Aandacht voor ieder kind
Elke pm-erbij ’tWerkel heefthaareigenmentorkinderen.De mentorhoudtde ontwikkelingenhet
welbevindenvanhaarmentorkinderenbij.Ookiszij heteerste aanspreekpuntvoorde oudersvan
haar mentorkind.
Brengenen halen
’t Werkel Zwolle is geopend van maandag tot en metvrijdag van 7.00 uurtot 19.00 uur.
De kinderenkunnen’sochtend tussen7.00uur tot 9.00 uur komenenkunnen’smiddags tussen
12.30 uur en13.00 uur entussen17.00 uur en19.00 uur de BSO weerverlaten.Binnenkomsten
vertrekbuitendeze tijdengebeurt inoverlegmetde pm-ersvande groep, zodatde pm-ersde ruimte
behoudenvoorhetkunnendoenvanactiviteitenenworkshopsbuiten hetterreinvan ’tWerkel.
8. Datum uitgifte:januari 2019
Datum laatste wijziging:augustus2021
Pagina 8 van 11
Vervoertussenschool ende BSO wordtgedaan doorde medewerkers van’tWerkel. Oudere
kinderen vanaf 8jaar, mogenna schriftelijke toestemming vanhunouder(s) zelfstandignaarde BSO
toe komenuitschool.
3. Ontwikkelen door te ontdekken
Activiteiten
Gedurende de schoolwekenwordenerdagelijks binnenenbuitenhethek workshopsaangeboden
aan de kinderen passendbij de interesses ende verschillendeontwikkelingsfasesvande kinderen.
Kinderenkunnenzichhiervoorinschrijven/aanmelden bij binnenkomstopde BSO.
Tijdensde schoolvakantieswordterthematischactiviteitenaangebodenaande kinderen.
Deelname aanworkshops enactiviteitenis opvrijwillige basis.
De nadrukbij deze locatie ligtopbuitenspelenennatuurbeleving. Meerinformatie overhet
activiteitenprogrammastaatbeschrevenin hetalgemeen pedagogischwerkplan.
Inrichting
De binnenruimte iseenvoudigingerichtmeteenminimumaanspeelmaterialen. ElkeBSO-groepis
ingerichtpassendbij de leeftijdsgroep. ’tWerkel isgerichtopbuitenspelenenisvanuitdie visie
ingericht.Datbetekenteengrote,avontuurlijke,natuurtuinmettigmogelijkhedenom te spelen.Er
zijnplekkenwaarwe alsgroepmetelkaarkunnenzitteneneten,maarookplekkenwaarje je alleen
of metz’n tweeënkuntterugtrekkenvoorrustigspel.Erzijnvaste plekkeninde tuinmetiederhun
eigenfunctie.De vuurplekommetelkaaromheente zittenvoorbakactiviteitenof gesprekken,de
dierenomrustigbij te knuffelen,de modderkeukenomheerlijkte ontdekken,experimenterenof
voor rollenspel,de hoge enlage heuvelsvoorklim,renenglijactiviteiten,etc..De natuurtuinwordt
regelmatigaangevuldmetlosse,natuurlijke materialenwaarmeegespeeldkanworden.
Buitenhethekiser de mogelijkheidommeteenroeibootjeinde slootte varen,bij de slootte spelen
metbijv.schepnetjesennaastde sloot opde slackline te spelen of bij de slacklineonderde grote
bomente chillen.
Huishoudelijke zaken:
Bij ’t Werkel Zwolle isereenschoonmaakbedrijf dat4 dagen perweek alle ruimtes schoonmaakt
conformhetschoonmaakcontract.
Daarnaast iser drie dagen perweekeengroepshulp.Zij zorgtvoorondersteuninginhuishoudelijke
werkzaamhedenenzorgtervoordat1 dag perweek,wanneerhetschoonmaakbedrijf nietkomt,alle
werkzaamheden die normaal doorhetschoonmaakbedrijf wordengedaan,doorhaarwordengedaan
die dag. Daarnaast makenzowel de groepshulp alsde pedagogischmedewerkersschoonaande hand
van hetbeleidophetgebiedvanschoonmakendatbinnen onze organisatie wordtgehanteerden
omschrevenstaatin hetkwaliteitshandboekWIJS:WIJS/KwaliteitWijzer/Veilig&Gezond /
Veiligheidenhygiëne binnenenbuiten. Erwordtgewerktmeteenspeciaal opde locatie afgestemd
schoonmaakrooster,waaropde schoonmaakwerkzaamhedenwordenafgevinkt.
Boodschappenwordenbesteldbij de JumboinZwolleentwee keerperweekdoorde Jumbo
bezorgd. Koelproductenen productenvoorde vriezerwordengelijkbij bezorginginde
koelkast/vriezergedaan. De warme maaltijdenwordengemaaktdoorde groepshulp.Zij heeft
hiervoorhaarHACCP-certificaatvoorzorginstellingenbehaaldenwerktvolgens de richtlijnenvande
HACCP voor zorginstellingen.
9. Datum uitgifte:januari 2019
Datum laatste wijziging:augustus2021
Pagina 9 van 11
4. Samen met elkaar
’t Werkel werktsamenmet:
- de Groene LoperZwolle:vooralle vragenovernatuuractiviteiten,natuurbelevingen
natuurkennis;
- LandschapOverijsselvoornatuurtrainingenenworkshops enadviesmbttuinonderhoud;
- Ik & buitenReinate Bruins;vooralle vragenoverde uitvoeringvanonze visie opbuiten
spelen/natuurbelevinginrelatie totonze tuin envoorde inrichtingvande natuurtuin;
- Zone College Zwolle vooractiviteiteninde TinyForrestStadshagen waar‘tWerkel
medebeheerdervanis;
- Bitcare:voor alle softwarevragen;
- JeugdgezondheidszorgStadshagen;
- Sociaal wijkteamZwolle vooralleopvoed- enontwikkelingsvragen.
10. Datum uitgifte:januari 2019
Datum laatste wijziging:augustus2021
Pagina 10 van 11
Huisregels – BSO ’t Werkel
Binnenkomst
Om 7.00 uur gaat de BSO openenom 19.00 uur dicht.
Hygiëne
Voor jassen,sjaalsenmutsenvande kinderenwordenluizenzakkengebruikt.
Persoonlijkeeigendommen
Autozitjeskunnenzeerbeperktopgeslagenwordenenwordenzoveelmogelijkmee
teruggenomen.
Vooriederkindisereenluizenzakinde hal.Inde luizenzakwordende persoonlijke
spullenbewaard.De pedagogischmedewerker houdterzichtopdat de kinderenal hun
eigendommenindeze zakbewaren.Mededelingen enoverige informatie wordtgedaan
viade ouderappenhetouderportaal Bitcare.
‘t Werkel kannietaansprakelijkwordengesteldvoorbeschadigingen/of zoekrakenvan
persoonlijke eigendommen.
Informatieuitwisseling
Informatie vanuit‘tWerkel wordtdigitaalaanalle oudersverzondenviade nieuwsbrief
of middelsonze ouderappenouderportaal Bitcare.
De voertaal binnen‘tWerkel isNederlands.
Tussen 7.00 uur en19.00 uur kunje contact opnemenmetde pedagogisch
medewerkers, optelefoonnummer038-2040388.
Vooradministratieve of planning-technische vragenkunje tussen9.00uur en17.00 uur
contact opnemen methetkantoorinZwolle optelefoonnummer038-2040389.
Opvangdagen
In Bitcare enop onze website vindtude proceduresomte ruilenvandagenenextradagenaan te
vragen.
Oudershebbende mogelijkheidtothetafnemen vanextradagdelenopvangvoorhunkindopde
stamgroepvanhetkind.Extra dagdelenwordenachteraf verrekendmiddelsde maandelijksefactuur.
Ookis er de mogelijkheid vooroudersomdagdelenvanhetkindte ruilenopde stamgroepvanhun
kind.Vanbelangisdat bij hetruilenvandagdelendirectbekendiswelkeurengeruildwordennaar
hetgewenste dagdeel.Hetruilenvanopvangurenuithetverledenisnietmogelijk.Ruildagenen
extradagdelenafname wordendooroudersaangevraagdviade websitehttps://app.bitcare.comof
viade ouderapp.De pt-erbevestigtde aanvraagwederomviaBitcare,zodatallesdirectdoorgevoerd
wordtin hetplannings- enfactureringsprogramma.
Randvoorwaardengebruikextradagdelen:
- Oudersvragenextradagdelenaanviahttps://app.bitcare.com
- Pm-ersgevenwel/nietakkoordvoorde aangevraagde dagdelenviahttps://app.bitcare.com
afhankelijkvande groepsgrootte ensamenstelling
- Ouders ontvangenhetwel/nietakkoordviahttps://app.bitcare.com
- Kinderenwordenuitsluitendinhuneigenbasisgroepgeplaatst
- Extra dagdelenwordenachteraf gefactureerdviade maandelijkse facturatie