Analyse The Relationship Between The Environment And Care Center

The environment can also include “the relationships among the people and between them and the materials, the rules, the schedule” (Callaghan, 2013, p. 11). “These contexts should be co-constructed by the adults and children because the impact on everyone is tangible” (Callaghan, 2013, p. 11). The adults and children have a good understanding of their surroundings. The environment and care centre is a place for the children. Their voice is an important voice because they can make good suggestions and have good ideas they can share with their friends and the educators. From an adult’s perspective “adult-child relations are built from the long history of developmentalism, intersecting with ideologies and policies which stress adult socialisation duties and responsibility for

The care centre offers the children, both open-ended material and familiar objects to “promote opportunities to engage in dramatic play” (Curtis, 2013, p. 127). By giving them familiar and unfamiliar toys, the educator is providing the child an opportunity to explore and play with familiar toys for comfort and relation purposes. The environment can also include the schedule for the care centre. The schedule helps keep the daycare stay organized. The schedule “is often the elephant in the room” (Callaghan, 2013, p. 13). This means that the “element of the context is served at the expense of responsiveness, focus and joy” (Callaghan, 2013, p. 13). The schedule at the Monday Daycare seems to be free. There is set schedule however, the educators are always prepared for changes. I think the schedule supports engagement with ideas, materials, and friends. The educators listen to children’s ideas and consider the ideas such as their suggestion to playing indoors. The schedule supports interactions with materials because they take the children to different rooms with many activities. While I went with the gym, another group of children stayed in the