It is important to provide positive environments that develop and support children's emotional, physical and mental well-being in order to support their growth and development. A positive environment promotes the physical, social, emotional, cognitive and linguistic development of children.
In order to have a suitable environment, consideration needs to be given to space and equipment, hygiene and safety, as well as staffing levels, and the ability and knowledge of the staff to support all children in every aspect of their development Practitioners need to ensure a wide range of activities by arranging opportunities and equipment for playing and learning that will help a child develop fully. Sometimes this will take place indoors and sometimes outdoors.
Children learn through achieving, thinking, listening, doing, making mistakes, using their senses, experiencing, repeating and having fun. Therefore an environment needs to be created that is designed for play and allows skills to develop. Resources and activities need to be provided that are relevant to children's interests and experiences, and build on what they already know.
Children in Welsh medium early years settings acquire new languages through language immersion, which is a way of introducing a second language. Children are immersed in language when they are educated in a language that is different to the language spoken at home as they play and interact, and take part in activities. This means that children are surrounded by the Welsh language and acquire the language in a natural way without them realising.
Children should be given opportunities to explore their local community to help develop their curiosity and understanding of the world around them. Visiting the community can help children to understand past events, people and places, living things and the work people do. Visiting the community, or receiving visits from members of the community, contributes to children's holistic development. Children will be given the opportunity to develop their linguistic and social skills by exploring, experimenting, conversing, asking questions and describing what they see. They can share information with other children or adults and discuss what they see in the community such as comparing a tree growing in the local park with a tree growing in the school grounds. Having visited the community the children can reflect and report back on their experiences and practitioners can use this as the basis for planning activities or themes that are of interest to them.
By planning different activities and themes the children can develop their knowledge and understanding of their local area and other areas in Wales, getting to know beaches, rivers and mountains. This will help children feel a sense of belonging to their local community and Wales, and develop an understanding of the country's unique cultural identity.
Well-planned indoor or outdoor play environments can support children's holistic development by encouraging them to make choices and extend their own play. A play environment may include local play areas, parks, play centres or play areas within the care or education setting. Play environments provide opportunities for children to socialise, be creative and interact with adults or other children.
Participating in sports such as swimming, football or hockey also supports children's holistic development. By engaging in sport children learn to communicate and work together as part of a team. Learning to cope with feelings of disappointment, sadness and frustration from losing, or pride in winning games, benefits children's emotional development. Obviously their physical skills will also develop.
Mae darparu amgylcheddau cadarnhaol sy’n meithrin ac yn cefnogi llesiant emosiynol, corfforol a meddyliol plant yn bwysig er mwyn eu helpu i dyfu a datblygu. Bydd amgylchedd cadarnhaol yn hyrwyddo datblygiad corfforol cymdeithasol, emosiynol, gwybyddol ac ieithyddol plant.
Er mwyn cael amgylchedd addas, mae angen ystyried gofod a chyfarpar, hylendid a diogelwch, yn ogystal â lefelau staffio, a'r gallu a'r wybodaeth sydd gan y staff i gefnogi pob plentyn ym mhob agwedd ar ei ddatblygiad. Mae angen i ymarferwyr sicrhau amrywiaeth eang o weithgareddau gan drefnu cyfleoedd a chyfarpar ar gyfer chwarae a dysgu a fydd yn gymorth i blentyn ddatblygu'n llawn. Weithiau bydd hyn dan do ac weithiau yn yr awyr agored.
Mae plant yn dysgu drwy lwyddo, meddwl, gwrando, gwneud, gwneud camgymeriadau, defnyddio eu synhwyrau, profi, ailadrodd a chael hwyl. Felly mae angen creu amgylchedd sydd wedi’i gynllunio ar gyfer chwarae sy’n caniatáu i sgiliau ddatblygu. Mae angen darparu adnoddau a gweithgareddau sy’n berthnasol i ddiddordebau a phrofiadau plant, ac sy’n adeiladu ar yr hyn maent eisoes yn gwybod.
Mae plant mewn lleoliadau gyfrwng Cymraeg yn y blynyddoedd cynnar yn caffael ieithoedd newydd drwy’r dull trochi iaith, sef ffordd o gyflwyno ail iaith. Bydd plant yn cael eu trochi mewn iaith pan fyddent yn derbyn eu haddysg mewn iaith sy’n wahanol i iaith y cartref wrth iddynt chwarae a rhyngweithio, a chymryd rhan mewn gweithgareddau. Golyga hyn bod plant yn cael eu hamgylchynu gan y Gymraeg a chaffael yr iaith mewn ffordd naturiol heb iddynt sylweddoli.
Dylai plant gael cyfleoedd i archwilio eu cymuned leol er mwyn eu helpu i gynyddu eu chwilfrydedd a dealltwriaeth o’r byd o’u cwmpas. Gall ymweld â’r gymuned helpu plant i ddeall digwyddiadau’r gorffennol, pobl a lleoedd, pethau byw, a’r gwaith y mae pobl yn ei wneud. Bydd ymweld â’r gymuned, neu dderbyn ymweliadau gan aelodau’r gymuned yn cyfrannu at ddatblygiad cyfannol y plant. Bydd plant yn cael y cyfle i ddatblygu eu sgiliau ieithyddol a chymdeithasol drwy archwilio, arbrofi, sgwrsio, gofyn cwestiynau a disgrifio beth maent yn ei weld. Gallant rannu gwybodaeth â phlant eraill neu oedolion a thrafod beth maent yn ei weld yn y gymuned megis cymharu coeden sy’n tyfu yn y parc lleol â choeden sy’n tyfu ar dir yr ysgol. Wedi ymweld â’r gymuned gall y plant fyfyrio ac adrodd yn ôl ar eu profiadau, a gall ymarferwyr defnyddio hyn fel sail i gynllunio gweithgareddau neu themâu sydd o ddiddordeb iddynt.
Wrth gynllunio gwahanol weithgareddau a themâu gall y plant ddatblygu eu gwybodaeth a dealltwriaeth o’u hardal leol ac ardaloedd eraill yng Nghymru, gan ddod i adnabod traethau, afonydd a mynyddoedd. Bydd hyn yn gymorth i blant deimlo eu bod yn perthyn i’w cymuned leol a Chymru ac yn datblygu dealltwriaeth am hunaniaeth ddiwylliannol unigryw’r wlad.
Gall amgylcheddau chwarae o dan do neu yn yr awyr agored sydd wedi’u cynllunio’n dda gefnogi datblygiad cyfannol plant drwy eu hannog i wneud dewisiadau ac ymestyn eu chwarae eu hunain. Gall amgylchedd chwarae gynnwys ardaloedd chwarae lleol, parciau, canolfannau chwarae neu ardaloedd chwarae o fewn y lleoliad gofal neu addysg. Mae amgylcheddau chwarae yn cynnig cyfleoedd i blant gymdeithasu, bod yn greadigol a rhyngweithio ag oedolion neu blant eraill.
Mae cymryd rhan mewn chwaraeon megis nofio, pêl-droed neu hoci hefyd yn cefnogi datblygiad cyfannol plant. Wrth ymgymryd â chwaraeon mae plant yn dysgu sut i gyfathrebu a chyd-weithio fel rhan o dîm. Mae manteision i ddatblygiad emosiynol plant wrth iddynt ddysgu i ymdopi â theimladau o siom, tristwch a rhwystredigaeth wrth golli, neu falchder wrth ennill gemau. Yn amlwg bydd eu sgiliau corfforol yn datblygu hefyd.
A positive environment supports children’s social and emotional development. Seeing positive images regularly in the setting will develop children's sense of self-identity. This could be a character with a disability who is a superhero, or individuals in garments such as a sari or a hijab that are associated with a particular culture.
Confidence and independence are encouraged by providing equipment and resources that are suitable for children's stage of development. By taking part in play activities in the indoor or outdoor area, children socialise with adults and other children in a fun way. Imaginative play provides children with an opportunity to explore their emotions, to express and act how they feel. Play will often affect children's behaviour with unacceptable behaviour often occurring because they are bored of frustrated. It is therefore important to take care that activities and resources are fun and varied.
Physical play is when children play by exercising their bodies and using their large muscles. As well as keeping fit and healthy physical play is important for all aspects of a child's development. By providing furniture, resources and activities that are suitable for children's age and stage of development, a setting will support their physical development. To achieve this it is important to make use of the outdoor area, as well as the indoor area. Toys such as bikes and scooters promote the development of gross motor skills, and help children to learn about speed, space and distance.
Children need to take part in physical activities that challenge and motivate them and provide them with opportunities to explore and manage risks such as climbing and riding a bike. Activities in the construction, sand or water areas support the development of fine manipulative skills and hand-eye coordination. The environment should provide opportunities for children to develop their sensory awareness, and tactile resources such as wooden pegs, brushes, sponges, smooth stones, metal and wooden spoons, or pieces of material such as velvet can promote this. A child's language, communication skills and social skills improve by using extended vocabulary, learning to share and take turns and play collaboratively in physical play. Physical play will help the child to develop stamina, muscles, balance and coordination as well as providing the child with the opportunity to release energy and tension. Physical play gives a sense of freedom, adventure and an opportunity to explore safely, thereby promoting the child's confidence and self-confidence.
Children develop their fine manipulative skills by assembling or fitting pieces together. This could happen with building blocks that interlock such as ‘Lego’ or ‘Duplo’, jigsaw pieces or toy trains. By playing this way children can see the result of their efforts, experiencing success and having achieved the aim the child can set a new challenge that develops their self-confidence and self-image. Co-operative play, taking turns and sharing the equipment and materials also promotes the child's social development. The physical benefits of manipulative play include developing hand-eye coordination and fine and gross motor skills. Manipulative play encourages the child's cognitive development by helping them to think clearly and logically, as they arrange shapes and sizes and develop spatial awareness. The equipment used for manipulative play does not need to be expensive, however a variety of equipment and materials is needed to encourage and extend the play. This can include jigsaw puzzles and shape organisers such as ‘Duplo’ and ‘Lego’.
A positive environment supports children's cognitive development by providing a wide range of resources, activities and experiences that are suitable for each child's stage of development. It is important to take children's individual needs into account, as the cognitive development stage of children of the same age may vary greatly. The book area, displays and activities that encourage children to investigate and discuss will support their development of knowledge and understanding of the world, as well as mathematical concepts, such as time and shape. Play opportunities in the indoor or outdoor area can encourage children to explore and use their imagination, particularly during role play.
Discovery play is when a child explores new materials and textures. Natural materials such as sand, water, stones and shells that also promote creative play can be provided. In this way children will learn concepts such as soft, hard, smooth, rough, fluffy, shiny, transparent, slippery and grainy. Discovery play often becomes creative, as the children are given freedom to explore and express their own ideas. Other materials that promote discovery play are mud, pasta, rice, buttons, stones, shredded paper and shaving foam. Water, food-colouring, glue or paint can be added to the above in order to extend the children's discovery skills.
A good range and variety of equipment are required for discovery play. A treasure basket may be suitable for a baby who is sitting up but not yet moving. Including natural materials in the basket will allow the baby to discover by using their senses. It is vital to ensure that the materials available are safe and suitable for the children's age and stage of development.
A positive environment supports linguistic development by providing suitable areas for communicating with adults or other children. Small cosy areas can help to reduce background noise and encourage shy children to communicate as they feel secure. Resources such as puppets, recording equipment and toys such as telephones can help children to communicate and develop their speech and language skills. They should be given the opportunity to write inside the building and outdoors, for example forming letters in a tub of shaving foam.
Books provide opportunities for children to develop language, therefore children should be encouraged to look at or read books, depending on their age and stage of development. Children enjoy listening to stories over and over again and repetition is useful in developing vocabulary and understanding of the stories. Puppets can also be used to repeat stories and children enjoy making puppets themselves from items such as lollipop sticks.
Role play is an excellent way of extending a child's linguistic skills and encouraging children to communicate. Children can explore role play areas and learn how to play with other children. As children undertake role play they use new language, for example answering the phone in the GP surgery. Practitioners need to model the language to be used in the role play area by playing with the children.
Art and craft activities support language, speech and communication development as children talk about what they are doing. Painting on a large scale allows for more interaction with other children as they discuss their ideas. Large rolls of wallpaper could be provided for children to paint with their friends.
By providing resources and activities that are suitable for children's age and stage of development, the setting will support creative development. Settings should provide a variety of resources in order to develop creativity, such as different types of paper (e.g. newspaper or wallpaper), crayons, chalk and different types of paint. Natural materials such as clay, sand and water can stimulate creativity and develop sensory awareness. It is important to provide resources from a variety of cultures in order to stimulate new ideas, and music provides a means of doing this with the children exploring different sounds and movements. Creative play provides children with the opportunity to discover the properties of different materials and it is the process of creating something that is important to the child rather than the result.
This type of play provides an opportunity to practise physical and coordination skills, and social skills where it is necessary to develop a relationship with others. Playing this way can develop cognitive skills, leading to the development of ideas and concepts and promoting language skills. The adult needs to provide a variety of materials and opportunities to play including music, dancing, collage, painting, drawing, modelling rubbish, wood work, sand and water in order to enable the child to develop and practise these skills. Creative play also provides the child with an opportunity to gain confidence and get rid of any tension or agitation.
Imaginative play helps children to develop their language and communication skills, and is also connected to every other aspect of child development whether physical, intellectual, emotional or social. Soft toys, home corner, dolls, dressing up clothes and small world toys can also be used for imaginative play. The equipment for imaginative play does not need to be expensive equipment bought from a shop, and children will be happy imagining that cardboard boxes are cars and so forth. A good range and variety of equipment are required to extend the play, however providing too many materials at once can overwhelm children. Nevertheless, materials need to be changed regularly so that the play is not too repetitive.
Technology resources are effective and support children's holistic development when the resources are used throughout the learning environment rather than in a separate area. Children should be able to access and use the technology resources independently. When planning activities that include technology the children's previous knowledge and understanding need to be taken into account as some children will have more experience than others.
Technology can be used in outdoor physical play. The use of metal detectors is an example of this and digital stopwatches and heart monitors help children to see the effects of exercise.
A voice recorder and MP3 player are useful in order for the children to record themselves. Some children enjoy recording themselves telling or reading a story aloud, and listening back to it. Not all children will enjoy using recording devices, therefore it is important to consider children's individual wishes when planning activities.
Word processing software on computers, laptops or tablets is very helpful for children who do not like writing. They gain confidence as handwriting is not a problem and help is available with spelling and punctuation. There are a number of useful computer programs that encourage children to recognise words and associate sounds with letters. It is important that the programs stimulate children and essential that adults work side by side with the children to ensure that they understand what they are learning. There are also programs and apps that help children to work together and to discuss in groups when problem solving.
Digital cameras are very useful and can be used to take photographs of the environment, or a particular colour or shape. A digital camera can be used by children to record their ideas or work.
The children's age, stage of development and individual needs need to be taken into account when providing expensive equipment.
Mae amgylchedd cadarnhaol yn cefnogi datblygiad cymdeithasol ac emosiynol plant. Drwy weld delweddau cadarnhaol yn gyson yn y lleoliad bydd plant yn datblygu ymdeimlad o hunaniaeth. Gallai hyn fod yn gymeriad ag anabledd yn arwr arbennig, neu rhai mewn gwisgoedd fel sari neu hijab sy'n gysylltiedig â diwylliant arbennig.
Bydd hyder ac annibyniaeth yn cael eu hannog drwy ddarparu offer ac adnoddau sy’n addas ar gyfer cam datblygiad plant. Drwy gymryd rhan mewn gweithgareddau chwarae yn yr ardal dan do neu allan yn yr awyr agored, bydd plant yn cymdeithasu gydag oedolion a phlant eraill mewn ffordd hwyliog. Mae chwarae dychmygus yn rhoi cyfle i blant archwilio eu hemosiynau, mynegi ac actio sut maent yn teimlo. Bydd chwarae yn aml yn effeithio ar ymddygiad plant gydag ymddygiad annerbyniol yn aml yn digwydd oherwydd eu bod wedi diflasu neu’n rhwystredig. Felly, mae'n bwysig gofalu bod y gweithgareddau ac adnoddau yn ddifyr ac yn amrywiol.
Chwarae corfforol yw pan fydd plant yn chwarae wrth ymarfer eu cyrff a defnyddio eu cyhyrau mawr. Yn ogystal â chadw’n iach a heini mae chwarae corfforol yn bwysig i bob agwedd o ddatblygiad plentyn. Drwy ddarparu dodrefn, adnoddau a gweithgareddau sy’n addas ar gyfer oed a cham datblygiad plant bydd lleoliad yn cefnogi eu datblygiad corfforol. Er mwyn cyflawni hyn mae’n bwysig defnyddio’r ardal tu allan, yn ogystal â’r ardal tu mewn. Mae teganau megis beiciau a sgwteri yn hyrwyddo datblygiad sgiliau echddygol bras, ac yn helpu plant i ddysgu am gyflymder, gofod a phellter.
Mae angen i blant gymryd rhan mewn gweithgareddau corfforol sy’n eu herio a’u cymell a rhoi cyfleoedd iddynt archwilio a rheoli risgiau fel dringo a reidio beic. Mae gweithgareddau yn yr ardal adeiladu, tywod neu dŵr yn helpu i ddatblygu sgiliau llawdriniol manwl a chydweithrediad llaw a llygaid. Dylai’r amgylchedd gynnig cyfleoedd i blant ddatblygu eu hymwybyddiaeth o synhwyrau, a gall adnoddau cyffyrddol megis pegiau pren, brwshys, sbyngau, cerrig llyfn, llwyau metal a phren, neu ddarnau o ddefnydd megis felfed hyrwyddo hyn. Bydd iaith, sgiliau cyfathrebu a sgiliau cymdeithasol plentyn yn gwella drwy ddefnyddio geirfa estynedig, dysgu rhannu a chymryd tro a chwarae'n gydweithredol wrth chwarae’n gorfforol. Bydd chwarae corfforol yn helpu'r plentyn i ddatblygu stamina, cyhyrau, cydbwysedd a chydsymud gan hefyd roi cyfle i blentyn ryddhau egni a thensiwn. Mae chwarae corfforol yn rhoi teimlad o ryddid, antur a chyfle i archwilio'n ddiogel, a thrwy hynny yn hybu hyder a hunanhyder y plentyn.
Mae plant yn datblygu eu sgiliau llawdrin manwl drwy osod neu ffitio darnau efo'i gilydd. Gallai hyn ddigwydd gyda blociau adeiladu sy'n cydgloi megis ‘Lego’ neu ‘Duplo’, darnau jig-so, neu drenau bach. Wrth chwarae fel hyn mae plant yn gallu gweld canlyniad eu hymdrechion gan brofi llwyddiant ac wedi cyflawni'r nod, gall y plentyn osod her newydd sy’n datblygu ei hunanhyder a'i hunanddelwedd. Mae chwarae cydweithredol, cymryd tro a rhannu'r offer a'r deunyddiau hefyd yn hybu datblygiad cymdeithasol y plentyn. Ymhlith manteision corfforol chwarae llawdrin mae datblygu cydsymud llaw a llygaid a sgiliau echddygol manwl a bras. Mae chwarae llawdrin yn annog datblygiad gwybyddol y plentyn drwy ei helpu i feddwl yn glir ac yn rhesymegol, wrth iddo drefnu siapiau a meintiau a datblygu ymwybyddiaeth ofodol. Nid oes angen i'r offer a ddefnyddir ar gyfer chwarae llawdrin fod yn ddrud, ond mae angen amrywiaeth o offer a deunyddiau er mwyn annog ac ymestyn y chwarae. Gall hyn gynnwys posau jigso a threfnwyr siapiau megis ‘Duplo’ a ‘Lego’.
Mae amgylchedd cadarnhaol yn cefnogi datblygiad gwybyddol plant drwy ddarparu ystod eang o adnoddau, gweithgareddau a phrofiadau sy’n addas ar gyfer cam datblygiad bob plentyn. Mae’n bwysig ystyried anghenion unigol y plant, gan fod gwahaniaeth mawr weithiau rhwng cam datblygiad gwybyddol plant yr un oed. Bydd yr ardal lyfrau, arddangosfeydd a gweithgareddau sy’n annog i blant ymchwilio a thrafod yn eu cefnogi i ddatblygu eu gwybodaeth a dealltwriaeth o’r byd, a chysyniadau mathemategol megis amser a siâp. Gall cyfleoedd chwarae yn yr ardal dan do neu du allan annog plant i archwilio a defnyddio eu dychymyg, yn enwedig wrth iddynt chwarae rôl.
Chwarae darganfyddol yw pan fydd plentyn yn archwilio deunyddiau a gweadedd newydd. Gellir cynnig deunydd naturiol megis tywod, dŵr, cerrig a chregyn sydd hefyd yn hybu chwarae creadigol. Trwy hyn bydd y plant yn dysgu cysyniadau megis meddal, caled, llyfn, garw, blewog, sgleiniog, tryloyw, llithrig a graeanog . Mae chwarae darganfyddol yn aml yn datblygu i fod yn greadigol, wrth i’r plant gael rhyddid i archwilio a mynegi eu syniadau eu hunain. Deunyddiau eraill sy’n hyrwyddo chwarae darganfyddol yw mwd, pasta, reis, botymau, cerrig, carpion papur ac ewyn eillio. Gellir ychwanegu dŵr, lliw bwyd, glud neu baent at yr uchod er mwyn ymestyn sgiliau darganfyddol y plant.
Mae angen ystod ac amrywiaeth dda o offer ar gyfer chwarae darganfyddol. Gall basged drysor fod yn addas i faban sydd yn eistedd i fyny ond sydd heb fod yn symud eto. Bydd cynnwys deunyddiau naturiol yn y fasged yn caniatáu’r baban i ddarganfod trwy ddefnyddio’r synhwyrau. Mae’n hanfodol sicrhau bod y deunyddiau sydd ar gael yn ddiogel ac yn addas ar gyfer oed a cham datblygiad y plant.
Mae amgylchedd cadarnhaol yn cefnogi datblygiad ieithyddol drwy ddarparu ardaloedd addas ar gyfer cyfathrebu gydag oedolion neu blant eraill. Gall ardaloedd bach clyd helpu i leihau sŵn yn y cefndir ac annog plant swil i gyfathrebu gan eu bod yn teimlo’n ddiogel. Gall adnoddau fel pypedau, offer recordio a theganau megis ffonau annog plant i gyfathrebu a datblygu eu sgiliau iaith a lleferydd. Dylai bod cyfle hefyd i ysgrifennu yn yr adeilad ac yn yr awyr agored, er enghraifft ffurfio llythrennau mewn twb o sebon siafio.
Mae llyfrau yn darparu cyfleoedd i blant ddatblygu iaith, felly dylid annog plant i edrych ar neu ddarllen llyfrau, yn dibynnu ar eu hoed a'u cyfnod datblygiad. Mae plant yn mwynhau gwrando ar straeon dro ar ôl tro ac mae ailadrodd yn ddefnyddiol wrth ddatblygu geirfa a dealltwriaeth o’r straeon. Gellir hefyd ddefnyddio pypedau er mwyn ail-adrodd straeon a bydd plant yn mwynhau gwneud pypedau eu hunain o eitemau fel ffyn lolipop.
Mae chwarae rôl yn ffordd wych o ymestyn sgiliau ieithyddol plentyn ac annog plant i gyfathrebu. Gall plant archwilio ardaloedd chwarae rôl a dysgu sut i chwarae â phlant eraill. Wrth i blant chwarae rôl byddent yn defnyddio iaith newydd, er enghraifft wrth ateb ffôn yn y feddygfa. Mae angen i ymarferwyr fodelu’r iaith i’w defnyddio yn yr ardal chwarae rôl drwy chwarae gyda’r plant.
Mae gweithgareddau celf a chrefft yn cefnogi datblygiad iaith, lleferydd a chyfathrebu wrth i blant siarad am yr hyn maent yn ei wneud. Mae peintio ar raddfa fawr yn caniatáu mwy o ryngweithio â phlant eraill wrth iddynt drafod eu syniadau. Gellid darparu rholiau mawr o bapur wal er mwyn i blant beintio gyda'u ffrindiau.
Wrth ddarparu adnoddau a gweithgareddau sy’n addas ar gyfer oed a cham datblygiad plant bydd y lleoliad yn cefnogi datblygiad creadigol. Dylai lleoliadau ddarparu amrywiaeth o adnoddau er mwyn datblygu creadigrwydd, megis gwahanol fathau o bapur (papur newydd, papur wal), creonau, sialc a gwahanol fathau o baent. Gall deunyddiau naturiol megis clai, tywod a dŵr symbylu creadigrwydd a datblygu ymwybyddiaeth o synhwyrau. Mae’n bwysig darparu adnoddau o amrywiaeth o ddiwylliannau er mwyn ysgogi syniadau newydd, ac mae cerddoriaeth yn cynnig modd i wneud hyn gyda’r plant yn archwilio synau a symudiadau gwahanol. Mae chwarae creadigol yn rhoi'r cyfle i blant ddarganfod priodweddau gwahanol ddefnyddiau a'r broses o greu rhywbeth sy'n bwysig i'r plentyn yn hytrach na'r canlyniad.
Mae'r math hwn o chwarae yn cynnig cyfle i ymarfer sgiliau corfforol a chydsymud, a sgiliau cymdeithasol lle mae angen datblygu perthynas ag eraill. Gall chwarae fel hyn ddatblygu sgiliau gwybyddol, gan arwain at ddatblygu syniadau a chysyniadau a hybu sgiliau iaith. Bydd angen i'r oedolyn ddarparu amrywiaeth o ddefnyddiau a chyfleoedd i chwarae gan gynnwys cerddoriaeth, dawnsio, collage, peintio, llunio, modelu sbwriel, gwaith pren, tywod a dŵr i alluogi i'r plentyn ddatblygu'r sgiliau hyn a'u hymarfer. Bydd chwarae creadigol hefyd yn rhoi cyfle i'r plentyn fagu hyder a chael gwared ag unrhyw densiwn neu gynnwrf.
Mae chwarae dychmygol yn gymorth i blant ddatblygu eu sgiliau iaith a chyfathrebu, gan hefyd gysylltu â phob agwedd arall ar ddatblygiad plant boed hynny’n gorfforol, yn ddeallusol, yn emosiynol neu’n gymdeithasol. Gellir defnyddio teganau meddal, cornel gartref, doliau, dillad gwisgo fyny, a theganau byd bach ar gyfer chwarae dychmygol. Nid oes raid i'r offer ar gyfer chwarae dychmygol fod yn offer drud o siop a bydd plant yn hapus yn dychmygu bod bocsys cardfwrdd yn geir ac ati. Mae angen ystod ac amrywiaeth dda o offer i ymestyn y chwarae, ond gall rhoi gormod o ddefnyddiau ar unwaith lethu plant. Er hynny, mae angen newid y defnyddiau yn rheolaidd fel nad yw'r chwarae yn rhy ailadroddus.
Mae adnoddau technoleg yn effeithiol ac yn cefnogi datblygiad cyfannol plant pan mae’r adnoddau yn cael eu defnyddio ym mhob rhan o’r amgylchedd dysgu yn hytrach nag mewn ardal ar wahân. Dylai plant allu cyrraedd a defnyddio’r adnoddau technoleg yn annibynnol. Wrth gynllunio gweithgareddau sy’n cynnwys technoleg mae angen ystyried gwybodaeth a dealltwriaeth blaenorol y plant gan y bydd rhai plant wedi cael mwy o brofiadau nag eraill.
Gellir defnyddio technoleg mewn chwarae corfforol yn yr awyr agored. Mae defnyddio datgelyddion metel yn enghraift o hyn ac mae stopwatshys digidol a monitorau calon yn helpu plant i weld effeithiau ymarfer corff.
Gall recordydd llais a chwaraewr MP3 fod yn ddefnyddiol er mwyn i blant recordio eu hunain. Mae rhai plant yn mwynhau recordio eu hunain yn dweud neu ddarllen stori yn uchel, a gwrando yn ôl arnynt. Ni fydd pob plentyn yn mwynhau defnyddio dyfeisiau recordio, felly mae’n bwysig ystyried dewisiadau unigol plant wrth gynllunio gweithgareddau.
Mae meddalwedd prosesu geiriau ar gyfrifiaduron, gliniaduron neu dabledi yn gymorth mawr i rai plant sydd ddim yn hoffi ysgrifennu. Maent yn magu hyder gan nad yw llawysgrifen yn broblem a cheir cymorth gyda sillafau ac atalnodi. Ceir nifer o raglenni cyfrifiadurol defnyddiol sy’n annog plant i adnabod geiriau a chysylltu synau i lythrennau. Mae’n bwysig bod y rhaglenni yn symbylu plant ac mae’n hanfodol bod oedolion yn gweithio ochr yn ochr â’r plant i sicrhau eu bod yn deall beth maent yn dysgu. Ceir hefyd raglenni ac apiau sy’n helpu plant i weithio gyda’i gilydd ac i drafod mewn grŵp wrth ddatrys problemau.
Mae defnydd mawr i gamerâu digidol a gellir eu defnyddio i dynnu lluniau o’r amgylchedd, neu liw neu siâp penodol. Gall camera digidol gael ei defnyddio gan blant i recordio eu syniadau neu eu gwaith.
Mae angen ystyried oed, cam datblygiad ac anghenion unigol y plant wrth ddarparu offer drud.
Complete the activity below.
Cwblhewch y gweithgaredd isod.
A range of factors need to be considered when planning activities for children at different stages of development, in different childcare settings.
All children develop differently, therefore practitioners need to plan for each child's individual needs based on observations and assessments. If a setting has adopted a child-centred approach, it always places the child at the heart of the learning process, meeting the needs of each individual child. This means that things need to be viewed from the child's perspective which allows them to take part in planning activities.
Staffing arrangements must meet the needs of each individual child and ensure their safety. When planning activities, it is important to consider staffing ratios. Providing an appropriate adult to child staffing ratio minimises risks and ensures that support is available to children in order to optimise their experiences. Settings must ensure that children are adequately supervised and decide how to deploy staff in order to ensure the children's needs are met.
According to the ‘National Minimum Standards for Regulated Childcare for Children up to the age of 12 years’, for day care the minimum staffing ratio is:
The standards have been created to help workers meet the regulations that apply to their setting. Practitioners should familiarise themselves with the standards and consider them when planning activities for children. To ensure settings meet the standards they will be inspected by Care Inspectorate Wales.
The work setting, both inside and out, must be safe for all children, including children with disabilities and children who use a wheelchair or walking frame. Settings need to ensure there is constant supervision when children engage in activities, including when they are playing with water. Extra care should be taken if children are near ponds, for example on a trip to the park. Before visiting a location, a risk assessment must be undertaken and appropriate guidelines must be followed if anything poses a risk to the children.
Toys, equipment and resources are important when planning activities for children, however they can be dangerous. Young children tend to put things in their mouths and therefore can choke on small pieces that detach from toys, equipment or resources. Practitioners therefore need to examine toys, equipment or resources and supervise children when playing to ensure their safety.
The purpose of the toys, equipment and resources being provided to children needs to be considered. Some toys, equipment and resources can be multi-purpose providing many opportunities for play. Children can build with wooden blocks, but they can also use the blocks for imaginative play using them as food in the Wendy house area. The blocks can also be useful in mathematical activities and therefore the learning opportunities are wide-ranging. Plastic food may be available in the Wendy house, but the toy can only be used as food, therefore the opportunities for play are not so wide-ranging.
Toys, equipment and resources must be able to withstand constant use and should not break easily. Toys, equipment and resources also need to be safe and durable in order to be cost-effective. Costs can be an important factor when planning activities for children but the resources and toys do not need to be expensive. Plastic bottles can be used in the water tub and a cardboard box can be a car, a boat or a train!
Settings should take into account the age, stage of development and individual needs of the children using the service when choosing toys, equipment and resources. Equipment provided in a nursery group will not be relevant to 12 year old children in an after school club.
Settings need to consider the equipment and resources that form part of their continuous provision and are available to children on a daily basis such as the water tub or the sand tub. Additional toys, equipment and resources can be provided in order to enrich the learning opportunities, for example adding jugs, sieves and tubes to the water tub. Additional themed toys, equipment and resources can be provided in order to enrich the continuous provision. An example of this would be to be provide additional dog and cat soft toys for the home corner in order to develop the pet animal theme.
When planning activities and experiences, settings need to ensure they introduce children to the surrounding environment and encourage them to care for their own environment. Potted plants can be provided in the indoor and outdoor areas, and flowers planted in the outdoor area so that children can cut and use them in their play. Natural materials such as stones, shells, sand, twigs and earth can encourage children to explore their environment.
Technology resources are effective when the resources are used throughout the learning environment rather than in a separate area. Children should be able to access and use the technology resources independently. When planning activities that include technology the children's previous knowledge and understanding need to be considered as some children will have more experience than others.
Technology can be used in outdoor physical play. The use of metal detectors is an example of this and digital stopwatches and heart monitors help children to see the effects of exercise.
Mae angen ystyried amrywiaeth o ffactorau wrth gynllunio gweithgareddau ar gyfer plant ar wahanol gyfnodau datblygiad, mewn gwahanol leoliadau gofal plant.
Mae pob plentyn yn datblygu yn wahanol felly mae angen i ymarferwyr gynllunio ar gyfer anghenion unigol pob plentyn yn seiliedig ar arsylwadau ac asesiadau. Os yw’r lleoliad wedi mabwysiadu dull o weithio sy’n ystyried y dull ‘plentyn-ganolog’, bydd bob amser yn rhoi’r plentyn yng nghanol y broses dysgu gan gwrdd ag anghenion pob plentyn unigol. Golyga hyn fod rhaid edrych ar bethau o bersbectif y plentyn gan ganiatáu iddynt gymryd rhan wrth gynllunio gweithgareddau.
Rhaid i drefniadau staffio ddiwallu anghenion pob plentyn a sicrhau eu diogelwch. Wrth gynllunio gweithgareddau mae'n bwysig ystyried cymarebau staff. Bydd darparu cymareb staffio oedolion i blant priodol yn lleihau risgiau ac yn sicrhau cefnogaeth i blant fel eu bod yn cael y profiadau gorau. Rhaid i leoliadau sicrhau bod plant yn cael eu goruchwylio'n ddigonol gan benderfynu sut i ddefnyddio staff er mwyn sicrhau bod anghenion y plant yn cael eu diwallu.
Yn ôl y ‘Safonau Gofynnol Cenedlaethol ar gyfer Gofal Plant a Reoleiddir i blant hyd at 12 oed’, mewn gofal dydd y gymhareb staffio gofynnol yw:
Mae’r safonau wedi’u creu er mwyn cynorthwyo gweithwyr i gwrdd â’r rheoliadau sydd yn berthnasol ar gyfer eu lleoliadau. Dylai ymarferwyr ymgyfarwyddo â’r safonau a’u hystyried wrth gynllunio gweithgareddau i blant. Er mwyn sicrhau bod lleoliadau’n cyfarfod a’r safonau byddant yn cael eu harchwilio gan Arolygaeth Gofal Cymru.
Mae angen sicrhau bod y lleoliad gwaith, tu mewn a thu allan yn ddiogel i bob plentyn gan gynnwys plant ag anabledd a phlant sy’n defnyddio cadair olwyn neu ffrâm cerdded. Mae angen i leoliadau sicrhau goruchwyliaeth pob amser wrth i blant gymryd rhan mewn gweithgareddau gan gynnwys pan maent yn chwarae â dŵr. Rhaid bod yn wyliadwrus iawn os yw plant wrth byllau dŵr, er enghraifft ar drip i’r parc. Mae’n rhaid gwneud asesiad risg o’r lleoliad cyn ymweld, a dilyn y canllawiau priodol os oes unrhyw beth yn peri risg i blant.
Mae teganau, offer ac adnoddau yn bwysig wrth gynllunio gweithgareddau i blant, ond gallant fod yn beryglus. Mae plant ifanc yn tueddu i roi pethau yn eu cegau felly gallant dagu ar ddarnau bach sy’n gallu dod yn rhydd o deganau, offer neu adnoddau. Rhaid i ymarferwyr felly archwilio teganau, offer ac adnoddau a goruchwylio plant pan fyddant yn chwarae er mwyn sicrhau eu diogelwch.
Mae angen ystyried pwrpas y teganau, offer ac adnoddau sy’n cael eu darparu i blant. Gall rhai teganau, offer ac adnoddau fod yn amlbwrpas gan ddarparu llawer o gyfleoedd chwarae. Gall blant adeiladu gyda blociau pren, ond gallant hefyd defnyddio’r blociau i chwarae’n ddychmygol gan eu defnyddio fel bwyd yn yr ardal tŷ bach twt. Gall y blociau hefyd fod yn ddefnyddiol mewn gweithgareddau mathemategol ac felly mae’r cyfleoedd dysgu yn eang. Efallai bydd bwyd plastig ar gael yn y tŷ bach twt, ond, dim ond fel bwyd y gellir defnyddio’r tegan, felly nid yw’r cyfleoedd chwarae a dysgu mor eang.
Mae’n rhaid i deganau, offer ac adnoddau allu gwrthsefyll defnydd cyson ac ni ddylent dorri'n hawdd. Mae angen hefyd i deganau, offer ac adnoddau fod yn ddiogel ac yn wydn er mwyn bod yn gost effeithiol. Gall y costau fod yn ffactor pwysig wrth gynllunio gweithgareddau i blant ond nid oes angen i’r adnoddau a’r teganau fod yn ddrud. Gellir defnyddio poteli plastic yn y twb dŵr a gall bocsys cardfwrdd fod yn gar, yn gwch neu’n drên!
Dylai lleoliadau ystyried oed, cyfnod datblygiad ac anghenion unigol y plant sy’n defnyddio’r gwasanaeth wrth ddewis teganau, offer ac adnoddau. Ni fydd offer sy’n cael eu darparu mewn cylch meithrin yn berthnasol ar gyfer plant 12 oed mewn clwb ar ôl ysgol.
Mae angen i leoliadau ystyried yr offer a’r adnoddau sy’n cael eu darparu’n barhaus ac sydd ar gael bob dydd i blant megis y twb dŵr neu’r twb tywod. Gellir ychwanegu teganau, offer ac adnoddau at y ddarpariaeth er mwyn cyfoethogi’r cyfleoedd dysgu, er enghraifft ychwanegu jygiau, hidlau a thiwbiau at y twb dŵr. Gellir ychwanegu teganau, offer ac adnoddau sy’n ymwneud â themâu er mwyn cyfoethogi’r ddarpariaeth barhaus. Enghraifft o hyn fyddai ychwanegu teganau meddal cŵn a chathod at y cornel gartref er mwyn datblygu thema anifeiliaid anwes.
Wrth gynllunio gweithgareddau a phrofiadau mae angen i leoliadau sicrhau eu bod yn cyflwyno plant i'r amgylchedd o'u cwmpas a'u hannog i ofalu am eu hamgylchedd eu hunain. Gellir darparu planhigion mewn potiau yn yr ardal tu mewn a thu allan, a blodau wedi’u plannu yn yr ardal awyr agored er mwyn i blant eu torri a’u defnyddio yn eu chwarae. Gall deunyddiau naturiol fel cerrig, cregyn, tywod, brigau a phridd annog plant i archwilio’u hamgylchedd.
Mae adnoddau technoleg yn effeithiol pan mae’r adnoddau yn cael eu defnyddio ym mhob rhan o’r amgylchedd dysgu yn hytrach nag mewn ardal ar wahân. Dylai plant allu cyrraedd a defnyddio’r adnoddau technoleg yn annibynnol. Wrth gynllunio gweithgareddau sy’n cynnwys technoleg mae angen ystyried gwybodaeth a dealltwriaeth blaenorol y plant gan y bydd rhai plant wedi cael mwy o brofiadau nag eraill.
Gellir defnyddio technoleg mewn chwarae corfforol yn yr awyr agored. Mae defnyddio datgelyddion metel yn enghraift o hyn ac mae stopwatshys digidol a monitorau calon yn helpu plant i weld effeithiau ymarfer corff.
Drag the word to the correct box in order to complete the sentences about the factors to consider when planning activities for children at different stages of development, in different childcare settings.
Llusgwch y gair i’r bwlch cywir er mwyn cwblhau’r brawddegau am y ffactorau i’w hystyried wrth gynllunio gweithgareddau ar gyfer plant ar wahanol gyfnodau datblygiad, mewn gwahanol leoliadau gofal plant.
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Eich sgôr yw … allan o . Symudwch rhai o'r termau o gwmpas i geisio gwella eich sgôr.
Da iawn. Eich sgôr yw … allan o .
Eich sgôr yw … allan o . Cliciwch ‘ailosod’ er mwyn rhoi cynnig arall ar y gweithgaredd.
Eich sgôr yw … allan o . Symudwch rhai o'r termau o gwmpas i geisio gwella eich sgôr
Da iawn. Eich sgôr yw … allan o .
Eich sgôr yw … allan o . Cliciwch ‘ailosod’ er mwyn rhoi cynnig arall ar y gweithgaredd.
There is a wide range of early years and childcare settings available which play an important role in promoting children's health, well-being and development.
Crèches are facilities that provide occasional day care to children under 8 years of age and provided on particular premises on more than five days a year. It can either be provided on permanent or temporary premises. These premises care for children while their parents are otherwise engaged. A crèche provides activities, toys and resources that are suitable for children's age and stage of development and provide children with an opportunity to interact with other children.
Flying Start is an early years programme for families with children under 4 years of age and is targeted at some of the most disadvantaged areas in Wales. It is an essential resource in achieving the seven core aims for children and young people. Flying Start provides quality childcare to children 2-3 years of age for 2½ hours a day, 5 days a week for 39 weeks. Qualification levels for working in a Flying Start setting are higher than the national minimum standards, which ensures support of the highest quality.
The programme works with young children to improve their skills and prepare them for school and for life generally. Children in Flying Start settings are observed and assessed and, if needed, additional support is provided to promote language, speech and communication development. This leads to positive results in terms of the children's language, social and behavioural skills.
A 'cylch meithrin' provides sessional day care and education to children between the ages of 2 and 5 through the medium of Welsh. It promotes children's education and development by providing opportunities for them to socialise and learn through play, with an emphasis on language development, and personal, social and emotional development. 'Cylchoedd meithrin' encourage children to learn and play outdoors by providing activities, equipment and resources for children in the outdoor area. During the sessions, children are observed and assessed in order to identify those with additional needs and to then provide them with the appropriate support required. This can include working with professionals or agencies to ensure that help and support are available to the child and their family.
Registered childminders are childcare professionals who work in their own homes to provide care and education for children in a domestic setting. Childminders are registered and inspected by Care Inspectorate Wales. Childminders can spend time in other settings, for example 'Ti a Fi' groups or libraries, providing a range of activities and experiences. The activities are provided both inside and outside their homes supporting children's holistic development. Childminders care for a small number of children which means the children receive more attention and one-to-one support. Childminders observe children's progress in order to support their learning and development, working closely with parents to provide individual childcare. Children interact with children of different ages from different families which supports their social and emotional development.
Day nurseries provide full-time and part-time care to children from birth to 5 years. Some day nurseries are registered to care for children up to the age of 11. They operate throughout the year and are usually open Monday to Friday from 8am to 6pm so that parents/carers can ensure their children are being cared for whilst they are working.
Staff in day nurseries are trained to develop stimulating activities and environments to support children's holistic development. Day nurseries provide care and age-appropriate activities for children and children of different ages are usually in different rooms.
Babies receive personal care based on their individual sleep and feeding needs and practitioners in day nurseries plan sensory, exploratory and play activities for babies. Young children are provided with more activities that help them develop language and communication skills, social skills and creative and physical skills. Day nurseries often operate a key worker system, which means that children are allocated a specific member of staff who is responsible for developing a trusting and caring relationship with them. Key workers ensure that new children settle in the nursery as quickly and easily as possible. Day nurseries are registered and inspected by Care Inspectorate Wales.
Play assistants or health play specialists lead play activities with children and young people who are patients in hospitals or children's hospices. Children can participate in play and art activities in the play room or in bed. It is important that the play room is attractive and homely to encourage children and parents to get to know other people in the hospital and be comfortable there. Play is used to support children's development during their illness and to help them to deal with their worries and feelings. Play helps children to learn about their illness and prepare for any treatment. Play can also encourage children to develop relationships with other children, so that their social development is supported during their time in hospital.
Out of school childcare clubs provide care before, and sometimes after, schools hours. They are safe places for children to play, relax and socialise. Clubs provide a fun, safe and stimulating environment for children so that their parents can work. Some clubs that are not run by schools collect children from school at the end of the day. Clubs provide breakfast for children in the morning or a snack in the afternoon and children must be given drinks regularly.
Holiday clubs provide a wide range of play activities for children during the school holidays. Some adult-led activities are offered on a daily basis, however children should also be able to choose their own activities. Children are given opportunities to socialise with other children and adults which supports their social development.
Mae ystod eang o leoliadau blynyddoedd cynnar a gofal plant ar gael, ac maent yn chwarae rhan bwysig wrth hyrwyddo iechyd, lles a datblygiad plant.
Crèche yw cyfleusterau sy’n darparu gofal dydd achlysurol i blant o dan 8 oed. Mae’n cael ei ddarparu ar safle penodol ar fwy na phum niwrnod y flwyddyn. Gellir eu darparu naill ai ar safle parhaol neu ar safle dros dro. Mae’r safleoedd hyn yn gofalu am blant tra bydd eu rhieni’n brysur. Mae crèche yn cynnig gweithgareddau, teganau ac adnoddau sy’n addas i oed a chyfnod datblygiad plant, ac yn cynnig cyfle i blant rhyngweithio â phlant eraill.
Rhaglen blynyddoedd cynnar i deuluoedd â phlant o dan 4 oed yw Dechrau’n Deg ac mae wedi’i thargedu at rai o’r ardaloedd mwyaf difreintiedig yng Nghymru. Mae’n adnodd hanfodol o ran cyflawni’r saith nod craidd ar gyfer plant a phobl ifanc. Mae Dechrau’n Deg yn darparu gofal plant o ansawdd i blant 2-3 oed am 2½ awr y diwrnod, 5 diwrnod yr wythnos am 39 wythnos. Mae lefelau cymwysterau ar gyfer gweithio o fewn lleoliad Dechrau’n Deg ar lefel uwch na’r safonau gofynnol cenedlaethol sy’n golygu cefnogaeth o’r ansawdd orau.
Mae’r rhaglen yn gweithio gyda phlant ifanc er mwyn gwella eu sgiliau a’u paratoi ar gyfer yr ysgol ac ar gyfer bywyd yn gyffredinol. Caiff y plant mewn lleoliadau Dechrau’n Deg eu harsylwi a’i hasesu, ac os oes angen bydd cymorth ychwanegol yn cael ei ddarparu er mwyn cefnogi iaith, lleferydd a chyfathrebu. Mae hyn yn arwain at ganlyniadau positif o ran sgiliau iaith a sgiliau cymdeithasol ac ymddygiadol y plant.
Mae cylch meithrin yn darparu gofal dydd ac addysg sesiynol i blant rhwng dwy a phump oed trwy gyfrwng y Gymraeg. Maent yn hyrwyddo addysg a datblygiad plant drwy gynnig cyfleoedd iddynt gymdeithasu a dysgu trwy chwarae, gyda phwyslais ar ddatblygiad iaith, a datblygiad personol, cymdeithasol ac emosiynol. Mae cylchoedd meithrin yn annog plant i ddysgu a chwarae yn yr awyr agored drwy gynnig gweithgareddau, offer ac adnoddau i blant yn yr ardal tu allan. Yn ystod y sesiynau byddant yn arsylwi ac asesu plant er mwyn adnabod plant ag anghenion ychwanegol, ac yna’n darparu’r cymorth priodol sydd angen. Gall hyn gynnwys cyd-weithio â phobl broffesiynol neu asiantaethau er mwyn sicrhau fod cymorth a chefnogaeth ar gael i’r plentyn a’i deulu.
Gweithwyr gofal plant proffesiynol yw gwarchodwyr plant cofrestredig sy’n gweithio yn eu cartrefi eu hunain i ddarparu gofal ac addysg i blant mewn lleoliad domestig. Mae Arolygiaeth Gofal Cymru yn cofrestru ac yn arolygu gwarchodwyr plant. Gall warchodwyr plant dreulio amser mewn lleoliadau eraill, er enghraifft cylchoedd Ti a Fi neu lyfrgelloedd er mwyn darparu amrywiaeth o weithgareddau a phrofiadau. Mae’r gweithgareddau sy’n cael eu darparu y tu mewn neu oddi allan i’w cartrefi yn cefnogi datblygiad cyfannol plant. Mae gwarchodwyr plant yn gofalu am nifer bach o blant sy’n golygu mwy o sylw i’r plant a chefnogaeth un-i-un. Mae gwarchodwyr plant yn arsylwi cynnydd plant er mwyn cefnogi eu dysgu a’u datblygiad, gan weithio'n agos gyda rhieni er mwyn darparu gofal plant unigol. Bydd plant yn rhyngweithio â phlant o wahanol deuluoedd a gwahanol oedrannau a fydd gymorth i’w datblygiad cymdeithasol ac emosiynol.
Mae meithrinfeydd dydd yn cynnig gofal llawn amser a rhan-amser i blant o enedigaeth hyd 5 mlwydd oed. Mae rhai meithrinfeydd dydd wedi'u cofrestru i ofalu am blant hyd at 11 oed. Maent yn gweithredu drwy gydol y flwyddyn ac fel arfer ar agor o ddydd Llun i ddydd Gwener o 8y.b. hyd 6y.p. fel bod rhieni/gofalwyr yn gallu sicrhau gofal i’w plant ifanc tra’n gweithio.
Mae’r staff mewn meithrinfeydd dydd wedi'u hyfforddi i ddatblygu gweithgareddau ac amgylcheddau ysgogol er mwyn cefnogi datblygiad cyfannol plant. Mae meithrinfeydd dydd yn cynnig gofal a gweithgareddau sy'n briodol i oedran plant, ac fel arfer mae plant o wahanol oed mewn ystafelloedd gwahanol.
Bydd babanod yn derbyn gofal personol yn seiliedig ar eu hanghenion cwsg a bwydo unigol a bydd ymarferwyr mewn meithrinfeydd dydd yn cynllunio gweithgareddau synhwyraidd, archwiliadol a chwareus ar gyfer babanod. Bydd plant bach yn cael mwy o weithgareddau sy'n eu helpu i ddatblygu sgiliau iaith a chyfathrebu, sgiliau cymdeithasol, a sgiliau creadigol a chorfforol. Mae meithrinfeydd dydd yn aml yn gweithredu system gweithiwr allweddol, sy'n golygu bod plant yn cael aelod o staff penodol sy’n gyfrifol am ddatblygu perthynas ymddiriedus a gofalgar gyda nhw. Bydd gweithwyr allweddol yn sicrhau bod plant newydd yn setlo yn y feithrinfa mor gyflym ac mor hawdd â phosibl. Mae meithrinfeydd dydd yn cael eu cofrestru a’i harolygu gan Arolygiaeth Gofal Cymru.
Mae cynorthwywyr chwarae neu arbenigwyr chwarae iechyd yn arwain gweithgareddau chwarae gyda phlant a phobl ifanc sy’n gleifion mewn ysbytai neu hosbisau plant. Gall plant gymryd rhan mewn gweithgareddau chwarae a chelf yn yr ystafell chwarae neu yn y gwely. Mae'n bwysig bod yr ystafell chwarae yn ddeniadol ac yn gartrefol er mwyn annog plant a rhieni i ddod i adnabod pobl eraill yn yr ysbyty a bod yn gyfforddus yno. Defnyddir chwarae i gefnogi datblygiad plant yn ystod eu salwch, ac i’w helpu i ddelio â'u pryderon a'u teimladau. Mae chwarae yn helpu plant i ddysgu am eu salwch a’u paratoi ar gyfer unrhyw driniaeth. Gall chwarae hefyd annog plant i feithrin perthnasau â phlant eraill, fel bod eu datblygiad cymdeithasol yn cael ei gefnogi yn ystod eu cyfnod yn yr ysbyty.
Mae clybiau gofal plant y tu allan i oriau’r ysgol yn darparu gofal cyn, ac weithiau ar ôl oriau ysgol hefyd. Mae nhw’n lefydd saff i blant chwarae, ymlacio a chymdeithasu. Bydd y clybiau'n darparu amgylchedd sydd yn hwyl, yn ddiogel ac ysgogol i blant er mwyn i'w rhieni/gofalwyr weithio. Bydd rhai clybiau sydd ddim yn cael eu rhedeg gan ysgolion yn casglu plant o’r ysgol ar ddiwedd y dydd. Mae clybiau yn darparu brecwast i blant yn y bore neu fyrbryd yn y prynhawn ac mae'n rhaid i'r plant gael diodydd yn rheolaidd.
Mae clybiau gwyliau’n darparu ystod eang o weithgareddau chwarae i blant yn ystod y gwyliau ysgol. Bydd rhai gweithgareddau dan arweiniad oedolion yn cael eu cynnig yn ddyddiol, ond dylai plant allu dewis eu gweithgareddau eu hunain hefyd. Bydd plant yn cael cyfleoedd i gymdeithasu gydag oedolion a phlant eraill a fydd hyn yn cefnogi eu datblygiad cymdeithasol.
The Foundation Phase is the current curriculum for all 3 to 7 year olds in Wales. Every child in Wales is entitled to receive at least 10 hours of free part-time Foundation Phase education in a funded school or nursery, in the term following their third birthday. The emphasis is on learning by doing, providing more opportunities for children to gain direct experiences through play and active learning. The Foundation Phase promotes and provides support for children's holistic development by ensuring that practitioners understand how children develop. In planning an appropriate curriculum that takes into account children's developmental needs and the skills they require to grow, practitioners are supporting children to become confident learners. In the Foundation Phase a balance is struck between activities initiated by children and adult-led activities. Children are involved in their own learning and are encouraged to make decisions. Children in the Foundation Phase are observed and assessed to recognise their achievements and practitioners plan for each child's individual needs based on these assessments.
Children aged between 7 and 11 in Wales follow the Key Stage 2 curriculum. The curriculum focuses on the needs of learners and the teaching process and developing and applying skills. The subjects included in Key Stage 2 in Wales are:
At the end of Key Stage 2 children prepare for the transition to secondary school. This can be an exciting time with the children having the opportunity to make new friends and participate in new and exciting activities. Moving to secondary education can also be a stressful and anxious time for children and if the transition between primary and secondary school is not well-managed, children can feel isolated and vulnerable. Their emotional well-being and health can suffer as well as their academic performance. With good support for children and young people during this change there will be no obstacles to learning and they can reach their full academic potential.
Children aged between 11 and 14 in Wales follow the Key Stage 3 curriculum. They study the same subjects as Key Stage 2, plus a modern foreign language. At the end of Year 9 each young person chooses a number of subjects to take in Years 10 and 11. This means more control and responsibility for young people, which can be a cause for concern for some. With so many courses to choose from, it is not always easy to make a decision, therefore young people will need support.
Young people aged between 14 and 16 in Wales follow the Key Stage 4 curriculum, which consists of:
They also begin the courses they have chosen to take at the end of year 9 which will lead to an external accreditation with schools offering occupational qualifications as well as GCSE courses. The Welsh Baccalaureate provides young people with an additional qualification, which is recognised by employers and universities. As part of the course young people study Welsh culture and politics and develop other skills, such as presentation and research. GCSE courses provide a broad, detailed and balanced education, however working towards the exams is challenging and can be very stressful and worrying for some young people.
The post-16 curriculum in Wales allows pupils to study A Level and BTEC subjects in years 12 and 13. Participating in years 12 and 13 is a special experience that provides young people with new opportunities and responsibilities. During Key Stage 5 young people study more intensive and challenging courses in their chosen subjects. For those considering taking a course at university, students usually choose at least 3 A Level subjects. During this period young people consider their future and make decisions such as whether to continue with education or look for a job. This can be an exciting time, however it can also be very stressful and worrying for young people. Anxiety can have a serious impact upon academic performance, affecting young people's social, emotional and intellectual development.
Mainstream education may not be appropriate for children with additional educational needs and they will need to attend a special school that provides education that is tailored to their needs. A very small percentage of children with additional educational needs attend a special school. Special schools have a higher staffing ratio than mainstream schools in order to meet each child's additional needs, therefore each child's holistic development is supported. Many special schools have specialist resources and equipment such as therapy pools, sensory rooms and modified outdoor play equipment. They provide interventions to meet children's needs, for example speech and language therapists, physiotherapists and staff trained in the use of Makaton. Classes in special schools are usually smaller in order to give children more support, and the teaching is based on children's needs and abilities. Children's progress is closely monitored in all areas. Children and young people in special schools usually follow a more limited curriculum, with fewer opportunities to gain qualifications such as GCSEs. Children's social development can suffer from lack of opportunity to socialise more widely with pupils of the same age.
Montessori schools provide education based on self-directed activity, hands-on learning and collaborative play. Children make decisions concerning their education and the emphasis is on encouraging children to be independent. Children work in groups and individually to explore knowledge and learn through experience at their own pace. The Montessori approach supports holistic development and seeks to develop the whole child. In a Montessori school the layout of the classroom, including the way the furniture, equipment and resources are set out, is important in order to encourage children to explore, communicate and develop relationships. The atmosphere in a Montessori school is happy and friendly and the children feel at home. Children know where everything is and do not always have to depend on adults to help them.
Private or independent schools charge a fee for their service and provide education for children and young people as boarders or day pupils. Private schools are not funded by local authorities, however every private school in Wales must be registered with the Welsh Government. Private schools must provide full-time education to pupils of compulsory school age. They are not required to follow the National Curriculum but they should provide education and experiences in Language, Mathematics, Science, Technology, the Humanities and Social Science, Physical Education and Creativity. Residential private schools are those that provide overnight accommodation arranged or provided by the school. Private schools are inspected by Care Inspectorate Wales (CIW).
Faith schools usually follow the National Curriculum but are linked to a religious organisation, for example voluntary aided schools run by the Church in Wales Schools and voluntary aided Catholic Schools. The school's governing body decides which children are to be admitted to these schools.
Most parents send their children to school, however some choose to educate their children at home. To ensure their child develops parents must ensure their children get an education following their 5th birthday. Local authorities are not responsible for monitoring the quality of education children receive at home, but can offer help and support to the family.
Families choose to home educate their children for various reasons, including cultural and religious ones, or sometimes when the child has been bullied in school. The family may choose to home educate because of the child's health or well-being.
Home education can provide more freedom when learning, which means children concentrate on the subjects that most interest them. Many parents who home educate feel that they can provide for their children's needs and learning style more effectively than schools. Care needs to be taken that children's social development does not suffer due to a lack of opportunity to socialise with other children.
Y Cyfnod Sylfaen yw’r cwricwlwm presennol ar gyfer plant rhwng 3 a 7 oed yng Nghymru. Mae gan bob plentyn yng Nghymru'r hawl i gael o leiaf 10 awr o addysg Cyfnod Sylfaen rhan amser am ddim mewn ysgol, neu feithrinfa sy'n cael ei hariannu, yn y tymor sy'n dilyn eu penblwydd yn dair oed. Mae pwyslais ar ddysgu drwy wneud gan roi mwy o gyfleoedd i blant feithrin profiadau uniongyrchol drwy chwarae a dysgu gweithredol. Mae’r Cyfnod Sylfaen yn hyrwyddo a darparu cefnogaeth ar gyfer datblygiad cyfannol plant trwy sicrhau bod ymarferwyr yn deall sut mae plant yn datblygu. Wrth gynllunio cwricwlwm priodol sy'n ystyried anghenion datblygiadol plant a'r sgiliau sydd eu hangen arnynt i dyfu mae ymarferwyr yn cefnogi plant i ddod yn ddysgwyr hyderus. Yn y Cyfnod Sylfaen bydd cydbwysedd rhwng gweithgareddau a gychwynnir gan blant a gweithgareddau sy’n cael eu harwain gan oedolion. Mae plant yn cymryd rhan yn eu dysgu eu hunain ac yn cael eu hannog i wneud penderfyniadau. Bydd plant yn y Cyfnod Sylfaen yn cael eu harsylwi a'u hasesu er mwyn cydnabod eu cyflawniadau, ac mae ymarferwyr yn cynllunio ar gyfer anghenion unigol pob plentyn yn seiliedig ar yr asesiadau hyn.
Mae plant 7-11 oed yng Nghymru yn dilyn cwricwlwm Cyfnod Allweddol 2. Mae’r cwricwlwm yn canolbwyntio ar anghenion dysgwyr a’r broses addysgu ac yn rhoi sylw i ddatblygu a chymhwyso sgiliau. Y pynciau sy’n cael eu cynnwys yng Nghyfnod Allweddol 2 yng Nghymru yw:
Ar ddiwedd Cyfnod Allweddol 2 bydd plant yn paratoi i symud i ysgol uwchradd. Gall hyn fod yn amser cyffrous gyda’r plant yn cael cyfle i wneud ffrindiau newydd a chymryd rhan mewn gweithgareddau newydd a chyffrous. Gall symud i addysg uwchradd hefyd achosi straen a phryder i blant ac os na chaiff y trawsnewid rhwng ysgol gynradd ac ysgol uwchradd ei reoli'n dda, gall plant deimlo'n unig ac yn agored i niwed. Gall eu lles a’u hiechyd emosiynol ddioddef yn ogystal â’u perfformiad academaidd. Gyda chefnogaeth dda i blant a phobl ifanc yn ystod y newid hwn ni fydd unrhyw rwystrau i ddysgu a gallant gyrraedd eu potensial academaidd llawn.
Mae plant 11-14 oed yng Nghymru yn dilyn cwricwlwm Cyfnod Allweddol 3. Byddant yn astudio’r un pynciau a Chyfnod Allweddol 2, ynghyd ag iaith dramor fodern. Ar ddiwedd blwyddyn 9 bydd pobl ifanc yn dewis rhai pynciau i’w dilyn ym Mlwyddyn 10 ac 11. Mae hyn yn golygu mwy o reolaeth a chyfrifoldeb i bobl ifanc, a gall hyn achosi pryder i rai. Gyda chymaint o gyrsiau i'w dewis, nid yw gwneud penderfyniad yn hawdd bob tro felly bydd angen cefnogaeth ar bobl ifanc.
Mae pobl ifanc 14-16 oed yng Nghymru yn dilyn cwricwlwm sylfaen Cyfnod Allweddol 4, sef:
Byddant hefyd yn dechrau ar y cyrsiau y maent wedi dewis eu dilyn ar ddiwedd blwyddyn 9 a fydd yn arwain at achrediad allanol gydag ysgolion yn cynnig cymwysterau galwedigaethol yn ogystal â chyrsiau TGAU. Mae Bagloriaeth Cymru yn rhoi cymhwyster ychwanegol i bobl ifanc, sy’n cael ei gydnabod gan gyflogwyr a phrifysgolion. Fel rhan o’r cwrs bydd pobl ifanc yn astudio diwylliant a gwleidyddiaeth Cymru a byddant yn datblygu sgiliau eraill, megis cyflwyno ac ymchwil. Mae cyrsiau TGAU yn cynnig addysg eang, manwl a chytbwys ond mae gweithio at yr arholiadau yn heriol ac yn gallu achosi straen a phryder i rai pobl ifanc.
Mae’r cwricwlwm ôl 16 yng Nghymru yn caniatáu i ddisgyblion astudio pynciau Safon Uwch a BTEC ym mlwyddyn 12 ac 13. Mae bod yn rhan o flynyddoedd 12 a 13 yn brofiad arbennig sy’n rhoi cyfleoedd a chyfrifoldebau newydd i bobl ifanc. Yn ystod Cyfnod Allweddol 5 bydd pobl ifanc yn astudio cyrsiau mwy dwys a heriol yn eu pynciau dewisol. I'r rhai sy'n ystyried dilyn cwrs mewn prifysgol, mae myfyrwyr fel arfer yn dewis o leiaf 3 pwnc Safon Uwch. Yn ystod y cyfnod hwn bydd pobl ifanc yn ystyried eu dyfodol a gwneud penderfyniadau megis parhau gydag addysg neu chwilio am swydd. Gall hyn fod yn gyfnod cyffrous, ond gall hefyd achosi straen a phryder i bobl ifanc. Gall gorbryder effeithio'n ddifrifol ar berfformiad academaidd, gan effeithio ar ddatblygiad cymdeithasol, emosiynol a deallusol pobl ifanc.
Efallai na fydd addysg prif lif yn briodol i blant ag anghenion addysgol ychwanegol a bydd angen mynychu ysgol arbennig sy’n darparu addysg bwrpasol ar eu cyfer. Canran isel iawn o blant gydag anghenion addysgol ychwanegol sy’n mynychu ysgol arbennig. Mae gan ysgolion arbennig gymhareb staff uwch nag ysgolion prif lif er mwyn cwrdd ag anghenion ychwanegol pob plentyn, felly mae datblygiad cyfannol pob plentyn yn cael ei gefnogi . Mae gan lawer o ysgolion arbennig adnoddau ac offer arbenigol fel pyllau therapi, ystafelloedd synhwyraidd, ac offer chwarae awyr agored sydd wedi'u haddasu. Maent yn darparu ymyriadau i ddiwallu anghenion plant, er enghraifft therapyddion lleferydd ac iaith, ffisiotherapyddion a staff sydd wedi'u hyfforddi i ddefnyddio Makaton. Mae dosbarthiadau mewn ysgolion arbennig fel arfer yn llai er mwyn darparu mwy o gefnogaeth i blant, ac mae'r addysgu’n seiliedig ar anghenion a galluoedd plant. Mae cynnydd plant yn cael ei fonitro'n agos ym mhob maes. Mae plant a phobl ifanc mewn ysgolion arbennig fel arfer yn dilyn cwricwlwm mwy cyfyngedig, gyda llai o gyfleoedd i ennill cymwysterau fel TGAU. Gall ddatblygiad cymdeithasol plant ddioddef oherwydd diffyg cyfle i gymdeithasu'n ehangach gyda disgyblion o'r un oedran.
Addysg sy'n seiliedig ar weithgareddau y mae plant yn rheoli eu hunain, dysgu ymarferol a chwarae ar y cyd sy’n cael ei gynnig mewn ysgolion Montessori. Mae plant yn gwneud penderfyniadau o ran eu haddysg ac mae pwyslais ar hybu plant i fod yn annibynnol. Bydd plant yn gweithio mewn grwpiau ac yn unigol er mwyn archwilio gwybodaeth ac yn dysgu trwy brofiad ac ar eu cyflymder eu hunain. Mae dull Montessori yn cefnogi datblygiad cyfannol ac yn ceisio datblygu'r plentyn cyfan. Mewn ysgol Montessori mae cynllun yr ystafell ddosbarth gan gynnwys y ffordd y mae dodrefn, offer a’r adnoddau’n cael eu gosod yn bwysig er mwyn annog plant i archwilio, cyfathrebu a datblygu perthnasau. Mae’r awyrgylch mewn ysgol Montessori yn hapus a chyfeillgar ac mae’r plant yn teimlo’n gartrefol. Mae plant yn gwybod ble mae popeth ac nid oes rhaid iddynt ddibynnu ar oedolion bob amser i'w helpu.
Mae ysgolion preifat neu annibynnol yn codi ffi am eu gwasanaeth ac yn cynnig addysg i blant a phobl ifanc fel preswylwyr neu’n ddyddiol. Nid yw ysgolion preifat yn cael eu hariannu gan awdurdodau lleol, ond mae’n rhaid i bob ysgol breifat yng Nghymru gofrestru gyda Llywodraeth Cymru. Rhaid i ysgolion preifat gynnig addysg llawn amser i ddisgyblion o oedran ysgol orfodol. Nid yw'n ofynnol iddynt ddilyn y Cwricwlwm Cenedlaethol, ond dylent ddarparu addysg a phrofiadau mewn Iaith, Mathemateg, Gwyddoniaeth, Technoleg, y Dyniaethau a Gwyddoniaeth Gymdeithasol, Ymarfer Corff a Chreadigrwydd. Ysgolion preswyl preifat yw'r rhai sy'n darparu llety dros nos sydd wedi’i drefnu neu’i ddarparu gan yr ysgol. Mae ysgolion preswyl yn cael eu harolygu gan Arolygaeth Gofal Cymru (AGC).
Mae ysgolion ffydd fel arfer yn dilyn y Cwricwlwm Cenedlaethol ond mae ganddynt gysylltiadau â sefydliad crefyddol, er enghraifft Ysgolion a gynorthwyir yn wirfoddol gan yr Eglwys yng Nghymru ac Ysgolion Pabyddol (Catholic) a gynorthwyir yn wirfoddol. Corff llywodraethol yr ysgol sy’n penderfynu pa blant sy’n cael eu derbyn i'r ysgolion hyn.
Mae’r rhan fwyaf o rieni yn anfon eu plant i’r ysgol, ond mae rhai yn dewis addysgu eu plant gartref. Er mwyn sicrhau bod y plentyn yn datblygu mae’n rhaid i rieni sicrhau bod eu plant yn derbyn addysg o’u pen-blwydd yn 5 oed. Nid oes gan awdurdodau lleol gyfrifoldeb i fonitro ansawdd yr addysg mae plant yn eu derbyn gartref, ond gallant gynnig cymorth a chefnogaeth i’r teulu.
Mae teuluoedd yn dewis addysgu yn y cartref am wahanol resymau, gan gynnwys rhai diwylliannol a chrefyddol, neu weithiau wedi i’r plentyn ddioddef bwlio yn yr ysgol. Efallai bod y teulu yn dewis addysg yn y cartref oherwydd iechyd neu les y plentyn.
Gall addysg yn y cartref roi mwy o ryddid wrth ddysgu, sy’n golygu bod plant yn canolbwyntio ar y pynciau sydd o’r diddordeb mwyaf iddynt. Mae llawer o rieni sy’n addysgu yn y cartref yn teimlo eu bod yn gallu darparu ar gyfer anghenion ac arddull dysgu penodol eu plant yn fwy effeithiol nag y gall ysgolion. Mae angen gofalu nad yw datblygiad cymdeithasol plant yn dioddef oherwydd diffyg cyfle i gymdeithasu gyda phlant eraill.
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