I create a loving and trusting environment by being warm and responsive to their needs. I use a gentle touch and a soft voice as I redirect them. My co-teacher and I work together on their individual and routine schedules, such as napping, eating and diapering. I talk with the parents about their thoughts on childrearing and try to use the ones that are appropriate for our classroom. I strive to organize my classroom environment and schedule to prevent problems.
I also watch for signs of emotional or developmental problems in children and write anything that concerns me about the child/ children, then I bring the issues to the attention of centre's coordinator or supervisor to inform parents/ guardians. I always listen carefully to children and this helps me determine a child's needs and aids in promoting the child's development. Inclusive childcare is very important whether or not children experience disabilities or other special needs. Every single day at the setting, I make sure all children fee a sense of belonging. I let children participate in the same routines and play experiences, this way I learn to recognize children as distinct individuals with special strengths and needs.
* Support all staff and engage in a good staff team * Being flexible working in the nursery and to help where needed, including working in different rooms e.g. working in babies room or toddlers’ room * Undertaking certain domestic jobs within the nursery, e.g. preparation of snack meals, cleansing of equipment, cleaning tables with anti-bacterial spray, making sure the floor is not wet like water spillages. * Working alongside the Manager and staff team to ensure that children are safe and happy * To respect the confidentiality of information received. * Washing and changing children as required * Providing comfort and warmth to all children.
Competency goal # 1 To establish and maintain a safe, healthy learning environment. Functional Area 1: safe While children are in my care, I do my best to keep them safe indoor and outdoor. When I enter my classroom in the morning, I check for any items that may be dangerous to them including broken or sharp toys and bins. I also keep any cleaning products in the closet that is locked. We have a first-aid kit for indoors including: bandages, gauze, ipecac syrup, tape, scissors, tweezers and a thermometer.
SHC 34 - Principles for implementing duty of care in health, social care or children’s and young people’s settings. 1.1 A duty of care is an obligation that any child or young person that is in your care is well looked after and not harmed during a particular task. Within my setting I carry out daily checks to ensure that my setting inside and outside is safe before the children arrive. I make sure that my setting is clean which therefore reduces the risk of spreading affections. I keep up to date my first aid and that I have a fully stocked first aid box.
I believe that teaching reading and writing begins with helping children want the life of a reader and writer. In order to accomplish this goal of developing lifelong readers and writers, I believe it is my responsibility to keep learning about proven research-based literacy programs. I believe that even in Tier I literacy instruction the teacher has the responsibility to differentiate instruction so that the vast array of learning styles and abilities present in the classroom will be nurtured. I believe that the most important part of literacy instruction, whether it be reading or writing, is communication. In reading, the communication is accomplished with strong comprehension skills that involve active participation of the reader as he interacts with the author to create meaning for himself.
A good way to teach this to a child who is having problems with synthetic patterns, is to give them books, like Cat in the Hat by Dr. Seuss. Orally repeating words that sound alike and practicing writing them as we say them. As we do this the child will be able to say that –at makes this sound in a words, which will help them learn new and bigger words. Also a good way to use this type of instruction is to use actual objects and have the child sort them by the way they sound, then writing those words, and then making sentences out of them. Alternative #2: Spelling Based Instruction, on pages 234 and 235, is an approach that focuses on each child individual level of knowledge.
Many environmentalist-influenced educators and parents believe that young children learn best by role activities, such as reciting the alphabet over and over, copying letters, and tracing numbers. This viewpoint is evident in the classrooms where young children are expected to sit at tables and listen attentively to their
Within my setting I carry out daily checks to ensure that the environment inside and outside is safe before the children arrive. If I am covering a new activity I would carry out a new risk assessment form to ensure I have covered everything to ensure the children stay safe while in my care. I ensure all toys and high chairs are cleaned with antibacterial spray to help stop spread of infection. The toilet and kitchen area is cleaned daily enabling me to prepare food and for the children to be able to wash their hands and go to the toilet without the spread of germs. I complete a monthly/Weekly and daily risk assessment for different areas of my setting including the environment inside and outside.
The children are encouraged to listen and repeat parts of the story which they always enjoy. Children are always encouraged to link sounds and letters and to begin to read and write, we use names on the backs of the chairs so the children can recognise which chair is theirs also name cards are collected by each child as they enter the setting and stuck onto the board again encouraging them to recognise names. I think Children should be given access to a wide range of reading materials such as books posters around the setting