Families, along with their children, are the program” (Menza-Gonzalez, 2009). Educators who understand child development in perspective to family and community rely on competency to organize an early childhood program which incorporates effective developmentally approved practices which incorporate family and community into the “whole child” approach. “School readiness is, of course, a concern for everybody, but professionals with a child development back-ground often come at it from a different angle than some other professionals and families by recognizing that social-emotional development is vitally tied to cognitive development” (Menza-Gonzalez, 2009). Socially, a child learns to relate to family, peers, teachers and other members of the community through a range of human emotions, interactions, and transitions over the years of development. Emotionally, children
Effective communication is vital when developing positive relationships with children young people and adults. Some people really struggle with their learning or they may have confidence issues, these issues may stop them from communicating freely. Treating them in a calm, friendly, positive, and praising manner could mean the difference between them trusting me and closing down completely and giving up. It is important to have a positive relationship with children and young adults because if they feel comfortable and secure with the adult and their setting whether it is a childminder, a nursery or a school they will separate more easily from their parent or carer. If they feel emotionally secure they are more likely to participate in the play and learning activities.
In the same way that children pass through developmental phases, educational organizations travel through fairly predictable stages as they grow and learn. Teachers should invite parents to participate in their child’s education in specific ways. Sometimes, cultural differences exclude active participation in school functions. Teachers’ should find ways to establish good relationships with parents who are from different cultural backgrounds (Nieto, 2000). Within those backgrounds are differences that make and improve people.
“you don’t mean that” attitude . Listening to children also means that we acknowledge their feelings, and by doing this it helps they feel they are being taken seriously in turn they are helped to confront feelings. Reassuring children as they go through these transitions and telling them that other children may be going through he same thing and have experienced the same feelings. Allowing them to express their feelings of fear or anxiety can help reassure them. Structured approaches There are lots of ways adults can help children and young adults through transitions, the age/stage of the child is an important factor to the professionals, these are usually :- bereavement consolers, play therapists, parents and voluntary organisations.
Discrimination can not only affect the person being discriminated against, it can affect their family, the wider community and the person using the discriminatory behaviour. When people are discriminated against they are denied the same advantages as others, therefore do not have the chance to reach their full potential. Thus, they do not progress or experience success which results in damage to their self-esteem which may dampen their motivation to learn. If they do not learn the required skills needed for certain rules they become excluded. Those who inflict the discrimination are also affected as they have the assumption that people have less value or are inferior to them, which leads them to have a false view/ distorted view of the world.
They may also suffer attachment disorder and trust issues. For children that suffer with transition no matter how big or small it is vital that they are given the opportunity to ask questions and discuss these changes. If your school has the right experienced staff you should be able to put together transition packages that help these children through their transition and lower the risk of any negative behaviour, anxieties, low self-esteem or academic development issues. A Positive relationship through transition for children and young people can help considerably if the child or young person has at least one strong relationship with someone supporting them during this transition process. First we need to
1.3 Describe ways to ensure that personal attitudes or beliefs do not obstruct the quality of work Everyone has attitudes and beliefs that they value. Many of these are instilled in us from a very young age. The way we are raised and the behaviours we are shown whilst growing up and developing will have a strong influence on the attitudes and opinions we are likely to form. What a child thinks is morally acceptable is most likely to be adopted from their parents and other family members. For example if a child grows up around a lot of violence they may consider that violence is acceptable form of behaviour when dealing with difficult situations.
Whether men do it to feel more powerful than women or to just purely increase the interests of others, using women and making them look like “toys” is not ethical but rather embarrassing. Furthermore, River argues on how there sort of lyrics against women do not create any sort of issue for the music industry; men and women as well. She compares that if such lyrics or graphics contained discrimination towards things other than women, such as Nazis and African Americans, the response from the public would be different. Rivers mentions, “I always find myself annoyed when “intellectual” men dismiss violence against women with a yawn as if it were beneath the dignity to notice,” wanting for this sort of disrespect to be terminated and for more people to do something about it so that it will no longer be tolerated. In addition, this sort of disrespect and violence towards women is unfortunately seen on TV, making it accessible for children and teenagers of today to be exposed to this sort of violence.
Soon she realized she couldn’t share any of these stories with her husband though, because he told her “not to give way to fancy…” since she had quite a habit of story-making and a “nervous weakness” like hers may lead to other “fancies.” (Gilman 293) That can be viewed as an attempt to stifle her creativeness. It’s almost as if he wants to make her believe she really is crazy. In his mind, all she is doing is imagining things. It also seems as if he wants to completely control her. So far, he does.
During the deconstruction process I will also search for answers to who was involved, what past events led up to the problem, and how the problem has changed over time. At this point I will compliment the client on being able to maintain a job, a relationship and the will to fight against depression. I will also use this opportunity to express my impression of all of her adult children. I will state how inspiring it is to have raised such successful children despite your own issues. As I compliment her, this will also allow me to ease into asking exception questions.