* To assist and ensure there is a good happy atmosphere at all sessions. * To assist and take time to listen and respond to the children and encourage them to develop. * To assist, encourage and maintain equality of opportunity for all the children within the group. 1.2 - The early years sector is very well regulated and all staff, and the setting that they work in. We must follow the various standards that in many cases have been set down by the law, such as the Childcare Act 2006 and the Health and Safety Work Act 1974.
Building trust with parents or carers will result in them knowing that the nursery is a very good place for their child as it offers a great amount of help and support, which is especially important for new parents or carers. Other professionals It is also important to partner with other professionals as they will offer the support and services, where needed, to improve the overall development of the child. For example, a speech and language therapist may assist a child with communication difficulties. Another example would be a play therapist to diagnose, prevent or resolve a child with psychosocial challenges. Multi-disciplinary teams It is very important that everyone in a multi disciplinary team work in partnership.
Unit 010 - Support Children and Young People's Positive Behavior 1.1 - Describe the policies and procedures of the setting relevant to promoting children and young people's positive behavior In the setting relevant, the policies and procedures in promoting children and young peoples positive behavior is stated clearly on page 6 of the policies and procedures. The setting relevant has made it their aim to provide an environment for children to feel happy and stimulated, in order to prevent any child feeling unhappy or behaving inappropriately. In order to do this, part of their policy is to praise children for good behavior on a regular basis. Staff may see a child tidying up nicely as asked by them, in which case the staff member will praise the child for tidying up by thanking the child and saying "good tidying". The child will respond well to this and they are likely to repeat the action to gain the praise from a staff member.
Every child is different, so some may need more support than others; this is why observations are important. Positive communication is very important as this can help build a Childs interaction skills, self esteem and confidence. It’s vital you always have eye contact with that child, and allow them to finish what they are saying. In order to boost their self esteem a child should always be praised, this will make them feel more confident and willing to try. Adapting the environment to help children with their speech and language needs can be done by using visual signs that children can understand, for example you could label the home corner, dress up area, book corner and so on.
Practitioners need to praise children and encourage them to succeed in their learning and give them the support they need. Practitioners need to build positive relationship with not only their key children and other children in their setting but also with the children’s parents this gives them a better chance of giving children more support at home. See appendix 1. At the setting parents can get involved and this will benefit planning for the child as parents know their children better than anyone and they will know their likes and dislikes and will be able to help them with their development. See appendix 2 .
Positive relationships enable information to be communicated far more effectively. Working in a school this will benefit pupils when you are dealing with parents or carers as they will be more willing to get involved in the child or young person’s education and care. Building and maintaining positive relationships and effective communication with pupils will help them know and understand what is expected of them and acceptable boundaries. In order to develop positive relationships with children, young people and adults effective communication is vital. To effectively communicate we must: • think consciously (everyone is an individual) • explain (be clear, use appropriate language) • listen actively ( occasional nods and eye contact) • be true to our word (say what you mean, mean what you say) • recall (repeat snippets of what has been said to you) • have empathy (non-bias understanding of others situations) • clarify and question (ask the other party if they understand what you have said ) • body language (your own and reading the other persons) Not putting the above skills into practice will create barriers to effective communication and positive
Above, I stated why the topics should be addressed and how important it is for children to have organizations to help better themselves, by being healthy, social, a developing the skills that they should by having open play and encounter with parents, friends, teachers and families. Next, information was given on how important nurture can be for children. Children receive nurturing through social-emotional development and cognitive growth development. Then we went on to discuss the long-term goals, which I believe that they will excel to the highest extreme. Last, we discussed the effectiveness and showed evidence of how it will be effective.
By: Ixchellle Sandoval March 24, 2013 Child Development 340 NAEYC Standards There are ten NAEYC Standards are as follows: Positive relationships: Positive relationships are important for the development of personal responsibility, capacity for self-regulation, for constructive interactions with others, and for fostering academic Functioning and mastery. Warm, sensitive, and responsive interactions help children develop a secure, positive sense of self and encourage them to respect and cooperate with others. Positive relationships also help children gain the benefits of instructional experiences and resources. Children who see themselves as highly valued are more
Good associations and strong collaborations between adults will encourage the good behaviour in children. At Clarice Cliff our main aim is to provide quality experiences in all aspects of school life thus enabling children to be happy, successful and keen to learn, helping them to grow into young people who are fulfilled and able to make a positive contribution to society. We aim to do this in the context of a warm and welcoming family ethos, encouraging an atmosphere of natural affection, a feeling of security and an ordered way of life. Our school is a place where success is celebrated and high self-esteem positively fostered. We believe that children should develop a happy way of being together, that their self-respect leads to a respect for the rights and needs of other children and adults; a respect which promotes equality and values the diverse local community.
‘’The positive relationships are: warn and loving, and foster a sense of belonging… supportive of the child’s own efforts and independence’’ ( EYFS , pg 2). Third theme is an Enabling Environments; this means children learn and develop in good environments. Children’s experience responds to their need. Fourth theme is Learning and Development; this means that all children learn different. Frameworks include the education and care of all children in early year’s settings with special needs or