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 .
The benefits of the UK adopting the theory and practice of social pedagogy within, nurseries, the education system and children’s services would mean that children, young people and their families become active participants in their own development. As the principals of social pedagogy deals with the connectedness of human beings; it focuses on the child or young person as an individual who is unique, with different wants and needs from everyone else and supports the child’s over all development. For practitioners of social pedagogue working with children and young people they have a relationship that is based on mutual respect and equality. There is an emphasis put on children’s rights, participation and
Develop positive relationship. Be aware of child development. Having a sense of child development helps you understand what general skills children have or are working on. Knowing these milestones and skills allows you to provide children what they need to transition. Know each child well.
Empathising with children is appreciating how they might be feeling and responding in an appropriate manner. Practitioners must show that they care. Pupils then feel cared for and valued. This raises their self-esteem. The ability of practitioners to respond to children
1) Be able to develop positive relationships with children and young people. 1.1) Explain why positive relationships with children and young people are important and how these are built and maintained? Having a positive relationship with children and young people are important because: • Children feel comfortable with us so they can separate easier from their parents. • Children are more likely to participate in play and activities if they secure emotionally. • Children are less likely to show unwanted behaviour.
Unit 028 Outcome 1 | Unit Title: Develop Positive Relationships with Children, Young People and Others Involved in their Care. Outcome Title: Be able to develop positive relationships with children and young people. | 1.1 1.2 1.2+1.3 | I feel it is important to have positive relationships with children and young people because if the children feel comfortable and reassured around me I will gain their trust. The children then feel happier when leaving parents/carers, also helping to improve their confidence. Seeing things from the child’s point of view will help towards a positive relationship in a way that they will feel respected and understood.
As children grow and extend their horizons beyond their homes, organisations such as schools and youth groups have a particular role in safeguarding children and preventing harm occurring. They also educate children about risks and how these can be managed. Adopt the safest possible practices to minimise the possibility of harm or accidents happeningto children and protect workers from the necessity to take risks and leave themselves open toaccusations of abuse or neglect. Collaborative work between Child Protection, licensed children’s services and schools can improve outcomes for children, young people and their families. Effective collaboration on the creation of a working relationship based on principles of trust, respect and shared decision-making contributes to ensuring the safety and wellbeing of all children and young people by protecting them from significant harm.When staff members form a reasonable belief that a child or young person has been harmed or is at risk of harm, they are ethically bound to take action to protect the safety and wellbeing of that child or young person.
This can affect planning as practitioners may have to think and plan activities for children where there is a possibility that positive and negative reinforcements can be put into action in the setting, for example; praising the child when they have achieved and giving children time outs think about what they have done ‘Skinner divided the consequences of actions into three groups; Positive reinforcers, negative reinforcers and punishments’ (Tassoni, P, et al, 2007: 84). Albert Bandura’s social learning theory states that he believed children’s; parents, family, friends and teachers should be powerful role models and figures for children to imitate, for example; behaving in a way that promotes acceptable behaviour in the setting. This can affect the planning and provision of learning opportunities for children in a setting as practitioners will have to plan activities and experiences for children that will enable them and will encourage them to socialise and communicate with other children and staff ‘In social learning theory Albert Bandura (1977) states behaviour is learned from the environment through the process of observational
The value of the cognitive approach is to enable children to understand the environment around them it’s also helpful in a situation whereby the development of a service user is an issue. Cognitive perspective helps service users such as children to explore with their hands and feet during early developments. However, cognitive perspective also assists children boost their knowledge and the understanding of self, others, and the physical world around them. In other words they develop the very spirit of play and encourage imagination and improves social skills. Through play a child learns about himself and the others around him which in turn teaches him how to deal with others in the wider world.
CYP 3.3 (6.1) How to support children and young peoples self confidence and self esteem It is an important part of our role as an adult working with children to support them feel able to achieve and have the skills to Part of this comes from how the child feels about themselves, and we can make a positive contribution to this by building up children's self confidence and self esteem. It is important to take time to listen to and value what individuals say. What is important to a child may seem insignificant to an adult. We need to be able to empathise and remember that children’s view of the world is very different to ours. A child that feels that their concerns are taken seriously and not disregarded will feel valued.