In the Reggio Emilia approach, children are seen as active and competent learners; and the use of pedagogical documentation reflects this view through exhibiting, analysing and reflecting on children’s learning (Patterson, 2005). Supporting Reggio Emilia’s image about the child, Patterson (2005) asserts that pedagogical documentation is a “powerful tool in advocating for children as complex, capable and resourceful learners” (p.307). So, what is ‘pedagogical documentation’? Many researchers define pedagogical documentation similarly to Alcock (2000), who describes it as “the essential lynchpin for recording and reflecting on past learning, from multiple perspectives, via multiple ‘languages’” (Alcock, 2000 p. 7). In other words, pedagogical documentation is about documenting the children’s learning processes as well as encouraging the thoughts, interpretations and reflections of children, teachers, families and the wider community (Moran, Desrochers & Cavicchi, 2007).
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
Question 6c Assignment 1 Explain the roles of other organisations working with children and young people and how these may impact on the work of schools. Each service working with children and young people has a statutory duty to cooperate and improve the well-being of children and young people. There are numerous organizations that will have an impact on the work in schools. Since there are a wide range of organisations which work with children and young people, it is understandable that they should liaise with one another and share their knowledge and experience. It is likely that meetings will also be held between different services.
The bringing together of practitioners and professional from different areas provides an integrated way of working and aims to provide support to children and young people earlier to ensure they meet the Every Child Matters outcomes. It is important for all these sectors to work together as this promotes the young person’s welfare, safety and overall development. 1.2 Analyse how integrated working practices and multi agency working in partnership delivers better outcomes for children and young people. Positive outcomes for children and young people are possible if the professionals working with the young person and their families can share and agree on the way the young person concerned might be assessed, planned for and how those plans are to be implemented. Both the young person’s family and most importantly the young person themselves can be involved in any plans to ensure that the young person can achieve their full potential, this also helps to make sure the young person feels valued.
• Supports services and resources for children that enhance daily opportunities for learning provided in settings where a child would be if he/she did not have a developmental delay and disability. • Provides families' independence and competencies. • Respects families' strengths, values and diversity. Early Intervention supports and services are designed to meet the developmental needs of children with a disability as well as the needs of the family related to enhancing the child's development in one or more of the following areas: • Physical development, including vision and hearing • Cognitive development • Communication development • Social or emotional development • Adaptive development Early Childhood - (also early childhood learning and early education) refers to the formal teaching of young children by people outside the family or in settings outside the home. "Early childhood" is usually defined as before the age of normal schooling – five years in most nations, though the U.S. National Association for the Education of Young Children defines "early childhood" as before the age of eight.
It can outline the basis for the partial development of the right learning needs and abilities and may also be constructive preliminary stage for future learning prospects There are many rationales why it’s significant to observe and assess pupils’ development. For example, to be able to recognize the broad choice of skills in all areas of pupils development. This will help teachers and teaching assistants to set out goals that need improving and building upon current skills to allow pupils to achieve their educational attainment at different levels. Moreover it is important to observe and assess in order to identify and comprehend the cycle of development in children. This understanding should be used to connect the hypothesis and theory with my own practice as a teaching assistant within the school.
Part of this supervision involves organizing daily activities and educational experiences to help with a child's development. Child care specialists may work one-on-one or with small groups of children. In a preschool setting, they often provide assistance to teachers. As caregivers, these workers are expected to look after the emotional and physical well-being of the children placed under their guidance. Duties of Child Care Specialists From storytelling to playing with building blocks, child care specialists spend much of their day engaging children in different types of play.
1.2 Analyse how integrated working practices and multi-agency working in partnership deliver better outcomes for children and young people. Children will be more positive if professionals working with children and their families can agree and share the information where they might be assessed also implement and plan. Its a great why to get children and their parents involved in any of the planning so that child is able to accomplish their full prospects in life. If a child is going to be more positive we need to understand the importance of all adults who are involved understand that what information
It also states that; The school curriculum should promote pupils self esteem and emotional well-being and help them to form and maintain worthwhile and satisfying relationships, based on respect for themselves and for others, at home, school, work and in the community. (National Curriculum 1999:11). This would indicate that subjects are structured to promote and enforce a sense of understanding about themselves, the individual and the world in which they live in. Also the National Curriculum (1999) explains that there are six key skill areas that help learners to improve their performance and learning in education, work and life. This would inevitably help a child to understand themselves and the world.
Young children go through many different stages of their life to help them understand why certain things happen. The developing mind of a child is something interesting educators of these young children take the time to understand what’s actually on in the young mind. Part of being an educator is being able to show respect, care, trust, and determination. These are the main qualities teachers need to have in order to have a successful teaching environment. Children brain development relies on attachment and play.