Having a safe and healthy environment will make our team members feel secure and allow leaning to take place. Fostering a community of equals and building confidence not only meets the NAEYC’s excellence and equity but also gives the community members a “solid foundation in life” (Orientation Professional 03 DAP) Teaching to enhance development and learning: Children have a built-in
It should be clear what your schools ethos , missions , aims and values are by walking around the school itself as pupils and staff should carry it out in everyday practice . It should be clear that children are the main focus in school with the surroundings showing this in a variety of ways , children should be forming relationships and a positive atmosphere in school which shows both staff and pupils take pride in there surroundings , a link with the wider community is essential for keeping a good school and to provide a safe and secure enviroment in which to learn . My schools mission statement is :- Moor Park Primary is a Happy, Caring School Where Everyone Matters’ ‘Learning for Life’ Moor Park was built in 1952 to accommodate the post war ‘baby boom’. It has been extended and modernised in stages since then. In 2005 the Infants and Juniors amalgamated, a Nursery was built and we became Moor Park Primary School, providing education for children from 3-11 years of age.
Children will have more confidence and are more likely to participate better if they have strong and effective positive relationships with their teachers. In one example taken from http://panhandle.unl.edu/at_the_center_78: the author Carol McCloud talks of filling a childs “emotional bucket” with positive interactions. If we fill this with emotions of value, such as trust, confidence and encouragement, we are certain to extract the most from the children we interact with. It is the same for the adults we need to communicate with. We want to work productively and well together as a team for the benefit of the children we wish to inspire and to create the right decisions for all those involved.
1. Know the regulatory requirments for a positive enviroment for children and young people. 1.1 Describe what is meant by a positive enviroment There are lots of different enviroments that children and young people will learn and develop in wether it be home, school , nursery , outdoor play areas or educational visits, all of these places can be made into positive enviroments for children this means somewhere that can challenge them helping them learn and develop whilst also promiting rest and healthy living. A good physical enviroment is important as it helps promote good moods in children, this means bright visual displays and lots of sensory opportunities round the room, a interactive sensory wall display is a good way of doing this. It is extremley imortant that practitioners value language and diversity , respecting difference in children and young people wether it be race, religion or appearance.
The Early Years Foundation Stage (EYFS) sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life. The EYFS seeks to provide: • quality and consistency in all early years settings, so that every child makes good progress and no child gets left behind; • a secure foundation through learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly; • partnership working between practitioners and with parents and/or carers; • equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported. The EYFS specifies requirements for learning and development and for safeguarding children and promoting their welfare. The learning and development requirements cover: • the areas of learning and development which must shape activities and experiences (educational programmes) for children in all early years settings; • the early learning goals that providers must help children work towards (the knowledge, skills and understanding children should have at the end of the
Unit 5: Develop Positive Relationship with Children, Young People and Others Involved in Their Care. 1. Be able to develop positive relationships with children and young people. 1.1 Explain why positive relationships with children and young people and how these are built and maintained Positive relationship with children and young people is important because they help children to develop their independence, self esteem and wellbeing. A child will always play and learn better when they are comfortable in their surroundings.
Provide displays in school 1.1 The display policy for the school must provide high standard displays that reflect the work of children of all abilities. Provide displays that support current topics and work. The school aims that the school should be filled with excellent examples of the children’s work and show a wide range of work from the curriculum. Create a stimulating, vibrant and thought provoking learning environment. Encourage children to value and be proud of their work and their achievement.
Effective communication helps us to develop a strong positive relationship with children who can trust us which benefit children and young people and their ability to participate in and benefit from the setting. While communicating with children we have to make sure that how we are communicating for example we have to be very clear in our instructions, we come to their eye level, make eye contact, adapt to their different needs for example if a child is dyslexic we give them extra time for learning. Showing respect, being considerate, remembering their personal issues, taking time to listen to their views and worries. It is important that we model effective communication skills so that children behave in proper manner and that they also know their boundaries. There are many ways by which we can communicate with adults (staff and parents) like- emails, verbal, nonverbal, contact books - through which parents as well as carers can contact with each others, we can share information and views with each other.
Early Years Professional Status Standards To achieve Early Years Professional Status candidates must demonstrate the following: 1. Support the healthy growth and development of children from birth to the age of 5. 1.1 Know and understand how children learn and develop and how this can be affected by individual circumstances. 1.2 Support children through a range of transitions. 1.3 Support the development of children’s communication, language, literacy and mathematics skills.
Unit CCLD 301 Develop and promote positive relationships Amy Simpson K3C154 – Good working relationships are vital to the setting. They help to provide a positive environment that can be experienced by everyone. If staff get along well and the morale is high, parents are more likely to put trust in us to look after their children effectively. Children will feel secure and content; staff members may seem more approachable. This applies to the way the parents feel about us too, perhaps they will be more open to discussion as they will feel valued and welcome.