It is not just about words but it is also about our facial expressions, body language and gestures. • Being consistent and fair- The children and young people in our care rely on us to be consistent and fair. Which means not just keeping to the behaviour boundaries in place but making sure that we don’t have significant mood swings like one day being funny and happy and the next day being sad and quiet. Children and young people know that we will be fair with everyone and that we will listen to them before jumping to conclusions. Also that their needs are taken into consideration.
Newsletters to parents showing the topics their child is to be learning about, also how they would like parents to be included with their children’s learning. Any important events that will be happening during the term to be shown in newsletters. 4.2 Describe how laws and codes of practice promote pupil wellbeing and achievement The laws and codes of practice promote pupil wellbeing and achievement because the schools must abide by rules set down. The laws and codes of practice each have parts that cover wellbeing and achievement. The UN Convention on the Rights of the Child 1989 The articles that relate directly to schools
It is an important aspect to carry out when allowing children to play, as it encourages children to be independent learners, and allows them to understand and learn about life and the world. This can be through carrying out role play through this they are able to act out situations of which encourages them to express their emotions developing and meeting their emotional
This helps us as care providers to learn about that particular child and their rate of development and their ability to do things. No one child is the same as another. Not every child develops at the same rate as others. Therefore, promoting one on one time with each child is important. Have fun with children.
5. Identify and define child development principles, theories, and stages. 6. Apply a systems framework to examine the dynamics of the biophysical, affective, social, psychological, cultural, and cognitive domains of child development. Program Competencies Addressed in this Course: The following competencies are addressed in this course: * It is expected that this course will contribute to student competence to analyze and critique the range of social structures and systems such as health, legal, and economic that affect family
Playing and learning in children’s education E1/A In (appendices 1), the Nursery World article written by Fisher. J (2012) talks about how the role of the practitioner should plan for a balance between adult –led learning and child –led learning. This means that the adult needs to observe children closely to see how they are developing. When the practitioner stands back during child-led play, they can gain lots of information about a child, how they use their environments and resources. This helps to meet their learning needs if the practitioner then uses this information to plan the next steps.
This can support the children's thinking and extend their learning. Practtitoners withing the setting role play how to be creative with divergent thinking. Model being creative, for example. Childen within the setting understand they have freedom to access all resources, but have also developed an understanding that it is important to put equipment back back where it belongs. (Montessori) within practice it is vital to practitoners to gain an understanding of how they support the childrens creativity and crititcal thinking, so often record how practitoners interact with children and then reflect upon it for future development and
What is distinct and important about Piaget's views is that he considered imagination and play to be crucial to enable every child to develop his own sense of self and to foster healthy learning habits. Erikson's Theory Erickson proposed nine stages of life, the earlier of which overlap with Piaget's. Erikson's first stage, infancy, lasts from birth until 18 months and involves a child learning to trust the world and the people in it. Early childhood -- lasting until about the third year of life -- requires individuals to learn their own bodies, skills and existence. During the play age, from 3 until 5, a child learns to create imaginative play situations and imagine new roles.
Level 5 Diploma in Leadership for the Children and Young Peoples Workforce-Early Years (Management/Advanced Practice) Unit 136 136.2,7 Through adult-led activities we can introduce children to new ideas, provide opportunities for them to develop their skills and ensure that they experience all six areas of learning in the EYFS. During adult-led activities we are in control of the teaching we are providing. However, what we cannot have any control over is what young children are learning from these activities. This is why it is important to balance adult-led activities with time and opportunity for children to explore their own ideas, play with resources and use their imagination and creativity. Through doing this and practising the skills that they have learned the children will be able to take ownership of their learning and be able to apply it in different situations.
For example, encourage them to say, "I'm upset because..." or "I feel happy when...” * Focus on strengths, not weaknesses highlight the things they are good at * Respect the child's interest’s comment to show you're listening. * Accept that their anxieties are real to them,