The common assessment framework and how it relates to safeguarding children. The common assessment is a generic, holistic assessment. It aims to: Enable at an earlier stage, a wider picture of a child or young person’s needs and strengths to be built up and, with appropriate consent, shared among carers. Improve communication and integrated working between carers supporting a child or young person (including communication between a young person and adult services). Improve decisions about whether further specialist assessment is required and, if necessary, provide information to contribute to it.
In the setting in which I am situated there are policies which are relevant to promoting children and young peoples positive behaviour. Firstly the Behaviour Policy. This policy explains about behaviour and also includes the following; the schools code of conduct, rewards and sanctions and how to deal with conflict and inappropriate behaviour. The school aim to promote emotional growth, by encouraging children to take responsibility for their own actions and through developing self discipline, and respect for themselves, others and the environment. This in turn should create a caring, happy atmosphere in the school which can enable effective teaching and learning.
Actively encourage and support learners in becoming independent. Will lead learning “guided” groups, modelling concepts and language that the adult leading the learning has used. Will alter an activity or change the apparatus if an activity does not meet the learners needs to enable them to achieve or exceed the expected outcome. Are acutely aware of learners capabilities/prior learning/understanding and plan very effectively to build on these. The areas that I have assessed as “good” and therefore need improving are: Enable learners to access resources appropriately – I feel that I need to make more time to be able to show the children how they can get the best from the resources that they have available to them.
Understand the impact of early years curriculum models on the application of theoretical perspectives of children’s care, learning and development Birth to three matters ‘Birth to three matters’ framework explains that since 1997, childcare and early years education have been central to our vision of a better start for all children and their families. Children’s experiences in the earliest years of their lives are critical to their later development. High quality childcare is a very important step towards ensuring that all children arrive at school ready to learn, so that they do not underachieve. ‘Birth to three matters’ reinforces four different aspects; A strong child Me, myself and I Being acknowledged and affirmed Developing self-assurance A sense of belonging Me myself and I is about helping young children to get to know themselves and their own capabilities. The respect, care, love and emotional support experienced by babies and children helps them to develop emotional safety, trust and a positive self-image.
Piaget also suggested that, as children develop so does their thinking. Piaget work has meant that early years settings and schools have attempted to provide more
NAEYC Codes of Ethics Core Values *Appreciate childhood as a unique and valuable stage of the human life. Appreciating childhood could affect teaching in the classroom because you would know how to teach them better. I think that you would also be able to come up with more developmentally appropriate activities for the children. *Base our work on knowledge of how children develop and learn. By basing knowledge on how children develop and learn, it can help make more developmentally appropriate activities.
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
The use past, present and future forums accurately when talking about events that has happened or is to happen in the future. They develop their own narratives and explanations by connecting ideas or events’. As a child becomes a teenager they become more responsible for their own thoughts, words and actions. They will begin to think to their future adulthood in relation to occupations, relationships etc. The support and guidance given to children during this time will have a great bearing on the pace of their development.
The NQF and NQS have been introduced by the Australian governments to provide better educational outcomes for children using educational and care services such as day care, family day care and preschool/kindergarten. It shapes the future of children as the early years are the years of establishing self-esteem, resilience, healthy growth and capacity to learn. Children need the attention required to meet their individual needs. The two main influences on child care are caregiver qualifications, and lower staff to child ratios which particularly help young children and those from disadvantaged backgrounds. The improvement of educator to child ratio allows staff to give more individual care to children and to build stronger relationships with children.
(2002) Index for inclusion: developing learning and participation in schools. Centre for Studies on Inclusive Education (CSIE). Centre for Studies in Inclusive Education (CSIE) (No Date) Reasons against segregated schooling. [Online] Available from: http://www.csie.org.uk/resources/reasons-against-seg-04.pdf [Accessed 16th February 2012]. Cheminais, R. (2003) Closing the Inclusion Gap.