By basing knowledge on how children develop and learn, it can help make more developmentally appropriate activities. The children would learn more, and you would be more successful as a teacher. *Appreciate and support the bond between the child and family. If you appreciate the bond between the child and family, teaching in the classroom
Assessment is part of the process of understanding what children know, understand and can do so that future teaching steps can be appropriately planned. Cathy Nutbrown, 2006 Learning theories provide us with a basis for the interpretation of our observations and can help us to find a solution and to help
1. Explain the adaptive value of rough-and-tumble play and dominance hierarchies. 2. Cite examples of how language awareness fosters school-age children’s language progress 3. List some teaching practices that foster children’s achievement and some that undermine it.
These opportunities give the children confidence and promotes their interaction with each other. This has an impact on how each child behaves at the school. The school has the understanding that some children may be restricted and may not perform as well as others because of their different backgrounds or their learning capabilities. The school helps children feel content at the school by realising each child’s learning capabilities and provides extra intervention and other resources where needed and by promoting
If lessons are catered to the children in your class it is more likely to captivate them and be more fun because it’s based on their interests and makes learning easier. This could be in a form of playing games, group discussions or independent work to stimulate lesson and make them more interesting. . Identify and obtain the information required to support learning activities.5 1.5 Information required to support learning activities includes: * Relevant school curriculum and age-related expectations of pupils * The teaching and learning resources required * Own role in supporting learning activities * And additional needs of the children involved. Before carrying out activities, you will need to have an awareness of the curriculum and stage at which pupils are at.
LEAD PACTICE IN PROMOTING THE WELL BEING AND RESILIENCE OF CHILDREN AND YOUNG PEOPLE. 1.1 A child`s well-being is of great importance and Understanding what affects children’s subjective well-being is vital if they are to be encouraged and supported to be active participants in society, their community and family. The evidence shows that a low level of subjective well-being is associated with a wide range of social and personal problems. Children need to be given the conditions to learn and develop. This includes cognitive and emotional development, fostered through access to play in the early years and high quality education in school, and physical development, for example through a nutritious diet.
Assessment criteria 3.2 Social organisations and relationships within the class room are again another great learning tool. If you group children together and work with them on tasks within the curriculum, they will start to develop a strong learning relationship. You could see that the group dynamics will often change on particular tasks, where a more confident child on this task will take lead over a more confident child on another task. If the children see the adults within the class react well and interact with other children, they will get a better response from them. Children are put into groups in order to give them the best learning potential and for their learning to be appropriate for their age and level of understanding.
Resubmission : Unit 5: The principles underpinning the role of the practitioner working with children E1 The practitioner’s main responsibilities in working in a professional relationship with children in schools is making sure children are listened to and valuing their opinions. Children should feel secure and valued because it will make them feel that they have a sense of belonging and including them no matter what their race, religion, abilities, disabilities or culture is. Listening to children is an important part in a relationship with children. If a child has any worries or concerns they should be able to talk to the practitioner because if the practitioner isn’t approachable the child may be suffering and feel they have no one to
It is also important that children learn by themselves where they are given the opportunity to make errors, decisions and choices but to also be respected. Children often learn by doing rather than being told what to do. By the purpose of this framework it highlights that it benefits the children by having that key person within the setting that they are able to depend on. The Birth to Three Matters has four aspects which have been divided into sections. They highlight the relationship between the growth, learning, development and environment the child is being cared for and also educated in.
Level 3 Award in Support Teaching and Learning in schools Unit 10 Communication and Professional Relationships with Children, Young People and Adults How can communication affect relationships with children and young people? It is important to communicate when building relationships with children and young people, if you have good communication with a child, you are more than likely to have a good relationship with them too. This is important on the safeguarding children and young person’s process as it builds trust between you and the child and therefore also makes you more approachable, as the child/young person has trust, confidence in you – you are more likely to be able to help when in need – having a good relationship between parents and/or guardians is also crucial, as a positive and good relationship benefits and supports the safeguarding of children and young people. If