It shows how Harry develops coping strategies when the family experiences major changes. It also highlights the contribution made by Harry’s parents and his early years educators to his early education. Much of what we learn about Harry’s early learning can be applied to many other young children. Providing a unique look at one child’s early development and learning, this book will be of interest to all who are fascinated by how young children learn – nursery practitioners, early years teachers, parents, students and advisers. Cath Arnold has worked in the field of early education for over 25 years, both in the private and public sectors.
It will then briefly describe Piaget’s theory by providing an overview of the four stages of cognitive development which include sensorimotor, preoperational, concrete operational and formal operational, before presenting two of the most common criticisms of his theory. Finally the essay will conclude with a brief summary of the points discussed. Prior to the development of his theory, Piaget worked for Albert Binet, a psychologist who was working to test the intelligence of both adults and children. During this time Piaget’s role was to conduct tests on children. His interest in children’s cognitive processes developed when he started to notice that children of similar ages made the same kinds of mistakes on test questions.
Comparison of Assessment Tool Constructs Heidi McDaniel Capella University Child Behavior Checklist There are many checklists that can be utilized to use with children and adolescents. Some counseling agencies have developed their own informal checklists, while others use standardized checklists. “A widely used set of checklists for children is the Achenbach System of Empirically Based Assessment, which has three versions (Preschool, School-Age, and Young Adults),” (Whiston, 2009, p. 129). By utilizing these checklists, therapists and clinicians can collect information from different sources, such as the child or adolescent, parents, teachers, etc. One commonly used assessment tool from the Achenbach System of Empirically Based Assessment is the Child Behavior Checklist (CBCL).
We could make more effective plans for their care and education whilst monitoring there welfare to show their skills and ideas. It is always important to have positive relationships because if we didn't there could be a danger that information could be withheld or passed on incorrectly this could result in the child not being given the support they require ending up in a delayed development . In our setting we must always create a good working relationship as it benefits all children and everyone involved, good relationships always create a positive environment where children can settle and relax easily. If we can build good relationships with every parent this is always a positive thing as parents will share information easier and take an interest in what their child is learning. It always helps to have good positive relationships with all staff as we can support each other and enjoy our
Practitioners need to praise children and encourage them to succeed in their learning and give them the support they need. Practitioners need to build positive relationship with not only their key children and other children in their setting but also with the children’s parents this gives them a better chance of giving children more support at home. See appendix 1. At the setting parents can get involved and this will benefit planning for the child as parents know their children better than anyone and they will know their likes and dislikes and will be able to help them with their development. See appendix 2 .
Explain why effective communication is important in developing positive relationships with children, young people and adults:- A positive relationship is one which will benefit the child, young person or adult and aid in their ability to gain positively from their environment. If you wish to have positive relationships you must remember you are a role model when working with children, young people and adults. A role model must be mindful, demonstrating daily your own effective communication skills with others. When communicating with others you must be considerate of how and when you approach them, you do not know what may be happening in their personal life. Positive relationships enable information to be communicated far more effectively.
Positive behaviour is strongly linked to respect for others and what is generally accepted as 'good' behaviour tends to be centred on this. Positive behaviour is about learning self-control and consideration for the needs of others. Children and young people will adopt the behaviour of the adults around them so setting a good example is the first thing all that adults should do when working with them. If children and young people are dealt with aggressively then they will respond in an aggressive manner (self-defence) so if adults always remember to be polite and say ‘please’ and ‘thank you’ then they are more likely to copy. If we encourage and
The idea is that all professionals work together in any way or form and share information, and help promote the best needs of an individual, involving the individual and helping them to deal with issues that are important to them, gives the child young person a feeling of value, and gives them a sense of being in control to some degree, and realising that they do have a right to a voice, and will be listened to. Ref ; supporting Teaching and Learning in schools (p 88) Following the Every Child Matters framework the Children’s Act 2004 required that these recommendations became a legal requirement. The key aspect of the Act was to overhaul child protection and children’s services in the UK.. Every Child Matters has been developed through the publication of the Children’s Plan 2007 which sets out to improve educational outcomes for all children. Race Relations Act 1976 and 200. Schools have a duty to ensure that everyone is treated in a fair manner, and is not to be discriminated against directly or indirectly because of their race.
We as Educators are well trained and passionate. We value, respect and appreciate this uniqueness. We feel children have a right to be active participants in their own learning and must be empowered to express their views and ideas. A child's opinion must be valued for its validity to their perspective and their autonomy and initiative needs to be respected. We as Educators will protect and cherish the innocence of children and thus provide a safe and secure environment.
By having open and good ways of communicating with each other it enables all parties to have a very good understanding of each child’s individual needs and it will help form part of their development plan. Body language and facial expressions are a form of communicating, and by having these good communication skills, practitioners are more likely to have strong relationships with the children and their parents. It is essential that practitioners maintain a professional relationship and communicate effectively as it will help to breakdown any tensions, help with transitions from one setting to another, settle the child into settings, have a good understanding of the child and working in partnership with the parents. 2.2 Describe the factors to consider when promoting effective communication. A practitioner would need to consider many factors when