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.
Rice also conducted an experiment and found that parental mediation enhanced children’s learning from watching Sesame Street. A study that supports the role of parental mediation is Fogel’s study. The study shows that parental mediation is important for children to learn pro-social behaviour because after discussing the moral message with an adult, children showed much more pro-social behaviour in relation to tolerance and friendship than the control group. Another study that supports parental mediation is Rosenkoetter’s study in 1999. The study showed that parental mediation is important for children to learn pro-social behaviour because they help the children to understand the moral message behind the pro-social programmes which allow and made the children more pro-social in their actions and behaviours.
Unit 5 Develop Positive Relationships with Children, Young People and others involved in Their Care 5.1.1 Explain why positive relationships with children and young people are important and how these are built and maintained Positive relationships with the children and young people with whom we work is important because relationships between carers and children can have a profound effect on the child and greatly enhance a childs learning and development whereas a negative relationship would likely have the opposite effect on the child. Positive relationships with children help to create a comfortable, safe, secure and hopefully happy environment for a child thus enabling the child to separate more easily from parents, behave better in the setting, develop appropriately and learn through active participation in play activities as they are likely to feel emotionally secure with the adults around them. The positive relationship also gives the care workers a better understanding of the child and aids planning and development of the child for the professional. Building and maintaining effective relationships is something people learn to do naturally and it involves effective communication with the child which is differs depending on the age of a child so for example a baby recognises communication in a tangible sense, holding, cuddling, stroking the baby’s cheek, from this the baby knows you are there and are caring for them. A teenager would need a different approach, for example simply chatting to them about their likes and dislikes, this shows them that you are interested in them as an individual.
1.2 Analyse how integrated working practices and multi-agency working in partnership deliver better outcomes for children and young people. Children will be more positive if professionals working with children and their families can agree and share the information where they might be assessed also implement and plan. Its a great why to get children and their parents involved in any of the planning so that child is able to accomplish their full prospects in life. If a child is going to be more positive we need to understand the importance of all adults who are involved understand that what information
Promoting Positive Behaviour There are different qualities that are needed when promoting positive behaviour; these can involve anything from working to the code of practice, using the knowledge from behaviour management plans, Using frameworks such as team teach and, when necessary and risk assessments if involved in any activity. There are also some other approaches that you could consider, these are • BEHAVOURIST APPROACH, This is when you offer rewards for acceptable behaviour and sanctions for unacceptable behaviour, for example the reward could be allowing the child to listen to the music and the sanction could be no music until you stop shouting .It’s said that the positive discipline can motivate the children to change their behaviour, in some children this could be due to them being competitive and they respond to the incentive. For others it might be due to the praise and recognition that’s given which helps motivate them. There is evidence to show that this works with the incentives in Place but any changes in the behaviour will need to be maintained and built on. • COGNITIVIST APPROACH, the cognitive approach centres around the theory that how you think affects the things you do, hence the best way to approach this within my role is to provide the child with tools to help them to respond to the triggers that affect their behaviour.
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. Good working relationships will enable staff to rely on each other to pull together and help the nursery reach its highest potential. K3C155 – The relevant legal requirements which cover the way I relate to and interact with children include The Children’s Act 2004. This act was designed with guiding principles in mind for the care and support of children. These are: • To allow children to be healthy • Allow children to remain safe in their environments • Help children to enjoy life • Assist children in their quest to succeed • Help make a positive contribution to the lives of children • Help achieve economic stability for our children’s futures.
The self-evaluation will evidence how settings enable children to enjoy and achieve, stay safe and be healthy, but also how they provide opportunities for children to make a positive contribution and to develop skills for the future. Benefits of self-evaluation: helps clarify the aims and objectives, provides evidence of improvment, sets higher standards and provides quality control, helps to ensure the good use of resources, helps staff to see their work in a wider context, provides access to the views of other team members, children and their families, suggest areas to develop futher, highlights good practice that is worth disseminating and provides feedback on performance. Your setting’s self-evaluation may lead to a reassessment of staffing structures and the responsibilities of individual members. Supported by effective performance management, self-evaluation
CYPCore35 CYPCore35-1.1 Explain why positive relationships with children and young people are important and how these are built and maintained. Positive relationships are built and maintained e.g. : Why positive relationship are important: * Children become strong & independent through positive relationships * Very aware of adults attitudes and perceptive if they are liked & valued * Any negativity is immediately picked up by children * Rejection can follow them into adulthood and breed negativity and low self esteem * How they are built & maintained: * Being warm and approachable * Giving praise • communicating effectively • being consistent and fair * keeping promises and honouring commitments * mutual respect Why is it important for you to build positive relationships with the children in your care, explain to me how you build and maintain these? In your writing please provide at least five bullet point examples. * To get the best out of them * To then be able to encourage them to strive to be their best.
Children: Positive relationships with children are very important as they help children feel more comfortable & settled with us & are more able to separate from their parents. When a child feels comfortable they are more likely to join in with activities & play with others. It will help develop their language & communication skills as they will feel confident in talking to the practitioner. As the relationship builds, the practitioner will be able to plan effectively for the children as they will know what their likes & interests are & what their development needs are. The practitioner will also be able to respond to the child effectively as they will recognise their emotions & behaviour.
Consistency and Patience will help you build this relationship. It is most important to develop these relationships with younger children because it plays a role in socialising that child. When developing positive relationships with adults good communication allows you to get a better understanding of the child. You may not have been made aware of any allergies etc. It will also give the parents peace of mind; they will feel happy leaving their child in your and your colleagues care.