Both the young person’s family and most importantly the young person themselves can be involved in any plans to ensure that the young person can achieve their full potential, this also helps to make sure the young person feels valued. Professionals understanding the importance on which information can be shared and the importance of confidentiality in line with the Data Protection Act ensures that the young person is, and feels, protected and safe. Integrated working practices also leads to ensuring consistency for the young
We want to work productively and well together as a team for the benefit of the children we wish to inspire and to create the right decisions for all those involved. In terms of the parents, they must be seen as an extension to the schooling environment and therefore as partners in the process of our children's
What makes a good Early Years Practitioner? The strength and success of any early years practice relies on the expertise and experience of the practitioners who work there. A good early year’s practitioner should be a good role model to the children and remain so at all times. They should enjoy working with children, love being around them and be totally passionate about their work. They need to have the drive and ambition to always do better and self improve.
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.
ECST-110 – Assignment 1 Unpacking the term Curriculum as defined in the EYLF The Council of Australian Governments’ (COAG) vision that “all children have the best start in life to create a better future for themselves and for the nation” (Department of Education, Employment and Workplace Relations [DEEWR], 2009, pp. 5) is coming to fruition as early education centres around Australia implement The Early Years Learning Framework (EYLF). This document isn’t a syllabus, but a framework based on conclusive international research that “early childhood is a vital period in children’s learning and development” (DEEWR, 2009, pp. 5). EYLF outlines the high expectations for children through learning outcomes as well as principles and practices
Unit 5: Develop Positive Relationship with Children, Young People and Others Involved in Their Care. 1. Be able to develop positive relationships with children and young people. 1.1 Explain why positive relationships with children and young people and how these are built and maintained Positive relationship with children and young people is important because they help children to develop their independence, self esteem and wellbeing. A child will always play and learn better when they are comfortable in their surroundings.
There are five outcomes of ECM which we should be working together so that we can achieve the best outcomes for children in our care. Theses outcomes are shown below: · achieve economic well-being · enjoy and achieve · make a positive contribution · stay safe · be healthy This has been proven by The Early Years Foundation Stage that when seperate professionals work together it will enhance a child's development and learning. An important part of EYFS framwork is inclusive practice. This means that children's needs have to be valued and suuported so they are able to use the curriculum of the setting they are in. 1.2 Analyse how integrated working practices and multi-agency working in partnership deliver better outcomes for children and young people.
| United Nations Convention on the Rights of the Child, The United Nations Convention on the Rights of the Child is to ensure that no person is denied a right to education. | Our Academy ensures Children’s Education meets their needs and improves theAttainment of every child and their right to leisure and cultural activities. The requirements of the NationalCurriculum set out a rounded education that promotes the spiritual, moral, cultural, mental and physical development of children and prepares our children for later life. This is promoted in our Ethos. Nurturing the seeds of greatness.Our Academy has appointed a designated teacher for looked-after children to support staff on the needs | Human Rights Act (1998); To help create a society in which people’s rights and responsibilities are properly balanced
A child/young person centered approach will empower the person to be in control of their lives. It supports everyone to be the best that they can be and it ensures everyone has a voice and puts the young person at the centre of the planning and decision making process. This is inline with Every Child Matters key features. A child/young person centered approach reliably captures the voices of the young people and embodies safeguarding into every aspect of its provision. It does this through fully integrated working, trusted relationships between individuals who know and work with them.
Having a safe and healthy environment will make our team members feel secure and allow leaning to take place. Fostering a community of equals and building confidence not only meets the NAEYC’s excellence and equity but also gives the community members a “solid foundation in life” (Orientation Professional 03 DAP) Teaching to enhance development and learning: Children have a built-in