Nurturing stage: Birth to 18-24 Months or Autonomy- The major task at this stage is forming bonds of attachment with the baby. Parents attempt to meet the needs of the baby and balance this with other responsibilities involving spouse, jobs, and friends. Authoritative stage: Two to four or five years- Parents nurture, guide, and discipline their child. Parents evaluate their effectiveness in establishing limits, communicating and enforcing rules, and allowing enough freedom for each child to grow and develop. Interpretive Stage: Preschool Years through Adolescence- Parents teach their child about life and help him or her interpret the actions of others such as their teachers and peers.
Establish good relationships with children, acting as good role and being aware of and responding appropriately to individual needs. Encourage and promote self-esteem and independence. Provide feedback to children in relation to progress and achievement. SUPPORT FOR THE TEACHER Assist with the planning of learning activities under the direction and guidance of the class teacher. Establish constructive relationships with parents/carers.
Family system theory it explains why family act the way that they do in different situations. This theory is typically used in family counseling and therapy; much can be learned from examining it in the context of early childhood settings. Family systems theory has been used in trying to understand problems of students in school settings (Sawatzky, Eckert, & Ryan 1993; Widerman & Widerman 1995; Kraus 1998; Van Velsor & Cox 2000). The need to understand early childhood setting is indicates by professional organization so they can prepare early childhood and elementary professional. The concept of family theory is to help each member of the family by influencing and encouraging each other.
Parents might want to consider teaching their children about autonomous motivation which promotes greater conceptual understanding, better grades, enhanced persistence at school and in sporting activities, higher productivity, less burnout, and greater levels of psychological well-being. Parents can still rely on teaching their children the same cultural morels as they were taught growing up, but they should highly consider learning new ways to adapt autonomy to their children’s lives. In order for this change to work, parents need to add autonomy more in their parenting yet, keeping the values they think is best for their child. Autonomy for children is a growing
Task 1 You have been asked to mentor a new volunteer support worker at your school and to provide an induction booklet. The first section of your booklet needs to explain how to interact with and respond to children and young people. In your booklet you must include:- 1.1 A description of how to establish respectful, professional relationships with children and young people 1.2 A description, with examples, of how to behave appropriately for a child or young person’s stage of development 1.3 A description of how to deal with disagreements between children and young people 1.4 A description of how your own behaviour could promote effective interactions with children and young people and how it could impact negatively on interactions with children and young people Task 2 Your volunteer also needs to know how to interact with and respond to adults. The second section of your booklet needs to include:- 2.1 A description of how to establish respectful, professional relationships with adults 2.2 A description of the importance of adult relationships as role models for children and young people Learning outcomes and assessment criteria In order to pass this unit, the evidence that you present for assessment needs to demonstrate that you can meet all the learning outcomes for the unit. Learning Outcome & Assessment Criteria – Outcomes 1 & 2 Learning Outcome | Assessment Criteria | 1 Know how to interact with and respond to children and young people | 1.1 Describe how to establish respectful,professional relationships with children and young people1.2 Describe, with examples, how to behaveappropriately for a child or young person’s stage of development1.3 Describe how to deal with disagreementsbetween children and young people1.4 Describe how own behaviour could promoteeffective interactions with children and young
Susan A. Fowler, Michaelene M. Ostrisky and Seon Yeong Yu wrote an article called “Children’s friendship development; a comparative study” in the spring of 2011. They set out to “increase our understanding of how parents facilitate their children’s friendships” by “exploring the support strategies that parents use to assist their children in developing peer relationships and friendships.” Their main objectives were to seek answers to three questions. The first question is what are some of the characteristics of a preschooler’s friendships and are they different between children with and children without disabilities or developmental delays? Secondly, what strategies are parents using to support their children’s friendship development, and do they differ between parents of children with and without disabilities or developmental delays? Finally, what characteristics influence their friendships, and so these differ between children with and without developmental delays?
As a small child one is taught right from wrong, develops empathy for others through behavioral observation, and learns to behave in a manner acceptable in his or her immediate environment. For most children, the parent plays a key role in helping to develop an ethical system3. The parents' system derived from their parents' ethical codes as well as what they personally have experienced over their lifetimes. For many families, the church or religious belief has a great deal to do with how ethics and morals are definable. As a child grows older he or she begins to attend school to develop skills and ethics.
The Code of Practice suggests that children and young people and young people who are described as requiring School Action or School Action Plus provision or have a Statement of Special Educational Needs (SEN) should have an Individual Education Plan (IEP). • An IEP is a tool to help plan for meeting the SEN of children and young people/young people and to help in teaching them effectively the emphasis is placed on the involvement of parents/carers and children and young people/young people. The Code of Practice identifies the information an IEP should contain: o The short term targets set for or by the children and young people and young people o The teaching strategies to be used o The provision to be put in place o When the plan is to be reviewed o Success and/or exit criteria o Outcomes (to be recorded when the IEP is reviewed) • IEPs should focus on: o Up to three or four key individual targets set to help meet the Individual children and young people and young people needs and particular priorities. Targets set in IEPs will largely relate to curriculum objectives: communication, literacy, mathematics, and all aspects of behaviour or physical skills. Targets can be set to meet more holistic objectives, such as the development of independence skills.
When parents and practitioners work together, it has been shown to improve children's cognitive, social and emotional outcomes. I am always respectful and non-judgemental of parent’s views and opinions and welcome any questions parents may have. I like to ask many questions about a child’s likes/dislikes, religious views, diet, and many more! At the initial meeting I will show parents the rooms and areas that the children will have access to, explain the kinds of activities that we do and show the parents my relevant qualifications and certificates. This is also a good time to go through the contract and make any mutually agreed adaptations.
A practice that participates in being involved within the community and not engaging in anti-social behaviour as well as instilling crucial moral values in children from early years to mould their emotional and social development and to determine the kind of adult they will become. Reference used: www.cache.org.uk/ Task 13.2 The Senco in an educational setting gives support to children and families with special needs they are also responsible for identification of special needs. Additional learning support staff works within and outside schools providing a range of services to help children who have