I even cheer them on when they struggle with a task. To develop a sense of independence and pride, I let the children each day choose the classroom helpers. There are many tasks that the children are able to choose from. I structure the environment to offer opportunities for children to share information about themselves, their families, and experiences. I make it easier for the children to explore new experiences and the environments by making them feel assured of the support and availability of me, thus increasing his confidence.
I’m always friendly to all member of staff or anyone I come into contact with. Because of the severity of needs that the children need we have great relations with parents/carers who we are always in contact with. So I’m always respectful and friendly and often hold conversations with them. We also have to make phone calls home so I am polite and friendly and sometimes have to be sympathetic. Learning outcome 1.2 Explain the principles of relationship building with children, young people and adults We help children to learn the value of positive relationships in many ways.
Unit SHC 31 1.1 Identify the different reasons people communicate We all communicate for many different reasons; it allows us to fully participate in society. The different reasons people communicate are; To build relationships I first start to build relationships when new children, parents/carers and members of staff first join the setting. A friendly smile, wave or hello, welcomes the new person and forms the foundation of a new relationship. To Maintain relationships To maintain the relationships I must carry on communication. I need to maintain this relationship each time I greet a parent/carer when they come into the setting, by asking how they are?
Promoting positive behaviour: By positively promoting good behaviour, valuing co-operation and caring attitude we hope to ensure that children will develop as responsible members of society. Code of Conduct: In St Peters Nursery we recognise that to make children feel valued and to enhance the learning and development of those who attend our setting, a positive and effective partnership with Parents / Carers is essential and so this is encouraged at all times. We strive to provide a safe, welcoming and happy environment for all the children and
I believe that each child is a unique individual and that all children can learn. Children will be encouraged to learn and grow by providing a foundation of developmentally appropriate experiences where all children can succeed in a safe and nurturing environment. Educating young children has always been an exciting career for me. I take much proud in my career being a good educator isn’t just about teaching children skill concepts, it also involve communicating and understanding the background of their family. I chose to do my research topic on The Role Head Start plays in the life of the community, families, and children education.
I even cheer them on when they struggle with a task. To develop a sense of independence and pride, I let the children each day choose the classroom helpers. There are many tasks that the children are able to choose from. I structure the environment to offer opportunities for children to share information about themselves, their families, and experiences. I make it easier for the children to explore new experiences and the environments by making them feel assured of the support and availability of me, thus increasing his confidence.
Working closely with parents I believe that it is important to work closely with parents as partners in their child’s care and early education. This is important so that we all get a picture of the whole child and what they can do at home as well as during their time in different settings. Parents are the experts on their children and therefore, regular communication between parents and me is of the upmost importance. This can be done at a suitable time, either at drop off or pick up, over the phone or by email, depending on the parent’s needs. When parents and practitioners work together, it has been shown to improve children's cognitive, social and emotional outcomes.
Encourage children to do the same in their play and conversations: demonstrates we value what they think and say. SHC31 1.2 Explain fully how communication affects relationships in the setting Communication affects all relationships in the setting, communication is the key to establishing a good relationship as shown in the poster above. Having positive relationships with adults, ones that you are working with and parent’s leads to a comfortable atmosphere within the setting. This is good for adults to work in and also for the children to be in, as our work place is where they are learning, developing and playing. When there are positive relationships it is easier for work colleagues and parents to trust each other and give and
‘Getting communication with parents in early years settings right, is one of the most important aspects of working with young children. If it is done well, then children, their families and the organisation will flourish. Researchers found that the most effective settings, shared child-related information between parents and practitioners, often involving parents in decisions about their child's learning’. Early Years Update (2006, page no.). It is crucial to have good communication as it is used everyday in the Early Years Setting to convey information, receive important information, instruct, persuade, request, teach, develop and much more.
This point has been supported by evidence derived from numerous publications, which suggest that parents generally know their child the best, and are the main educator in the child’s life (Essa, 2007). Thus it is imperative that early learning practitioners use their role to encourage parents to be involved in their child’s learning, which can help to increase self-confidence in parenting and support feelings of belonging and inclusion in their child’s development. The implementation of partnership with parents as a part of my workshop plan provides additional resources for the nursery’s learning community (Eldridge, 2001), as knowledge gain from such interactions can allow early learning practitioners to gain greater understanding of family cultures, an increased appreciation of parental interest in helping their children and a deeper respect for parent’s time and abilities. Successful