As they become more emotionally secure they are likely to become more actively involved with play or learning activities. By building on this and forming a strong, professional relationship the displaying of unwanted behaviours are likely to become limited, this enabling teaching professionals to recognise and meet their needs. Planning of activities and learning goals will be more accurate as teaching professionals understand individual developmental needs. Children's and young peoples language will progress further once they feel secure and confident talking to the Teaching Assistant and teaching professionals. Developing positive relationships with colleagues allows all involved in the child's and young persons learning to work together in sharing information and highlight and resolve any potential issues that may have an impact on their behaviour, emotional or social well being.
NAEYC Codes of Ethics Core Values *Appreciate childhood as a unique and valuable stage of the human life. Appreciating childhood could affect teaching in the classroom because you would know how to teach them better. I think that you would also be able to come up with more developmentally appropriate activities for the children. *Base our work on knowledge of how children develop and learn. By basing knowledge on how children develop and learn, it can help make more developmentally appropriate activities.
Assessments are a crucial part of education and there is a need to measure where student are at in order to adjust curriculum and motivation. This needs to be done carefully and with very high consideration of the student’s emotional well-being. Rewards systems and positive reinforcement are crucial to creating a supportive environment that students want to be present in. * Nurturing- Creating a love for learning will make learning easier. Finding ways to make the material fun, engaging, and easy to comprehend will nurture a love of learning.
Additionally, assessments assist teachers in providing better service and support to build upon the children’s strengths and weaknesses through all developmental domains. With the use of assessments and records, teachers keep track of each individual child’s growth, goal accomplishments, and learning. In addition, as a teaching tool, assessments aid educators abilities to support and guide the children’s learning through designing appropriate learning environments, planning curriculum, and successful learning
Effective communication is very important for variety of reasons: Making relationships – Effective communication helps to create new relationships not only with a child, but with parents, careers and colleagues too. To make new relationships effectively you need to use verbal and non – verbal communication, and you need to be friendly, also smiling a lot. Developing relationships - it is important not only to make new relationships, it is also very important to develop and maintain it. To do that professionals need to maintain friendly and supportive approach, and be interested in what other people are doing or feeling. Expressing thoughts and ideas – in order to encourage children and young adults to talk about what they learned and what they think, or encourage them to express themselves imaginatively, communication skills are also needed.
TDA31 Communication and professional relationships with children, young people and adults | | TDA31-1.1 Explain why effective communication is important in developing positive relationships with children, young people and adults. | | To have a positive relationship with children, young people and adults you will need to show them effective communication skills with you and other peers. How you approach people and how you respond to them should all come into account. You should always try to make children feel comfortable in your presence and try to put them at ease. To develop a positive relationship with a child can often take some time.
This is so the practitioner can act on the advice and put it onto the planning. This advice can have more experience in different aspects of the child’s life. This then helps with the care and learning needs of all children as if the child has a disability which affects their learning. The teacher will have to get another professional in that knows what they are doing to help care for the child and help with the child’s learning. This means that the child will be getting a full learning experience and understand the lesson because it is easier for them.
Competency Goal II To advance physical and intellectual competence. Functional Area: Communication Objective: To guide childrens communication through behavior and speech Activities: In the communication functional area, we present ourselves so the children can model our behavior and speech. Children learn well by what they see and so we guide their communications with others and introduce new vocabulary. We improve these skills by having them talk and describe what they are doing
This can support the children's thinking and extend their learning. Practtitoners withing the setting role play how to be creative with divergent thinking. Model being creative, for example. Childen within the setting understand they have freedom to access all resources, but have also developed an understanding that it is important to put equipment back back where it belongs. (Montessori) within practice it is vital to practitoners to gain an understanding of how they support the childrens creativity and crititcal thinking, so often record how practitoners interact with children and then reflect upon it for future development and
Theorists Robert Sternberg and Howard Gardner argue that children who can make new connections and draw something new from them is a type of intelligence. It is important to offer children lots of first-hand experiences so that they can develop knowledge and draw from their own experiences. Social Models – These theories look at the environment in which the children are learning and the adults they are supported by. Social models link to cultural approaches and role modelling. Children learn by observing and imitating and so watching and being supported by adults who encourage and work creatively by being flexible in approach, solving problems and painting and drawing with them can help develop their creativity.