In this article it talks about how Working with families is one of the most important aspects of being an early childhood professional and still an area in which many educators have received a little practice. Teachers spend hours learning about child development, developmentally appropriate practices, health and safety, playgrounds, and play. At times it seems that teachers focus on children as if they appear from nowhere, land in their classrooms, and merely disappear at the end of the day. Teachers may ignore the settings in which they spend their time away from the classroom, believing they are not very important. But the home environment is influencing what goes on in school.
A peer group could be the most effective agent of socialisation as during primary socialisation it is becoming more common for children to be enrolled in nurseries while parents work, so children start getting socialising by classmates and friends from a very early age and this continues all through secondary socialisation although it may occur more with the work place. This conveys the reason why people might believe that the peer group is a major part of socialisation as it occurs although our life until we
It is important when working with young children or adults, that you identify the communication and language needs, wishes and preferences of the children and adults in the setting. Finding out about each individual’s language needs, wishes and preferences is an important part of your role. When a child first enters your setting there are ways of finding out if the child has communication and language needs, wishes and preferences: * Talk to their parents to find out if there are any needs their child/children has * Observe the child/children * Find out from your line manager or boss if there are any records of the child/children having communication needs * Talk to your special educational needs co-ordinator if you need any
Translate materials into languages spoken in students’ homes. Establish regular meetings with parents to discuss their children’s behavior, grades, and accomplishments. Request interpreters as needed to ensure clear communication and to avoid misunderstandings arising from language barriers. Implement training workshops that
Parents who get involved and play interactive games with their children see much better results. Books, music and interactive toys all stimulate and play an active part in brain development. It is important that children have access to these things at home, as they stimulate expression. Childcare Prolonged interactions with other adults and children can have a significant impact on a child's early language development. Therefore, working parents should give careful consideration to the facility and the people that will be spending a large chunk of the day with their children to ensure a positive outcome.
To gain reassurance and acknowledgment. Communication comes in many different forms from vocal, facial expressions, body language to physical and electronic communication. These are generalised as verbal and non-verbal. Relationships could be built starting with a simple smile and ‘hello’ and ‘goodbye’ over time you maintain that relationship with simple chatting ‘How are you?’ ‘How was your day?’ Maintaining relationships happens on a day to day basis and you may not even realise you are doing so. Working in a children and young people’s setting is not only about building and maintaining relationships with children and young people but with families, parents, carers and other professionals.
What they grasp from those experiences accumulates as basic learning which guide them in their future. However, different people have different understandings of what a child should experience in order to be brought up the “right” way. For these differences in views, a number of theorists and philosophers have studied and put together sets of activities, experiences and events that would best contribute to infant and toddler development. This set of guidelines is taught to caregivers and educarers as basic curriculum for the young children (Gonzalez-Mena & Eyer, 2007). In the delicate phase of infancy and toddlerhood, it is the everyday care-giving routine that makes up curriculum for the children.
SOC 312 Many working parents rely on relatives, friends, or non-parental child care programs to care and provide quality care for their children. Parents must consider what type of childcare to choose that best suits the need of their children. Parents can choose from childcare centers, family childcare home, or in-home care. Regardless of the type of care the family decides, a childcare center, a family childcare home or an in-home care the care given to the child should provide the child with a safe environment that promotes social and emotional development by encouraging the child to solve problems with words, and games. If there are more children they should also be taught to respect each other, share and take turns.
The importance of partnership with parents During the course of this essay I will discuss how parents’ involvement in my setting can be reflected into my workshop plan, and how this should include aspects of parental feedback on daily activities. I will also reflect on the how I engage with parents of children under my care as an early year’s practitioner in accordance with Early Years Foundation Stage (EYFS, 2012). As an early year’s practitioner, I provide a welcoming and accepting environment for children and their families (DCSF, 2008) where the display of successful communication with parents is essential to further support the development of children. The importance of parental role in their child’s learning was recently highlighted by the department for education (2012a), which stated that ‘informing’, ‘reporting ’ and `discussing’ children’s progress with parents and the next step of their child development is of key importance in a child’s learning process. 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).
Accommodating Differences There are many different groups of people who influence children and make them thrive to do better in this world. In the classroom there could be many different groups to influence children. In this paper, I will write about three different groups that might be influences. Parents Parents can contribute to a classroom in many ways. One way would be to come and volunteer in the classroom.