E7- Collate evidence which describes the role of the practitioner in meeting children’s learning needs. A1- Include a reflective account of the role of the practitioner in supporting the learning needs of children. The role of the practitioner is a variety of things that include being key worker this means that practitioners have a small group of children each that are there key children. it is then their job to observe and assess them and keep them on track with their development looking for any extra support that they need and if so then they need to put practice in place to help the children achieve the development milestones. Practitioners need to praise children and encourage them to succeed in their learning and give them the support they need.
I will get to know each child, establish relationships with parents, and support their strengths as well as their needs. I will express my own emotions and respond to the children’s emotions, valuing their feelings and helping them express what they are feeling. But above all, I will make sure that every child feels secure in my room and are comfortable coming to me as their teacher. I provide a positive relationship with the child through daily routines and interactions. I feel this gives the children and parents a sense of trust.
1) Be able to develop positive relationships with children and young people. 1.1) Explain why positive relationships with children and young people are important and how these are built and maintained? Having a positive relationship with children and young people are important because: • Children feel comfortable with us so they can separate easier from their parents. • Children are more likely to participate in play and activities if they secure emotionally. • Children are less likely to show unwanted behaviour.
1.1 Explain how to recognise and build on the strengths of a child or young person by giving different examples of positive strategies. There are a variety of different ways you can recognise and build on the strengths of a child, some of these strategies include: circle time, helping the child adapt to the environment, helping a child develop self-esteem, partaking in sport activities, reading and listening and many more. In order to help build on a Childs strengths you will need to identify what their strengths are. Strengths can include having a positive attitude towards certain activities, seeing an interest from the child/young person in a specific activity and excelling in academic studiers. Communication is extremely important as you need it to understand the Childs feelings and to assess their behaviour towards their strengths and also their weakness.
Daily physical activity is necessary for building strong bones and muscles as well as strengthening hearts and lungs. Exercise also helps young children to improve their gross motor skills, including running, kicking, throwing, and swinging. Regular physical activity can greatly decrease children's risk of becoming obese and developing associated health problems, as well as promoting better sleep. As well, since many young children play with other kids, exercise time can also help young children to develop good social skills such as sharing, communicating, and empathizing. Play time can also become a family experience which serves to bond family members together and allow adult members an opportunity to model healthy exercise habits for children.
The value of the cognitive approach is to enable children to understand the environment around them it’s also helpful in a situation whereby the development of a service user is an issue. Cognitive perspective helps service users such as children to explore with their hands and feet during early developments. However, cognitive perspective also assists children boost their knowledge and the understanding of self, others, and the physical world around them. In other words they develop the very spirit of play and encourage imagination and improves social skills. Through play a child learns about himself and the others around him which in turn teaches him how to deal with others in the wider world.
‘’The positive relationships are: warn and loving, and foster a sense of belonging… supportive of the child’s own efforts and independence’’ ( EYFS , pg 2). Third theme is an Enabling Environments; this means children learn and develop in good environments. Children’s experience responds to their need. Fourth theme is Learning and Development; this means that all children learn different. Frameworks include the education and care of all children in early year’s settings with special needs or
Every Child Matters (2004) is from the children Act (2006) and is based around five expectations. “The programs goal is that every child has the support they need to stay safe, be healthy, enjoy and achieve, make a positive contribution and create economic wellbeing” (Tassoni P, 2007, p16). These support children by helping to provide a safe and healthy environment for them to grow up in and by insuring that all children are treat equally as adults follow the same guidelines for each child. This relates to my setting because we have two children who can only leave with their mothers and it also allows our SEN children to feel involved in all activities. ECM is important as it protects children from discrimination and harm.
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.
E1: There are many parts to the role of the practitioner when they are meeting children’s learning needs some of these are working with families, providing a positive environment, and the children wellbeing. Working with families”, you should always make sure that you are approachable and friendly towards all parents so that they are happy about leaving their child with you” (Tassoni, 1999, pg. 315). This helps to meet children’s learning needs as the child’s primary career has a better understanding of the child and may be able to support the child when they are at home. I have seen this at placement where they run parent consolation’s twice a term, and if the teacher needs to see the primary career, they arrange meeting.