If they feel emotionally secure they are more likely to participate in the play and learning activities. Children need to have a strong relationship with the staff to feel comfortable and secure this will help them to enjoy themselves and less likely to show unwanted behaviour. It is important for adults to ensure that they have effective communication with their students; this will help keep the children comfortable and will also gain their trust. Without trust and honesty the children may feel like you are unapproachable and may keep their problems and worries to themselves and this may affect their learning. It is important that children are made aware of what is expected of them within school with regards to their behaviour and interacting with others.
Each young person is an individual and will mature and develop at different rates and time scales. It is important to factor this in when working with young people on an independence plan as one plan will not suit all young people. As previously mentioned a young person with mental or physical disability may require more intense care and support for a longer amount of time than a
There’s no legal limit for pupils aged 8 or over. Light and noise in a classroom and throughout the school should be monitored frequently a very noisy environment can cause instructions not being heard increasing risks also if possible have a period in the day where lights are turned off and natural light is used this may reduce the number of headaches children may experience. Ventilation is also important, carbon dioxide can build up in classrooms with windows and doors are kept closed. This can be easily resolved by opening windows so there is a supply of fresh air When planning activities specific risks to individuals should also taken into account. For instance a pupil who is pregnant should have a risk assessment carried out to ensure they do not
Least restrictive principle The ethos of the setting is important, we need to consider the rules (too many, too strict, no rules etc..) Do we give enough responsibility to children? Do they get enough freedom? Reinforcing positive behaviour Children are more influenced by positive reinforcement than by punishment. Good behaviour is more likely to be repeated if it is rewarded in some way. Timing is very important, we need to give a reward (praise, stickers, extra attention) straight after they have done something good, otherwise it will be forgotten by the child very quickly.
Introduction: In this assignment i will be explaining my own views and attitude againt diversity, and how it could impact on work with young children and young people. Assessment Criteria 2.3 In my own opinion everyone has different kinds of opinions and values than to others. When you work with children from a young age. You start to realize that it's not always needed for you to be aware of them. So say if you act out on these attitudes, it could have a bad effect on the children your working with and other children they might know, and you would not want them to copy your own actions in a result.
We risk assess the hall and make sure the windows and doors are secure. We make sure that all staff are appropriately checked and vetted. We ensure that there is no equipment that is dangerous. During circle time we go over the rules and regulations in the setting. We do a fire drill once a term so they know what to do.
Brother made him "swim until he turned blue, row until he couldn't lift an our" and made him rush wherever they went so "his face turned red and his eyes became glazed." (601). Brother was determined to return to school having a "normal" brother that he could not be ridiculed and made fun of for because he lacked skills that others had, or that he was different. Brother devoted a lot of effort into making Doodle normal in his eyes, and was determined not to let Doodle fail him. He worried more about what other people thought of his brother than what really mattered the most, which was Doodle
I strongly believe in the health and safety at work act because, you’re putting young lives at risk. If you took it away the setting wouldn’t be safe. For example you might get staff members who are too lazy to fix the carpet which has come loss; therefore a child could fall and injure themselves. This then protects practice and practitioner from putting their setting at risk.
The fire manual and a copy of the evacuation plan will be handed to the senior Fire Officer attending. b. Security incidents e.g. intruder, suspicious package. If a member of staff observes an individual within the school grounds who appears suspicious or out-of-place they should approach the individual (if safe to do so), ask their name and purpose at the setting or should contact the school office.
If these factors (with the exception of special needs) are not included in the children’s or young person’s environment there may be a negative impact on their individual rate of development and so, the inclusion or exclusion of these factors can influence the rate at which a child develops and acquires skills e.g. lack of social interaction could inhibit (slow the rate of) a child’s communication development opportunities and so the child would be less likely to be at the same stage or milestone as its peers. In conclusion, children’s and young person’s development does follow a sequential pattern however each