Good communication skills are essential for early childhood educators. This essay outlines how good communication skills provide advancement in student skill, through proper practices of collaboration between childhood educators, students, and parents through good communication. Classroom communication can be defined as a process of information shared that consists of verbal and nonverbal transactions between teacher and students, or between and among students, in a classroom setting (Kearns, 2012, p.33). Firstly, this forms the basis of skills essential for educators to increase student educational success. Secondly, children increase social and cognitive development from positive influences that are communicated by teachers.
Assessment task – TDA 2.9 Support children and young people’s positive behaviour. Describe the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour: Behaviour policy: St Peters Nursery believes that children flourish best when they know how they are expected to behave. Children gain respect through interaction with caring adults who show them respect and value their individual personalities. Positive, caring and polite behaviour will be encouraged and praised at all times in an environment where children learn to respect themselves, other people and their surroundings. * Recognise the individuality of all our children * Encourage child to participate in a wide range of group activities to enable them to develop their social skills * Praise children and acknowledge their positive actions and attitudes, therefore ensuring that children see that we value and respect them Anti-bullying policy: Children need their own time and space.
Unit CYPOP 14 – Support Children & Young people to have positive relationships L.O 1.1- Identify the different relationships children and young people may have Parents Carers Siblings Family Friendships Emotional/sexual Acquaintances Extended family Healthcare providers Social workers Teachers Childminders Neighbours. L.O 1.2 – Explain the importance of positive relationships for development and wellbeing Positive relationships are important as they will help children feel more secure and happy in the setting. If the child feels secure they are less likely to have any separation anxiety and more likely to get involved in play and other activities which will help their overall development. A child who has positive relationships is more likely to talk more and develop their language skills. They will also be less likely to show unwanted behaviour because the carer will be able to recognise their needs and meet them.
Also they need to develop empathy. These are all part of positive self esteem, this in turn will lead to a child having self confidence, the ability to form good relationships and the development of skills which will help them cope with the things life throws at them. Within the setting, children are given strategies to help raise their self esteem leading to improved self confidence this, in turn, will help them protect themselves from harm and make decisions about their own safety. These strategies include circle time, pastrol support and nurture groups where children are encouraged to talk about their feelings in a safe environment. We also have an extensive enrichment program that allows children to gain new experiences thus building their self esteem.
TDA31-1.1Explain why effective communication is important in developing positive relationships with children, young people and adults. Effective communication is fundamental in building positive relationships with children, young people and adults alike. When working with children, young people and adult’s communication is the most important thing to building a positive relationship. Having good communication skills will help us develop better relationships especially with younger people. Some students who lack in confidence may find it hard to communicate at all with us, so if we come across to that student in a positive and gentle manner they are more likely to open up to us and talk.
Allowing children to be able to think independently and create their own behavior can be an effective way to allow for more autonomy, improving their motivation in many areas and get the confidence to achieve better grades in school. Pink explains that “A sense of autonomy has a powerful effect on individual performance and attitude” (88). Many parents will choose to raise and will motivate their children by how they were brought up as a child. While this may seem like a great way to raise a child, it could control motivation and behavior with the experience of pressure and demand. Parents might want to consider teaching their children about autonomous motivation which promotes greater conceptual understanding, better grades, enhanced persistence at school and in sporting activities, higher productivity, less burnout, and greater levels of psychological well-being.
* Plan new experiences and activities * Suggest and where appropriate offer alternative / different ideas. * Value work by finding ways to use and display it. 2.ANALYSE THE IMPORTANCE OF SUPPORTING RESILIENCE IN CHILDREN AND YOUNG PEOPLE. To get children to become resilient - to rely on themselves, they've got to believe that they are capable of doing this. Adults have got to take children seriously, listen to them, make them feel that they are important, encourage children to try things out for themselves (you start with young children, by being close by, so they know there is an adult there if they need them - this often gives them more confidence to try things).
They may also suffer attachment disorder and trust issues. For children that suffer with transition no matter how big or small it is vital that they are given the opportunity to ask questions and discuss these changes. If your school has the right experienced staff you should be able to put together transition packages that help these children through their transition and lower the risk of any negative behaviour, anxieties, low self-esteem or academic development issues. A Positive relationship through transition for children and young people can help considerably if the child or young person has at least one strong relationship with someone supporting them during this transition process. First we need to
Child abuse is the physical, emotional, or sexual mistreatment of a child and is a leading case in the United States. A child is physically, psychologically, emotionally, behaviorally and cognitively effected due to child abuse. It is not a simple problem but there are many solutions to diminish the likelihood of its reoccurrence. The effects of child abuse depend on how severe the abuse is, however, regardless of the severity, the child’s educational outlook is most definitely effected. The probability of encountering an abused child is very likely in the education field which makes it imperative for educators to educate themselves and their students on the topic of abuse.
Supporting emotional development of a child. This essay is going to discuss how multi-agency working can meet Cal’s emotional needs. Some of the educational children’s rights and acts will be explored. Furthermore, various practitioners who can be involved in trying to help Cal will be discussed. Hetherington et al (2006) see a child’s development as influenced by factors such as genetic inheritance, the environment into which the child is born and raised, family and peer interactions and others.