Parenting courses available include: Freedom Programme, Triple P, Speak Easy, Babyology, Mellow Parenting and Parenting Workshops. Outreach and family support is available to families requesting the service both in the home and at the Centre. Parents and Early Life Support Officers engage in a mutual exploration of goals and outcomes with a solution focussed approach. The Supporting Families Team with an emphasis on delivering intervention services work with families where additional support has been identified as being beneficial to those families. Services tend to be bespoke, meeting the individual family need.
Families, along with their children, are the program” (Menza-Gonzalez, 2009). Educators who understand child development in perspective to family and community rely on competency to organize an early childhood program which incorporates effective developmentally approved practices which incorporate family and community into the “whole child” approach. “School readiness is, of course, a concern for everybody, but professionals with a child development back-ground often come at it from a different angle than some other professionals and families by recognizing that social-emotional development is vitally tied to cognitive development” (Menza-Gonzalez, 2009). Socially, a child learns to relate to family, peers, teachers and other members of the community through a range of human emotions, interactions, and transitions over the years of development. Emotionally, children
Whether to work with disadvantaged children who help preschoolers get ready for school, they all want to help children on their own way and have a specific desire to that discourse community. In conclusion, as you can see here teachers have a unique discourse community of their own. Discourse communities can be unique to the individual or be as broad a being a citizen of the United States. The idea is that the members of the discourse community share interest, values, and language specific to that group. Being a teacher, you share many interests, values, certain language, specific child developmental language and purpose for doing the work they
I gave the families a chance to give input on the child’s development plans and how well they felt the child’s welfare could be improved. During meetings with the families I gave the child the opportunity to introduce self and the family. I also gave the child the opportunity to participate in discussing and making choices about their own learning outcomes. 1.1.B. Now think of another situation when you were able to treat children, young people, their families and their carers as equals.
Tassoni. P (2007) says that “we need to work as part of a team to provide a quality service for children and their parents”. We also need to work with the parents and show respect towards them and encourage parent’s involvement within the setting. Tassoni says that “early years setting will have a management structure which should clarify practitioner’s responsibilities”. A responsibility practitioners have is to make sure the health of the child is paramount this could be by preventing hazards and carrying out risk assessments and safety checks.
Newsletters to parents showing the topics their child is to be learning about, also how they would like parents to be included with their children’s learning. Any important events that will be happening during the term to be shown in newsletters. 4.2 Describe how laws and codes of practice promote pupil wellbeing and achievement The laws and codes of practice promote pupil wellbeing and achievement because the schools must abide by rules set down. The laws and codes of practice each have parts that cover wellbeing and achievement. The UN Convention on the Rights of the Child 1989 The articles that relate directly to schools
Unit 9- Final Project Over the pass nine weeks I learned so many interesting things. And researched a lot of detailed information required in this class. Back in Unit 1 I learned Role of psychology in our daily lives. In the learning activity I got to explain how understanding and predicting behaviors benefit us in our lives at home, at work and in school? Here is what I say: Understanding and predicting behaviors can benefit us in our lives at home, at work and in school because if you are asked how behavior at home can effect a student in there school work it because a lot of times there not thinking about what there doing and that could mess with there head cause they have other thing on there mind.
Starting to teach kids early about responsibilities, create structure and routine that is consistently reinforced, will help children to grow the habits of becoming more responsible. A primary concept in family systems theory is that the family includes interconnected members, and each member influences the others in predictable and recurring ways (Van Velsor & Cox, 2000). Having open communication within family members and not being isolated is a key tool to maintaining a functional family. Sculpting is a good tool to identify a family’s system dynamics by asking family members to physically position themselves and other family members into a formation that metaphorically represents the family
Creative Curriculum Foundation Diane Trister Dodge a preschool educator in 1979 introduce to the world The Creative Curriculum, she believed that the approach provided teachers with the support of making their goals co-inside in the classroom, by having appropriate developmentally practice and learning that is active for children that’s geared towards social competence. The curriculum holds a balance, teacher-directed and child-initiated learning which response to the learning styles of children and emphasizing on their strengths and interests. Dodge believed that the roles of families are valuable to the learning process. A bridge between home and school are valuable because it builds the foundation for how the child will learn and acquire information. Teachers who truly value the family’s role in a child’s education, and recognize how much they can accomplish by working with families, can build a true partnership (Dodge, Colker, and Heroman, 2002, pg.
The time you meet these external professional will be when you working with an individual pupil and collaborate with your school’s SENCO. Examples of external professional: Educational professional you find them at the Local Special Educational Needs Department. They will support the SENCO providing feedback to parents, making assessments and observations. Speech and Language therapists: they asses communication problem and find way to treat it. There should be a number of SLT’s working in your local