I feel this gives the children and parents a sense of trust. I get down on the child’s level when I speak to them. I believe that by doing this it makes the child feel special and welcomed in the classroom. I ALWAYS praise a child’s accomplishments. I even cheer them on when they struggle with a task.
Children are also encouraged help one another. They are taught to ask for help from another child before coming to a teacher. I plan activities that require cooperation and group work so that children will work together to solve problems and be attentive to other’s needs. The children make our room a better place by being empathetic and helpful to others. In my program I want children to be independent and make positive choices.
To develop a positive relationship with a child can often take some time. This can take a lot of patience and trust. Trust is a huge part in developing a relationship if someone trusts you they are more likely to come to you if they have a problem that they need help with. It is important to adapt communication to include all children. In my class the children are always greeted with a smile, good morning and how are you today aswel as sign language and PECS.
A young child's self-image tends to be descriptive, rather than judgmental. During sessions I would promote self-identity and self-esteem by paying attention to what a child is doing or saying to me, making sure I have eye contact with them so they know that I am listening. I would offer empathy, if a child gets frustrated because they can't do things his peers can, I would show empathy and then emphasize their strengths. I would provide encouragement and praise as this helps children to thrive and learn and builds their self-esteem. By role modelling this behaviour this will hopefully encourage parents to do the
We all know and understand child protection policies and procedures that we have in place, we are able to recognise when a child is in danger or at risk of abuse, and know how to act to protect them. We make sure that we demonstrate the positive values, attitudes and behaviours expected from the children. We provide balanced and flexible daily and weekly routines that meet children’s needs and interests and enable them to learn and develop. Each day we plan and provide appropriate adult led and child initiated play and experiences that enable the children to learn and develop. We also select, prepare and use a range of resources suitable for children’s ages, interests and abilities, which value diversity, and promote equality and
* Encourage children to respect each other. * Allow pupils to take responsibility for their actions and to undertake tasks independently where possible. * Praise pupils when they have been successful. * Encourage children to put their ideas forward and be supportive of any ideas or suggestions that the children put forward. * Ensure that all pupils have the opportunity to make a contribution in class.
Seeing things from the child’s point of view will help towards a positive relationship in a way that they will feel respected and understood. Therefore allowing the child to feel open to talk to me telling me how they feel or what they don’t like which helps when getting them to take part in different activities, controlling any behavior problems and to create a nice atmosphere to work in and for the children to learn and strive. To build and maintain positive relationships I use different body language and expressions to suit each child in order for them to understand what I am asking of them and likewise what they expect of me, I pay close attention to how they are reacting to any situation so as I can understand the different characters of each child. To help improve their confidence and communication skills it is important that I give the children enough time to try and explain themselves, what they are asking for or when taking part in a task not to rush them or jump ahead and do it for them, taking in to account their age and ability level. Getting down to the same level as the children whether it be sitting on the floor or around the classroom table is also another way I feel works well to build a positive relationship as they feel we are both equal and shows respect towards the children rather than
The child will respond well to this and they are likely to repeat the action to gain the praise from a staff member. Another policy at this setting is to model good behavior by treating children and adults around us with respect. This means that staff will be treating children with respect by talking to them nicely, not shouting at children, not humiliating children, etc. as well at treating staff members with the same level of respect, not shouting across the classroom, talking nicely to one another, etc. the result of this will be that other children will see this and will copy the staff members being respectful and, in turn, will respect their classmates, teachers and anyone outside of nursery.
OUTCOME 1 1.1 When working at Bourne school I adapt my behavior and communication to build on relationships with the children I work with. We have established good ground rules and we understand how we are going to work together, for example there are class rules that the children must adhere to and the teaching and support staff will reward the children for this at the same time all the adults within the class room will be modeling these rules. Positive communication and being involved with the children will help them feel part of the school community. 1.2 When communicating with the children in the younger year groups for example Reception, I feel that is best to go down to their level and not to tower over them, whilst making what I am saying very clear and not too complicated, and I also may ask them to repeat what I
Our setting has a great SENO who is very happy to listen to any concerns about our keychildren and between us come up with activity to help support that individual child. Throughout are daily routine we use Makaton and try and be good role models to the children on how to commutate to each other and be good listeners. Giving the children time to talk without rushing them being there for them to talk to about their own