With these things in mind, a toy can be influential in the development of the child. According to the NAEYC website, safe toys for young children are; “well made, (with no shared parts or splinters and do not pinch), painted with non-toxic, lead free paint, shatter-proof and easily cleaned. Electronic toys should be ‘UL approved.” There are additional guidelines for children under 3 years of age. Finally, teachers should be aware of wear and tear on toys and should check them often for loose parts and safety. It is also essential to keep toys cleaned regularly and teachers should be aware of updated recalls from the Consumer Product Safety Commission Website.
For example, you can use a symbol for toys to help a child choose which toys they prefer to play with. Communication is a two way process, which involves listening as well as speaking. Being a good listener is more important that just remaining silent for the sake of it but, seeing things from the other person point of view and how they feel. By doing this the person involves feels supported and understood. This will help us build positive relationships with children, young people and adults.
(Jaruszewicz, 2012, s1.3) I feel that there are many benefits of having DAP in the classrooms. Our children would have a better comprehension and retention because the material is presented in a manner that is suited to their developmental stage. Children and adults can learn together. By following the child’s lead it takes us in a more interesting direction then having a standard curriculum. I also feel that by having DAP there are fewer struggles to get our children to engage in the program.
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. Providing interesting and stimulating activities within a child friendly environment is another policy this setting has. By carrying out this policy, staff are preventing children from becoming bored and irritable. Having activities for children to do will keep the children happy and enable positive behavior. Observing children closely and using the
POSITIVE ENVIRONMENT What makes a positive childcare environment for children includes: A proper space - how attractive the room is to the children, is it colourful and inviting?, does it look safe and enough to catch their attention?. Proper engagement – teachers or carers in the work should be fun, engaging and good with children. Children generally pick up ideas from their environment base on how it interact with them. A Positive environment is vital as children learn best in a place they enjoy base on how the child view both the space and the people that interact with them. Also, a positive environment supports all aspects of development, challenging children and making out time for them to rest.
With positive behaviour around, children find it much easier what is expected of them. Starting from a young age having boundaries with children is crucial so as they grow they will know what behaviour is acceptable and what behaviour isn't. They need consistency so that way staff have to work close with partent/carers to let them know what boundaries we have in our settings and try and get the partents to use our techniques at home so the children dont get confussed. Children need a lot of consistency in their lifes to help them know what is good behaviour. This also helps children take responsibility for their actions and also they are part of the process.
Play promotes curiosity, discovery, and problem solving, which helps develop a positive self image for the individual child. I think children should be able to be themselves, not a constructed version of themselves and not who adults think they should be. They should be able to find out who they are at a young age, play helps that. During play, children discover. They use their imagination and are able to see an object as something else; like using blocks for play food, or hands for telephones.
This helps influence practice by ensuring that they are providing a safe and secure environment and by ensuring that each child’s individual needs are taken into consideration in order to be met. ← Equality Act (2010): This ensures that settings treat children of all abilities fairly and equally and do not discriminate against them in any way. ← SENDA: Special Educational Needs and Disability Act (2001) Influences practice by making a “Provision against discrimination on the grounds of disability in schools and other education establishments” Meggitt et al (2012) pg 120 This helps enable children with special educational needs or disabilities to attend a mainstream school to receive education if the parents wish so. ← Safeguarding Vulnerable Groups Act (2006): This Act influences practice as it has created a barring and vetting scheme for people who work or want to work with children (and vulnerable adults) its purpose is to “Restrict the contact between children and vulnerable adults and those who might do them harm.” http://www.ccinform.co.uk/articles/2008/10/01/2699/safeguarding+vulnerable+groups+act+2006.html Accessed
The EYFS supports safeguarding by making sure that children are in a safe environment and that they are being watched closely to check for any concerns that they may have about the child, and by making sure the child is on the correct stage of learning for the age they are at. E safety is there to help control what is seen and to try and stop the problems that may occur as a child is getting older. Be aware of the Byron review | 1.2 Describe the roles of different agencies involved in safeguarding the welfare of children and young people ------------------------------------------------- ------------------------------------------------- The different agencies would be a multi agencies, the roles of different agencies are used when more than one practitioner is involved, different agencies can be health visitors, child health clinic, gp, hospital, childminder, nursery school, after school club, social
Breaking confidentiality can result in police involvement and court proceedings. Active support should be provided to the child; children need someone who can provide necessary support and are proactive in a practical way. A person should try their upmost to increase the child’s self confidence and raise their self esteem so that they are resilient and empowered. Children who know they are wanted and loved and who are used to making decisions are more likely to decline unwanted advances and therefore less likely to be drawn into exploitative situations. Children should be given the correct information according to their ages, needs and abilities.