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.
It makes them feel like you understand them better. I think this is great because children should always feel comfortable in the classroom to share anything with you. Home visits really help you see the children in a whole different view and makes you understand them, not only as a student better, but as a person. I would recommend doing home visits with children, as long as safety is not an issue, to any future teacher or teacher in the classroom
Assignment 013- Understand Partnership Working in Services for Children and Young People Task A Why is it important for children and young people that you work in partnership with the following people/groups? Parents, carers and guardians This partnership is very important because parents or carers need to trust the nursery and staff that work there. They will expect the best quality of care for their child. Partnering well with the parent or carer of the child will increase good communication including sharing important information regarding the child needs, wants and development. Building trust with parents or carers will result in them knowing that the nursery is a very good place for their child as it offers a great amount of help and support, which is especially important for new parents or carers.
when they started babbling or when they took their first steps. This is so the child’s key person can get a clearer view of what the child’s likes and dislikes are and where to start for planning for the child. • Key Worker System – There is a key worker system in place in the setting. This is to ensure that all individual children’s needs are met on a daily basis. This also helps the parent feel more settled and reassured that the child is getting looked after to a high standard.
This assessment is carried out by the reception teacher and is based on what they, and other staff caring for your child, have observed over a period of time. Another important part of the EYFS Profile is your knowledge about your child’s learning and development, so do let your child’s class teacher know about what your child does with you: such as how confident your child is in writing their name, reading and talking about a favourite book, speaking to people your child is not so familiar with or their understanding of numbers. All of the information collected is used to judge how your child is doing in the 7 areas of learning and development. Finding out at this stage how your child is doing will mean that the teacher your child has in their next school year – year 1 – will know what your child really enjoys doing and does well, as well as helping them decide if your child needs a bit of extra support, what that support should be and if they are already getting it. The school will give you a report of your child’s progress, including information from his or her EYFS
Competency Statement 1 To Establish and Maintain a Safe, Healthy, Learning Environment I strive to provide an environment that is both a physical and emotional safe haven. Focusing on meeting their basic health needs and allowing for a fun learning experience. Function Area 1: Safe Environment Preschoolers are naturally active and inquisitive, therefore not always aware of hazards or behaviors that could cause injuries. I try to achieve this is by: * Supervising children at all times * Having eyes on every child and doing child counts * Utilizing classroom rules: Walking feet * Daily environment checks * Loose screws, broken hardware, splinting wood * Inspection of toys and equipment * Choke test small objects * Supplies are non-toxic and developmentally appropriate. * Familiar with classroom emergency procedures * Prepared for emergences through role-playing and monthly fire drills.
: To plan and provide a safe, secure, stable environment which is stimulating to the child and also flexible in line with the individual child’s needs. : To help children return home to their family as quickly and safely as possible or move onto an adoptive or permanent placement. : To help children deal with separation and loss and come to terms with past life experiences. : To ensure the health and safety of the children within my home and any of the professionals that visit my home. : To work with children by providing consistent boundaries to behaviour, by
E1: There are many parts to the role of the practitioner when they are meeting children’s learning needs some of these are working with families, providing a positive environment, and the children wellbeing. Working with families”, you should always make sure that you are approachable and friendly towards all parents so that they are happy about leaving their child with you” (Tassoni, 1999, pg. 315). This helps to meet children’s learning needs as the child’s primary career has a better understanding of the child and may be able to support the child when they are at home. I have seen this at placement where they run parent consolation’s twice a term, and if the teacher needs to see the primary career, they arrange meeting.
I would like to support this classroom in reference of two theories, Erikson and Reggio Emilia. I saw how successfully the children developed trust how they expressed their safety and security. The teachers were consistent and emotionally available. Erikson’s believed children can sense one-hundred percent trust or one-hundred percent doubt. (Erikson) Another, amazing theory that I can compare this classroom and teachers, their practice and professionalism, children are motivated to learn on what they are interested on, the teacher nurtures that ability so that the children grow and learn.
The basic way of treating someone with respect is to ensure that their interest and welfare is at the forefront of all dealings and interactions with them. I have had a chance of working with children and young people with their families as a trainee teacher. I ensured that I understood what children wanted by asking their opinions and also giving them choices whenever possible. In communicating with the children and their families, I ensured I used their preferred names and gave them opportunities to raise issues of concern and ask questions. 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.