LEAD PACTICE IN PROMOTING THE WELL BEING AND RESILIENCE OF CHILDREN AND YOUNG PEOPLE. 1.1 A child`s well-being is of great importance and Understanding what affects children’s subjective well-being is vital if they are to be encouraged and supported to be active participants in society, their community and family. The evidence shows that a low level of subjective well-being is associated with a wide range of social and personal problems. Children need to be given the conditions to learn and develop. This includes cognitive and emotional development, fostered through access to play in the early years and high quality education in school, and physical development, for example through a nutritious diet.
The Early Years Foundation Stage (EYFS), (2012) states that the role of the practitioner is crucial in observing and reflecting on children’s spontaneous play, building on this by planning and providing a challenging environment which supports specific areas of children’s learning and extends and develops children’s language and communication in their play. (See appendix 1 note 2) Another role of the practitioner is to work professionally and responsibly such as to ‘work as part of the team, work with parents and partners, participate in providing an environment that is welcoming and stimulating’ (Tassoni P, et.al, 2007 page 137) and to meet the learning needs of each individual child by providing a range of activities and experiences. A1 While attending placements I have worked to support the learning needs of children in this particular role by working with my supervisor, other staff members and parents or carers. When doing this, practitioners should always be professional, for example using a polite tone of
This is important in children to build their creativity and language skills by learning how to get their ideas across to others. In the work setting it is also very important to share ideas and thoughts, perhaps about a new activity or a way to tackle a challenging child. Good communication is essential in order in work effectively with small children and parents. Without communication it would be impossible to meet the needs of not only the children we would be caring for but also the parents who put their trust in you to take care of their most precious gift of all. Having good communication skills helps us to build strong relationships with not only the children we would be caring for but also the parents and colleagues.
Intellectual – the child needs to be able to recognise colours, shapes and patterns in order to be able to complete the puzzle. Emotional – this area of development is very closely linked to social development. In order for the child to work in a group their emotional development needs to be at the expected range so that they are able to cope with not being the only one making decisions. Physical – fine motor skills are required to be able to pick up the puzzle pieces and manipulate them into the correct places. Depending on the size of the puzzle (e.g.
Through doing this and practising the skills that they have learned the children will be able to take ownership of their learning and be able to apply it in different situations. To provide high-quality experiences for young children we should aim for a balance of one-third adult-directed activities and one-third child-initiated activities. The other third of the time should ideally be taken up by child-initiated activities that are then picked up on and supported by an adult – these are opportunities for ‘sustained shared thinking’ to take place. Children learn through first-hand experiances and activities with the serious business of ‘play’ providing the vehicle. Through their play children practise and consolidate their learning, play with ideas, experiment, take risks, solve problems, and make decisions… First-hand experiences allow children to develop an understanding of themselves and the world in which they live.
This helps us as care providers to learn about that particular child and their rate of development and their ability to do things. No one child is the same as another. Not every child develops at the same rate as others. Therefore, promoting one on one time with each child is important. Have fun with children.
Expressing thoughts and ideas – in order to encourage children and young adults to talk about what they learned and what they think, or encourage them to express themselves imaginatively, communication skills are also needed. Effective communication is also needed when giving and receiving support. Very often children and young adults need reassurance and comforting, and it is very important how professionals use their communication skills to build child’s self- confidence. It is also important to reward child’s or young persons efforts by giving them time and
For such multidisciplinary teams to work effectively with commonly shared philosophy, values and ethos must be firmly established (Pugh 2006:147). The EYFS framework makes it clear that multi-agency working is imperative to daily practice. Working alongside professionals allows a deeper understanding of children providing them with better learning and care opportunities; this is particularly important for children with special educational needs. It is only through functioning together those working with children can provide a coherent service that generally meets the child’s and family needs (Effective practice: Multi-agency Working 2007). However for services to interlink with each other good relationships are key to success which generally takes time and resources to set up.
We need to make sure that a range of play opportunities are provided to encourage this, and ensure that we provide materials that are stimulating and attractive, whilst encouraging children to make choices and to take responsibility for their play. Play is fundamental to children’s health, growth, development and over all well being. A child’s brain is stimulated when they play, especially when they have varied and interesting opportunities. Stimulation of the brain is vital for its growth. Play also provides good exercise for most
1.2 DESCRIBE WITH EXAMPLES HOW TO BEHAVE APPROPRIATELY FOR A CHILD OR YOUNG PERSON’S STAGE OF DEVELOPMENT? First impressions are important for everyone not only child but for parents and people we work with. Children of different age will need varying levels of attention; some may be more advanced than others. Children with “special needs” will need more help. When we work with infants at nursery to help them with basics vocabulary and numeracy we need to choose media that will help them understand.