Diverse groups of individuals can work well together, forming a strong team and how communication amongst professionals when forming a multi-disciplinary team ensures that the best care and development is available for the children involved. The Common Assessment Framework (CAF) explains how professionals working together should share a common goal for children and their families enabling access to appropriate facilities and services. Self awareness and self concept assures we are informed and sensitive about our intra-personal skills and inter-personal skills enabling interaction with others making it possible as a practitioner to perceive and recognise the needs of others, potentially making a difference to their life (Oliver and Pitt, 2011). Self-awareness requires us to take a critical look at ourselves and the organisation we belong too, therefore recognising our own strengths and weaknesses, enabling us to learn from others while developing and improving standards of positive relationships by using empathy, inter-personal and intra-personal skills. In early years settings it is likely there will be a range of experiences and qualifications as well as diversity amongst colleagues ensuring it is a strong team rather than leading to critism behind closed doors.
This in turn will show respect and will set a good example to the child or young person as this will portrait how you’d expect them to speak to others. All children need to be given the opportunity to speak and also need to be spoken to in an appropriate manner. Be aware at all times what is important and show this in an active way. 1.2 Describe with examples how to behave appropriately for a child or young person’s stage of development. Depending on the age of the child will reflect how you deal and behave with a child of young adult.
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
To find that when you involve the people who are learning in their own learning, they feel empowered and will want to undertake the learning processes more and more. It also encourages all to get everything they can out of their learning. Learning occurs most effectively when individuals know that they have something to learn and want to learn it. 12. Those involved in learning need to feel involved in the process.
For effective partnership working I need to ensure that communication is clear and this can be formed between a number of organisations, agencies or individuals with a shared interest in the young person. Effective partnership working should be centred around the young person with common goals to be achieved for the best interests in that young person. If I work effectively with partner agencies problems and concerns can be identified early and the right help given in a timely manner. 1.2 Explain the importance of partnership working with: Colleagues It is vitally important to work in partnership with colleagues as they work with the young people in my care on a daily basis. By working together the outcomes for the young people in my care will be better than it would otherwise by working alone.
This can support the children's thinking and extend their learning. Practtitoners withing the setting role play how to be creative with divergent thinking. Model being creative, for example. Childen within the setting understand they have freedom to access all resources, but have also developed an understanding that it is important to put equipment back back where it belongs. (Montessori) within practice it is vital to practitoners to gain an understanding of how they support the childrens creativity and crititcal thinking, so often record how practitoners interact with children and then reflect upon it for future development and
This will provide valuable support to one another, and to learn from each other. Ascertain feedback from the team, and establish if the objectives are realistically achievable, and contribute by making positive suggestions, alternatives and sharing concerns. Good communication within the team helps one another when planning lessons and tasks, it helps things run smoothly, and supports the children's learning and progress. In addition, this also sets good examples to the children who may observe teamwork, and be encouraged to work together as a team themselves in their task, it also gives them confidence to communicate with classroom friends, teachers and supporting staff. It may also encourage them to express and share their understanding and feelings.
Intervention strategies, such as additional support, can then be put into place. According to the National Curriculum Inclusion Statement, schools must provide a curriculum which ensures active participation and achievement of all pupils, recognise pupils’ entitlement to high-quality learning experiences, meet the needs and interests of all pupils, recognise and overcome potential barriers to learning and assessment. Personalised learning ensures that all children, regardless of their background, special educational needs, disability or culture, receive the support they need to make progress. Student voice is a powerful way into personalised learning. Personalized learning is successful in schools where student voice is engaged that’s means to involve pupils in the school community and in the process of teaching/ learning and the students are more motivated to learn and to see school as an institution more relevant to their lives.
Active learning help children concentrate and keep in trying if they encounter difficulties and enjoy achievements. Creating and thinking critically children have and develop their own ideas, making links between ideas and develop strategies for doing things. Together with the prime and specific areas these comprise the knowledge, skills and experiences that are developmentally appropriate for children from birth to
To be able to work as a practitioner there are some skills that you will need to have such like being able to work as an effective team member who will be able to effectively communicate with the rest of the team members and other professionals. This is important because it will allow everyone to cooperate with each other coming up with ideas relating to what plans should be made for the child that needs specific needs. Being part of a team will allow the practitioner to get their thoughts across to other organisations that will be working with them about what they think is best for the child and closely work on it. If the practitioner won’t be playing a part as being an effective team member then it will result in poor practitioner and also some of the child’s needs might not be met. The second skill is being able to do observations on the child as to what their needs are, how they are being met and if some of the needs are not being addressed properly then why.