Where necessary I adapt my style of communication and use appropriate communication systems that meet the child’s needs and abilities. Children of a young age will have different levels of requirements and attention that that of an older child. When children start in our Reception classes they need lots of support and reassurance in order for them to adjust to the school environment and develop their independence. When communicating with younger children
Within pracitce Effective practitioners have a duty to value each child's indivudial needs and likes.children have to experience something before they get a true understanding of what it is like. Example. For the setting to be effective, practitioners must challenge and support children's philosophies of their doings, practitioners muct get involved in the childs thinking process. The practitioner can then be attentive of what the child shows an interest in andhave knowledge of whast the child understands. This can support the children's thinking and extend their learning.
Playing and learning in children’s education E1/A In (appendices 1), the Nursery World article written by Fisher. J (2012) talks about how the role of the practitioner should plan for a balance between adult –led learning and child –led learning. This means that the adult needs to observe children closely to see how they are developing. When the practitioner stands back during child-led play, they can gain lots of information about a child, how they use their environments and resources. This helps to meet their learning needs if the practitioner then uses this information to plan the next steps.
1.1 Different reasons why people communicate. When in early years setting, people communicate for a range of purposes, such as, to give/receive information or instructions, to discuss an issue, to express needs/opinions and to develop their own learning. When those, who provide care for children and young people, communicate, their practice becomes better adapted and communication is vital to work together as a team. According to K.Beith et al “as an early years practitioner, the way you communicate with adults will also affect the quality of care provided for the children” and it is important to communicate effectively to ensure that everyone has clear information and can understand your actions. (Beith.K et al,Pg.2, Level 2 certificate for the Children and young people’s workforce, 2010, Heinemann, Harlow) When I work with children I communicate with children and young people to build relationships, verbal or non-verbal communication may be used to help children and young people feel welcome and valued, and to co-ordinate activities.
Unit 7 E1 Collate evidence which describes the role of the practitioner in meeting children’s learning needs. Gather and present information about the role of the practitioner when children’s learning needs. A practitioners role in meeting children’s learning needs are to understand and work with all children to meet each individuals learning needs. One way practitioners can do this is providing different opportunities for individual children who is unique and may learn differently to others around them. Part of The practitioner’s role would e to plan and use resources for the environment to help ring challenges to children to help them with different areas of their learning development.
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
Actively encourage and support learners in becoming independent. Will lead learning “guided” groups, modelling concepts and language that the adult leading the learning has used. Will alter an activity or change the apparatus if an activity does not meet the learners needs to enable them to achieve or exceed the expected outcome. Are acutely aware of learners capabilities/prior learning/understanding and plan very effectively to build on these. The areas that I have assessed as “good” and therefore need improving are: Enable learners to access resources appropriately – I feel that I need to make more time to be able to show the children how they can get the best from the resources that they have available to them.
Unit 9 1.1 Teachers are primarily responsible for following and delivering the national curriculum, lesson planning and providing the necessary resources for the children; they also develop and adapt learning activities to meet the needs of each group of children who will need them. They set out a clear LO so that pupil progress can be measured, and make children aware of their learning intentions, this will then decide whether each child requires more or less in their learning and targets will be set. If pupils have not made steps towards their LO, either the learning objective needs to be modified or the teaching tactics changed. A teacher’s responsibility also involves; Maintaining an ongoing record of each child’s progress. Identifying the individual educational needs of all children.
2. Facilitation of Learning Use knowledge of the student’s stage of learning to select appropriate learning opportunities to meet their individual needs. Facilitate selection of appropriate learning strategies to integrate learning from practice and academic experiences. Support students in critically reflecting upon their learning experiences in order to enhance future learning. 3.
Writing a Behaviour Plan Behaviour Plans ensure consistency when managing a child/young person’s behaviour and helps us to look at things we can change to support the child/young person, rather than trying to change them. Environment The environment we provide has a direct impact on a young person’s behaviour. We need to consider what we can do or change in the environment to support the child. For example, looking at how playworkers are deployed at possible trigger times, use of visual support, organisation of routines and or resources. Supporting the development of new play skills After identifying what the child is trying to communicate through their behaviour we can identify what new skills the child needs to learn.