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.
1. Know the regulatory requirments for a positive enviroment for children and young people. 1.1 Describe what is meant by a positive enviroment There are lots of different enviroments that children and young people will learn and develop in wether it be home, school , nursery , outdoor play areas or educational visits, all of these places can be made into positive enviroments for children this means somewhere that can challenge them helping them learn and develop whilst also promiting rest and healthy living. A good physical enviroment is important as it helps promote good moods in children, this means bright visual displays and lots of sensory opportunities round the room, a interactive sensory wall display is a good way of doing this. It is extremley imortant that practitioners value language and diversity , respecting difference in children and young people wether it be race, religion or appearance.
NAEYC Codes of Ethics Core Values *Appreciate childhood as a unique and valuable stage of the human life. Appreciating childhood could affect teaching in the classroom because you would know how to teach them better. I think that you would also be able to come up with more developmentally appropriate activities for the children. *Base our work on knowledge of how children develop and learn. By basing knowledge on how children develop and learn, it can help make more developmentally appropriate activities.
Additionally the child’s centred approach lets the children find their own learning styles and boosts the child’s confidence. Significantly enhancing their social and emotional growth ensuring children begin to gain high self-esteem with not just now but in the future, now that I know this I will encourage children to work independently and plan activities that involve problem solving. In different setting the adults have to take lead by organising different activities that will inspire the children to learn but in a safe environment. It is always key to remember that the child’s safety is paramount and everything else comes second. To successfully fur fill the requirements I as the adult will have to provide and make resources accessible so that I can interact with the children and observe and reflect on each of the child’s learning experiences.
Practitioners need to praise children and encourage them to succeed in their learning and give them the support they need. Practitioners need to build positive relationship with not only their key children and other children in their setting but also with the children’s parents this gives them a better chance of giving children more support at home. See appendix 1. At the setting parents can get involved and this will benefit planning for the child as parents know their children better than anyone and they will know their likes and dislikes and will be able to help them with their development. See appendix 2 .
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. Whether it be increasing their construction ability with the junk modelling or how they can use the malleable play, I feel
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.
1.4 Explain common barriers to integrated working and multi-agency working and how these can be over come. Multi-agency working brings together practitioners from different sectors and professions to provide an integrated way of working to support children, young people and families. It is a way of working that ensures children and young people who need additional support have exactly the right professionals needed to support them. Integrated working focuses on enabling and encouraging professionals to work together effectively to deliver effective care for children. Children in their early years may have a range of needs and the way that we work together as practitioners can have a positive impact on their health, development and learning.
Children depend on adults (who also are as healthy as possible) to make healthy choices for them and to teach them to make healthy choices for themselves. Teaching: Children benefit most when their teachers have high levels of formal education and specialized early childhood professional preparation. Families: Young children’s learning and development are integrally connected to their families. Consequently, to support and promote children’s optimal learning and development, programs need to recognize the primacy of children’s families, establish relationships with families based on mutual trust and respect, support and involve families in their children’s educational growth, and invite families to fully participate in the program. Community: As part of the fabric of children’s communities, an effective program establishes and maintains reciprocal relationships with agencies and institutions that can support it in achieving its goals for the curriculum, health promotion, children’s transitions, inclusion, and diversity.
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. Individual student voices express points of view, opinions, ideas, suggestions, worries and concerns , some of which will relate directly to learning and to teaching including matters of learning curriculum content or learning style. A major role of schools is to enable pupils to achieve their full potential. One way of doing this is to help them become more effective learners and to carry this ability to learn into adult life. Is known that effective learning can only take place when people experience emotional wellbeing Another way of looking at the impact of