Establish constructive relationships with parents/carers. Ensure you give regular feedback to teachers on children's achievement, progress, problems etc. promote good behaviour, dealing appropriately with conflict and incidents in line with policy and procedures and encourage children to take responsibility for there own behaviour. Accompanying the children on school trips and out of school activities as required Provide clerical/admin support such as photocopying, typing, filing, money etc. Undertake children's record keeping as requested.
Good communication with parents and caregivers can build support for and strengthen the important work that you are doing in the classroom. The more you know about children's academic, social, and emotional development, the more able you will be to meet their needs. Information about how well the children are progressing helps you to plan your teaching. You want the children in your care to feel successful and confident, but you also want to offer experiences that will help them to develop further. In addition, through initial screening and by checking the children's progress, you can identify those children who need special help or who face extra
support each child in their learning and work with parents and carers as partners in children’s learning and development. understand your responsibilities in meeting the learning and development and safeguarding and welfare requirements of the EYFS. oversee the educational programmes to ensure that all areas of learning are includedand that assessment is consistent and used well to inform planning. promote equality and diversity and have a clear overview of the progress of all the children who attend. evaluate your provision, use this information to identify priorities for development and set challenging targets for improvement, with a focus on children’s achievements.
Working closely with parents I believe that it is important to work closely with parents as partners in their child’s care and early education. This is important so that we all get a picture of the whole child and what they can do at home as well as during their time in different settings. Parents are the experts on their children and therefore, regular communication between parents and me is of the upmost importance. This can be done at a suitable time, either at drop off or pick up, over the phone or by email, depending on the parent’s needs. When parents and practitioners work together, it has been shown to improve children's cognitive, social and emotional outcomes.
In making professional judgements, they weave together their: • professional knowledge and skills • knowledge of children, families and communities • awareness of how their beliefs and values impact on children’s learning • personal styles and past experiences. They also draw on their creativity, intuition and imagination to help them improvise and adjust their practice to suit the time, place and context of learning. Different theories about early childhood inform approaches to children’s learning and development. Early childhood educators draw upon a range of perspectives in their work which may include: • developmental theories that focus on describing and understanding the processes of change in children’s learning and development over time • socio-cultural theories that emphasise the central role that families and cultural groups play in children’s learning and the importance of respectful relationships and provide insight into social and cultural contexts of learning and development • socio-behaviourist theories that focus on the role of experiences in shaping children’s behaviour • critical theories that invite early childhood educators to challenge assumptions about curriculum, and consider how
The Code of Practice suggests that children and young people and young people who are described as requiring School Action or School Action Plus provision or have a Statement of Special Educational Needs (SEN) should have an Individual Education Plan (IEP). • An IEP is a tool to help plan for meeting the SEN of children and young people/young people and to help in teaching them effectively the emphasis is placed on the involvement of parents/carers and children and young people/young people. The Code of Practice identifies the information an IEP should contain: o The short term targets set for or by the children and young people and young people o The teaching strategies to be used o The provision to be put in place o When the plan is to be reviewed o Success and/or exit criteria o Outcomes (to be recorded when the IEP is reviewed) • IEPs should focus on: o Up to three or four key individual targets set to help meet the Individual children and young people and young people needs and particular priorities. Targets set in IEPs will largely relate to curriculum objectives: communication, literacy, mathematics, and all aspects of behaviour or physical skills. Targets can be set to meet more holistic objectives, such as the development of independence skills.
The observer will either mimic or avoid the actions based on the consequences that the person who initially performed the action received. This can be a very useful tool in the development of child rearing. Through observational learning, children learn valuable life-skills at a very young age. Child rearing, otherwise known as parenting, is teaching and nurturing of a child from birth until adulthood. Children learn a lot during this time from watching others, especially their parents.
Importance of Early Childhood Education It’s important for a child to receive early education because it is the time for growing, forming and brain developing. Children who are small require specific skills like language, social interaction. When they are small they have the ability to take everything in and remember to well. We as parents have the opportunity to nurture and educate our children on all levels, making sure that our children are being taught properly. Early childhood education is a field of study that concerns itself with all aspect of early life experiences.
Children’s Workforce Development Council Standard One: Understand the principles and Values essential for working with children and young people. Area of Knowledge 1: Principles and Values Learning outcomes: 1. Demonstrate that you can care about the principles and values essential for working with children, young people, their families and their carers. 2. Identify and know about any codes of practice relevant to your work.
This course aims to provide you with a thorough understanding of the fundamental and important role of play in children’s development and learning. By critically analysing contemporary theories, research and practice in relation to early years development and learning you will gain understanding about how to work with families and early years colleagues so that all children feel secure, valued, confident and independent. The first assignment will involve writing a Literature Review on an aspect of child development or a particular issue relating to children’s learning and development. As part of this course you will gain experience working with young children in an early years setting. It is here that you will practise the skill of planning for young children within the learning domains outlined in the EYFS.