It enables children to interact and participate in a variety of projects to encourage creativity and independence. This is a good strategy as it encourages children to construct their knowledge through the relationships they build with others and the surrounding environment. ‘’It is an approach where the expressive arts play a central role in learning and where a unique reciprocal learning relationship exists between practitioner and child’’. www.educationscotland.gov.uk/ (21/11/13). It is an important aspect to carry out when allowing children to play, as it encourages children to be independent learners, and allows them to understand and learn about life and the world.
This means that the child will be getting a full learning experience and understand the lesson because it is easier for them. Communication between the multi-agency team will help practitioners understand the child’s needs which will help the practitioner to plan
(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. Effective communication is required for children and young people to encourage positive behaviour and K.Beith states that practitioners will communicate “to give instructions to children so that they understand what is required of them in routines and activities, such as emergency practices and outings” (Beith.K et al,Pg.3, Level 2 certificate for the Children and young people’s workforce, 2010, Heinemann, Harlow) Early years practitioners communicate regularly with parents to build relationships and to share information. Communication between parents and practitioners can help the setting provide adequate care and provision for their children. Early years practitioners also communicate with parents to give them information about the setting
The staff should be aware of the children’s needs, interests, what they like to play with, and provide activities which reflect their needs and interests and support children through group times. Very useful is to help children to know each other and encourage them to play together. It it good to encourage children to try new experiences, to make their own choice of activity and to have responsibility to tidy away. This is making them to be independent giving them time and confidence to do things for themselves. The information should be shared between the whole staff team to ensure everybody
Children will lear and develop when ether is a friendly environment with people they trust. As a role model gain trust its important ,so children and young people can be confident to talk to you,be confident and focus and develop the selfs. Every child is different so we should adapt the way we communicate to fulfil the individual needs. Always communicate in a appropriate way to match the stage of development,personal circumstance and need of that person you are talking to. 1.2 Explain the principals of relationship building with children,young people and adults .
Some ways that relationships and communication are of importance in the early years are : Sharing & Gaining Information, Settling In / Establish New Relationship’s, Supporting children’s play & learning, Transitions. We have to be able to share and gain information from one another this may be about the child’s daily routine, what their interests are, if they have any medical or health
As working with children will not be easy in aspects of planning, teaching etc. it is important that you commit some valuable time to plan your lessons and spend your time wisely with children to help them learn. An example of this is preparing work for children of different abilities as they have different learning methods and some may take more time or require extra support due to learning difficulties etc. It is relevant for an early years practitioner to work well in a team as it is important to acknowledge everybody's contribution which is their right. You should adopt a ‘we’re in this together’ approach.You should also be aware of how to behave within your team and be supportive and co - operative.
The important factor within the interaction is that the level of choice is appropriate for the child. Time is also a potential barrier to consulting with children. Kay (200) acknowledges that individual attention on a regular basis is an almost utopian concept in a busy ECCE setting, but stresses the fact that taking time to listen to young children may represent a step forward in their knowledge of the world around them. Regardless of the obstacles that appear (perceived or real), a supportive climate where collaboration between adults and children is encouraged is essential for learning. This involves active listening and reflection, in order to ‘…provoke, co-construct and stimulate children’s thinking and their collaboration with peers’ (French, 2007:27).
Focus on – Working with Others Working with other agencies when working with children and young people is essential to providing an effective service. Multi-agency working ensures the most appropriate, experienced and skilled team are working together to ensure an integrated approach to issues relating to the child or young person. This may be within a nursery, educational, youth or special needs environment, with the focus being on the welfare and development of the child or young person and can relate to any area from simple transport facilities to and from school, up to specialist psychological or physical therapies. It is therefore vital that those working with children and young people know the referral processes and what agencies are
CCLD MU 5.3; Lead Practice that Support Positive Outcomes for Child and Young Person Development 1.1Explain different theories and frameworks of child and young person development Piaget Piaget’s theories allow us to take the idea of ‘schema’ into practice and use it to effectively plan for the development of a child. Using these ‘schema’ and Piaget’s stages (sensorimeter, preoperational, concrete operational, formal operational) we can assess where and how a child is currently learning, and plan activities and observations to help them develop into the next stages. High Scope The High Scope theory approach supports children’s learning through play. It helps children to develop their self-esteem, confidence and language. It encourages children to learn at their own level that they feel comfortable and confident with, therefore enhancing the opportunity for developing many social and intellectual skills.