Finally, educators with effective communication skills prove an ability to adapt teaching methods to suit the needs of students they are supporting (Kearns, 2012), and with appropriate delivery of good communication, student learning increases. When delivering student education, acquiring effective communication skills involving the delivery of high written and verbal skills, and literacy development is essential for teachers to aid children’s needs for learning, as this assists to prove social and cognitive development for children when the teacher collaborates towards educating children. Good communication skills from early childhood educators ensure children’s skills are enhanced when
help each child enjoy their learning and make progress towards the early learning goals. provide a balance of adult led and child led activities that help children to think critically, play and explore and be active and creative learners. have good expectations for children and enthuse and motivate them. plan for individual children, taking into account their culture and background, including any children with special educational needs and/or disabilities, those learning English as an additional language and those who achieve beyond what is expected to ensure that you are offering an inclusive service and that each child receives an enjoyable and challenging experience across all areas of learning. support each child in their learning and work with parents and carers as partners in children’s learning and development.
Assignment unit 10 introduction to children learning. D1-The two different Frameworks for children up until the age of 16 years are the Early Years Foundation Stage and The National Curriculum. D2-The aim for the EYFS framework is having a range of targets that children are likely to meet by the end of their reception year. The age for the EYF is 0-5. The EYFS supports learning in 6 areas the first is Personal, Social and Emotional Development where they concentrate on helping develop their self confidence, self-esteem, behaviour, self care, attitudes and making relationships.
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
The Early Years Foundation Stage (EYFS), (2012) states that the role of the practitioner is crucial in observing and reflecting on children’s spontaneous play, building on this by planning and providing a challenging environment which supports specific areas of children’s learning and extends and develops children’s language and communication in their play. (See appendix 1 note 2) Another role of the practitioner is to work professionally and responsibly such as to ‘work as part of the team, work with parents and partners, participate in providing an environment that is welcoming and stimulating’ (Tassoni P, et.al, 2007 page 137) and to meet the learning needs of each individual child by providing a range of activities and experiences. A1 While attending placements I have worked to support the learning needs of children in this particular role by working with my supervisor, other staff members and parents or carers. When doing this, practitioners should always be professional, for example using a polite tone of
Authentic observations and assessments are a valuable and irreplaceable tool in many areas of child development. The assist in the early detection of children who may be in need of specialized services, and they are also great tools in helping the teacher plan instruction for individuals as well as for group instruction. Assessments are also a great and reliable tool that is utilized in helping professionals identify where their program and staff are lacking and where improvements and adjustments are needed to better meet the goals that are set for children's developmental needs. As a child educator it is important to know how to have meaningful conversations with children. Early childhood educators need to learn to watch and listen to a child long enough to determine a what a child's goals should be and as an educator understand the child's individual needs to develop strategies for attaining those goals.
Unit 3 E1, E2, E3 and E4 | How does legislation influence working practices in the setting? | Childcare act 2006 | The Childcare Act 2006 influences working practice within a setting as it provides the learning framework for children aged 0-5 years which is the Early Years Foundation Stage (EYFS). The act includes the wellbeing standards which all setting must use. These requirements may include e.g. the types of snacks available for children, encouraging healthy eating or meeting the amount of adults required to look after a set amount of children which is called ratios.
Task 13.1 As a practitioner it’s your duty to observe and maintain correct procedures to ensure that the children are offered a stimulating environment which will further allow optimum possibilities for development. All those who work with or amongst children and young people have a crucial role to play in helping not only to shape aspects of their lives, but to also aid in enhancing their future development. Therefore it can be stated that how we set up our own working practices can affect children and young people’s development. The necessity of encouragement and expression to children of the importance of good physical and mental health through their diet, exercise and healthy. If we do not promote and encourage a healthy and balanced lifestyle, it could results in the children having poorly developed immune system which in turn would cause them to be ill and have days off school which would affect their development.
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
| Social and Emotional Development Observation | [Type the document subtitle] | | Social and emotional development is very important for a child. They contribute to a child’s self-confidence and empathy, their ability to develop meaningful and lasting friendships, and their sense of importance and value to those around them. Children’s social-emotional development influences all other areas of development: cognitive, motor, and language development are all affected by how a child feels about themselves and how they are able to express ideas and emotions. The greatest influence on a child’s social-emotional development is the quality of the relationships that they develop with their primary caregivers. Positive and nurturing experiences and relationships have a significant impact on a child’s social-emotional development.