E1 One of the practitioner’s roles in meeting children’s learning needs could be to understand and work with other practitioners and staff. This can help to provide different learning opportunities to individual children because each child is unique as practitioners should take into consideration all diverse learning needs, for example there are many activities that could be changed to suit individual children. The practitioners’ role would therefore be to plan and resource an environment that is challenging and helps children learn in many different areas of their learning. The role of the practitioner in supporting the learning needs of children is they have to complete regular assessments on their development and learning to identify their progress and plan their next steps to help the children achieve further. 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.
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.
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 .
1.1) In my setting, establishing a respectable, professional relationship with the children is very important, as it will give you the attention and respect you require, when you require it. There are important skills you need to be able to build this relationship. Patience is a key skill needed when working with children. Some children can work at slower levels than other children, which may lead them to become frustrated with themselves or the situation. If the child is attempting to explain their work to you, then you must take your time in listening to them because if you begin to interrupt, then this may cause the child to become aggravated and frustrated.
Children are also encouraged help one another. They are taught to ask for help from another child before coming to a teacher. I plan activities that require cooperation and group work so that children will work together to solve problems and be attentive to other’s needs. The children make our room a better place by being empathetic and helpful to others. In my program I want children to be independent and make positive choices.
Expressing thoughts and ideas – in order to encourage children and young adults to talk about what they learned and what they think, or encourage them to express themselves imaginatively, communication skills are also needed. Effective communication is also needed when giving and receiving support. Very often children and young adults need reassurance and comforting, and it is very important how professionals use their communication skills to build child’s self- confidence. It is also important to reward child’s or young persons efforts by giving them time and
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.
Resubmission : Unit 5: The principles underpinning the role of the practitioner working with children E1 The practitioner’s main responsibilities in working in a professional relationship with children in schools is making sure children are listened to and valuing their opinions. Children should feel secure and valued because it will make them feel that they have a sense of belonging and including them no matter what their race, religion, abilities, disabilities or culture is. Listening to children is an important part in a relationship with children. If a child has any worries or concerns they should be able to talk to the practitioner because if the practitioner isn’t approachable the child may be suffering and feel they have no one to
In addition to what Lang Wood believes, Stephens claims, students who are taking the test suffer from stress in result of worrying about passing it. Stephens points out “negative results more often than not yield low-self-esteem, higher incidents of seclusion and lower academic progress. Children who pass the test are just happy to be done with it and really do not gain sense of achievement” (par.4). It is clear that the pressure and anxiety
Being able to communicate effectively with professionals help to work together in the interests of the children’s wellbeing. Children can pick up on poor relationships and will become unsettled and anxious if they sense tension and discord. Communication is also the crucial foundation for all children’s learning and social development. Early years practitioners have a vital role in supporting the communication development of all children, especially those with a communication disability. Projects such as the Effective Provision of Pre-School Education (EPPE) and Peers Early Education Partnership (PEEP) have been instrumental in highlighting the long term impact that high quality early years provisions can have on young children.