Our furniture is also child friendly, with no sharp edges and they are at a size the children can reach and sit on comfortably without feeling intimidated. Overall I think our setting is a good example for a positive environment. 1.2 Identify regulatory requirements that underpin a positive environment for
• Children are less likely to show unwanted behaviour. • Their language develops quickly as they feel confident talking to us. • We can plan more accurately as we understand their development needs and their interests. Here are some factors of how to build and maintain positive relationships with children and young people: • Communicating effectively- The style and way that we communicate may change according to the child’s age and their stage of development. It is not just about words but it is also about our facial expressions, body language and gestures.
The principle of a positive relationship with Children, young people and adults is to be comfortable with the person you are talking with and trust them. In a situation where a child/ adult feel frightened or undermined or not heard, he or she may not open up. The foundation of a good relationship is trusting, As Adults who work with children, we can help develop our relationship with them by doings things that build their trust. For example if we keep a promise we made to them, this will show the child we are trustworthy. It is important that find effective ways to communicate positively with children, young people and Adults.
For example, a learning environment could be; classroom, science lab, art studio, playground or sports field. An important factor to remember when planning an activity, inside or outside, is that all children and young people should be given equal opportunities. All children, including those with special needs, need to be considered when planning the learning environment. This means the environment may have to be adapted to meet specific needs. Four factors that need to be considered when planning a safe learning environment are: Cleanliness – whilst outdoors it is important to ensure that the learning environment is hygienic to use, ensuring the area is clean, free of litter, animal excretion, etc.
3.1 Describe the factors to take into account when planning healthy and safe indoor and outdoor environments and services Providing a good quality, safe and secure environment for children to play and learn is very important to help to stimulate their development. Stimulating the mood according to the activity e.g. if a calm musical activity, having slow disco lights with quiet music in the background or if a part then the room needs to be bright, full of colour and quite loud etc. this will influence the mood of the children and help the session/activity run smoothly. Having furniture that is appropriate for children as well as adults ill help set the mood and feel of the place.
The tone of your voice is another factor towards building a relationship with children and young people. A calm, low voice makes you appear to the child as comforting and approachable. You must be patient and give children time to speak and recast if necessary, recasting is the correct way of saying a word a child says wrong, it is better for the child because they don’t see it as getting it wrong or being told off, rather just a reassurance that with practice and support from you they will get it right. Another way to help build
Task 1 When planning activities and environments you need to think about a range of factors so that the children can explore and develop whilst remaining safe. It is important to remember that every child is an individual; different ages, abilities, genders, religions etc. Therefore, when planning , these must be taken into account so that everyone can participate and feel equal. Part of being safe is being free from hurt, including emotionally as well as physically. This means that safe activities should promote equality and diversity.
Simah arif MU 2.8 Contribute to the support of positive environments Section1 A.Provide a definition of the term positive environment A positive environment is a place where children can learn how to behave positively, develop good social skills, set good examples and is age and stage appropriate for each child. It should also be conclusive and accessible to meet and value the needs of every individual child in the setting. The environment should be free from diversity and discrimination of any kind and should promote creativity to help encourage children to be positive and friendly towards others and each other. Also it is a warm, happy, and suitable place where children can learn play and develop themselves. (Megitt, 2011).
module 5Child Growth & Development: Ages and Stages Module 1 Assessment Handout Diversity in the Classroom Children start developing their attitudes about others and themselves by the age of two. Providers and teachers can have a powerful positive influence on those attitudes. In your activities and classroom you should provide multicultural, non-stereotyping materials and activities that will: * Support each child’s sense of self and family * Teach children to accept and appreciate differences and similarities between people, and * Help children understand beliefs and customs different from their own. Not all materials produced for children are appropriate. Be especially careful with materials that are more than ten years old.
Beneficence - Beneficence and nonmaleficence are closely related but beneficence is stated positively as the value of promoting good and enhancing the well-being of others. Justice – Fair distribution and equal treatment to services, regardless of race, ethnicity, culture, religion, gender, sexual orientation, ability/disability status, and age. Fidelity and Veracity are two values that needs to be treasured as both of these are values closely related to faithfulness and truthfulness in relationships which is highly important when trying to build a sound working relationships with child protection clients. Honouring confidentiality creates the safe environment for the client to open up and trust to the worker to make whatever changes are needed to achieve the goals of the case plan.