“All practice with children needs to be centred upon the needs and interests of each child” (2) As every child is a unique having the child centered approach in early year’s settings is important because it will help children reach their full potential. It also reflects around the children’s needs, for example, if a child has a disability, having the child centred approach in place will make the child feel more welcome and will be able to do activities that he/she wants to do. Having the child centered approach in place will help children access the curriculum at their own level; children will be able to learn at their own level and ability. For example, children who have special needs or are gifted and talented will need different help/work. Gifted and talented children will find the work that they do too easy and for special needs children they will find the work hard, so having the child centered approach in place is important so every child gets the opportunity they need to reach their full potential.
The bringing together of practitioners and professional from different areas provides an integrated way of working and aims to provide support to children and young people earlier to ensure they meet the Every Child Matters outcomes. It is important for all these sectors to work together as this promotes the young person’s welfare, safety and overall development. 1.2 Analyse how integrated working practices and multi agency working in partnership delivers better outcomes for children and young people. Positive outcomes for children and young people are possible if the professionals working with the young person and their families can share and agree on the way the young person concerned might be assessed, planned for and how those plans are to be implemented. Both the young person’s family and most importantly the young person themselves can be involved in any plans to ensure that the young person can achieve their full potential, this also helps to make sure the young person feels valued.
speech, walking, learning difficulties e.t.c. It also means we can plan activities which the children are interested in and enjoy which has been proven to encourage their development. A/C 2 Demonstrate how to listen to and build relationships with children and young people. I build and maintain the positive relationships with the children in my care firstly by ensuring I am communicating with them effectively. Communicating with the children is not always verbal especially with younger children it also involves, body language, facial expressions, signs and gestures.
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.
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. Skinner Skinners theories are used widely in practices as we praise children for positive behavior or for performing an action correctly, Skinners theory on negative behavior was putting a child on timeout. 1.2 Explain the potential impact on service provision of different theories and approaches I feel that we use a bit of all these theories and approaches in our setting. The children use their own choice and freedom to develop their own play. As each child starts in our setting, their parents fill in a portfolio, which helps our staff learn their likes and dislikes and their favorite toy, song and story.
I even cheer them on when they struggle with a task. To develop a sense of independence and pride, I let the children each day choose the classroom helpers. There are many tasks that the children are able to choose from. I structure the environment to offer opportunities for children to share information about themselves, their families, and experiences. I make it easier for the children to explore new experiences and the environments by making them feel assured of the support and availability of me, thus increasing his confidence.
To ensure a child’s social development is on target, praise, guidance, support and encouragement are key when helping them interact with others around them. With emotional development, a child requires warmth, support, and affection. Between birth and 9 months, a child should be able to respond to the mothers face and enjoy the company of familiar people, enjoy games such as ‘peek-a-boo’, and will be very dependent on their care-givers for comfort. From 1 year and 2 years, the child will become independent and confident, and from this will enjoy performing in front of an audience, be more cooperative and enjoy playing alongside other children. Between 2 and 3 years, the confidence of the child will increase resulting in them playing happily alongside other children adults.
SHC32: Engage in personal development in health, social care or children/s and young people’s setting. 1.1 My role as a child minder is to care for children in a happy environment where they can feel secure, confident, and able to develop and learn through the effectiveness of play. I promote children’s health and safety and physical well-being. I ensure that my home is a safe and secure environment for children and meet the necessary standards. I provide various equipment for the children to play on and with, such as climbing equipment, messy play, such as paints and play dough.
SHC 32 Engage in personal development in health, social care or children’s and young people’s settings Description of the duties and responsibilities of my work role (1.1) Working with children is very interesting and exciting because I learn from them as much as they learn from me. I always look forward going to the nursery and plan a fun and attractive activities for children, and than see how they have enjoyed the activity and what I can do next to improve it or better my practice. Planning these activities according to their age range gives me a good understanding on children’s developmental areas, in order to see their abilities and disability so that I can assess and observe further with the help of the room leader or supervisor. Therefore my duties and responsibilities are: * To contribute on planning of activities suitable to the age range of children with other staff. * Support all staff and engage in a good staff team * Being flexible working in the nursery and to help where needed, including working in different rooms e.g.
Children can take responsibility for their actions, to feel good about their achievements and understand that their feelings and behaviour are linked. Also pupils know that it is acceptable to have certain feelings and emotions. Managing feelings – Children can become more able to manage their feelings, using strategies to think first before using inappropriate actions. Enabling them to understand what feelings affect others and how to use them appropriately so not to hurt others. Children will learn how to calm themselves, managing anger and aggressive feelings.