Empathy – Children learn how to recognise others feelings, knowing how their own views/opinions could affect others. Pupils can also learn to accept that everyone has different views and also understand how to respect and support others opinions and ideas. Social Skills – Children learn how to work with others, in groups or as a whole class. Pupils can learn to feel valued within their school community. They may also learn how to them they can
3.3 Help children and young people to understand and respect other people’s feelings and points of view. Children and young people need to learn to understand and respect the feelings, emotions and behaviours of others to help them gain an understanding about their actions and consequences. Young children might find this difficult as their understanding will not be as developed enough for them to put themselves in the position of others, but as children grow and learn they gain a greater experience of this and often older pupils will enjoy opportunities to debate and discuss different points of view in lesson time and in social situations. We often speak to them in school about thinking of the consequences of their actions and how they might have affected others. Ways in which my workplace helps young people to consider others feelings * Books, stories, magazines, literacy reading times and interaction through reading.
First, noticing if any children are struggling with otherness is imperative. It is important that an educator be attentive to the children and how they interact. Identifying a child that is being “othered” depends on monitoring their social interactions. Children who isolate themselves from the group and children who require extra assistance are likely targets for “othering”. Once identified the teacher can lessen the potential problem by taking steps to ensure the entire class feel connected to one another.
You need to encourage the use of good manners please, thankyou, etc and deter bad manners and behaviour by talking to the child in question and telling them how they need to behave. 1.2 Describe with examples how to behave appropriately for a child or young person’s stage of development. Year 1 children are just starting with lessons so they need to be told how to sit and listen to what they are being told so they know what they need to do to complete the task in hand. In Phonics you need to sound out the sounds and words, see how the children get on spelling the word and then help them by sounding the word out again or breaking the sounds down so they can hear the letter sounds easier. When they get it right let them know they have got it correct.
Unit 7 E1 Collate evidence which describes the role of the practitioner in meeting children’s learning needs. Gather and present information about the role of the practitioner when children’s learning needs. A practitioners role in meeting children’s learning needs are to understand and work with all children to meet each individuals learning needs. One way practitioners can do this is providing different opportunities for individual children who is unique and may learn differently to others around them. Part of The practitioner’s role would e to plan and use resources for the environment to help ring challenges to children to help them with different areas of their learning development.
You must be professional and approachable to children giving them lots of praise and eye contact. If you do this the child feels comfortable around you. If the child feels happy and comfortable and able to trust you then you are making the right impression on them. Allowing the child to come to you when they feel uncomfortable or they need assistance with something. Children tend to role play themselves through play playing schools and playing the role of teachers, playing mums and dads, etc so this proves that the way in which adults behave has a strong impact on how children look up to adults as role models.
First small step is for the child to sit with one or two other children. When this is achieved slowly add more children to the group. This way you are teaching the child a new skill but ensuring success. This may also be a target for the Individual Education Plan. Praise and rewards This ensures everyone is praising the child when they are working towards their new
The strands are: • To learn about themselves - Self Concept Development • To learn about their feelings - Emotional Development • To learn about other people - Social Development • To learn to communicate - Language Development • To learn to move and do - Physical Development • To learn to think - Cognitive Development The quality of early experiences is shaped by the individuals with whom infants and toddlers spend their time and by the environments where they spend their time. As early childhood professionals, we know what children need in order to be successful in both school and in life. This document designed for program trainers, directors and parent educators to use as they work with caregivers and parents to insure quality care for infants and toddlers. Infants and toddlers are cared for in a variety of settings. These settings include the child’s own home, child care centers and family child care.
It permits the child to work off excess physical energy and to release unexpressed tensions. In fact, people who are interested in working with children diagnosed with mental health problems use sometimes play as therapeutic tools to allow the child to work off frustrations, and to analyze the child’s conflicts and ways of coping with them (Life-Span Development, p. 27). Therefore, Psychologists define play therapy as a form of counseling or psychotherapy that uses play to communicate with and help people, especially children, to prevent or resolve psychosocial challenges. This is thought to help them towards better social integration, growth and development (Association for Play Therapy, 2006). What are the implications of play therapy in child development?
Frustration at their own inability to communicate effectively can lead to behavioural problems. •Social – Talking out loud helps children to work through ideas, feelings and frustrations. In doing this children start to empathise and see other peoples point of view, and gradually become able to think about other people’s needs and feelings. This helps children to develop socially acceptable behaviour and build their confidence. Communicating with other children or adults in social situations helps children to understand what is expected of them and to enjoy participating.