2. Learning-Speech, language and communication skills support children’s learning development as they will be able to talk about experiences and what they have learnt during the day. Emotional- This is supported because as the child gets older and their language and communication skills develop they can express their needs. Also you may notice that the child as it gets older is less frustrated as they will be able to express how they are feeling by using words instead of throwing a tantrum. Behaviour- Speech, language and communication skills support children’s learning development as children find it hard to control their behaviour but once language is present they seem to have more control and it is thought that may be children think their behaviour through also they focus on the consequences of their actions.
This includes cognitive and emotional development, fostered through access to play in the early years and high quality education in school, and physical development, for example through a nutritious diet. School is a key area of children’s lives where experiences vary greatly and negative experiences have a significant impact on well-being. 1.2 When children show healthy development in spite of adversity, it is called resilience. Fostering resilience in young children requires strengthening the family, the community, as well as children’s own personal resources. If children are resilient they will be able to cope better with problems, they will have better health and they will be happier and more fulfilled.
1. Explain the adaptive value of rough-and-tumble play and dominance hierarchies. 2. Cite examples of how language awareness fosters school-age children’s language progress 3. List some teaching practices that foster children’s achievement and some that undermine it.
Level 5 Diploma in Leadership for the Children and Young Peoples Workforce-Early Years (Management/Advanced Practice) Unit 136 136.2,7 Through adult-led activities we can introduce children to new ideas, provide opportunities for them to develop their skills and ensure that they experience all six areas of learning in the EYFS. During adult-led activities we are in control of the teaching we are providing. However, what we cannot have any control over is what young children are learning from these activities. This is why it is important to balance adult-led activities with time and opportunity for children to explore their own ideas, play with resources and use their imagination and creativity. Through doing this and practising the skills that they have learned the children will be able to take ownership of their learning and be able to apply it in different situations.
We provide a soft, cushioned area so that children can develop themselves physically without risk of hurting themselves. The theorist who theory is language development is B.F. Skinner. His theory is that children use cognitive behaviour when understanding and giving communication. They will use trial and error to get the right words out until they succeed. He believes that children observe adults and other children for the correct way to communicate and repeat the actions they have seen until they get it right.
097.1 1.1 Explain how to recognise and build on the strengths of a child or young person by giving different examples of positive strategies. Observations and learning journeys of children allows us to get to know the child and what their strengths and interests are so we can build a picture of that child and We can then plan and evaluate to find the strategy which will work best for that child. Their next steps/targets. Positive strategies may include: • Modelling and expanding the child or young person’s language and adapting adult language. Modelling and expanding a child’s language when working in the setting can be achieved every day when talking to the children.
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.
POSITIVE ENVIRONMENT What makes a positive childcare environment for children includes: A proper space - how attractive the room is to the children, is it colourful and inviting?, does it look safe and enough to catch their attention?. Proper engagement – teachers or carers in the work should be fun, engaging and good with children. Children generally pick up ideas from their environment base on how it interact with them. A Positive environment is vital as children learn best in a place they enjoy base on how the child view both the space and the people that interact with them. Also, a positive environment supports all aspects of development, challenging children and making out time for them to rest.
CU1522 Develop Positive Relationship With Children, Young People and Others Involved In Their Care. Be able to develop positive relationships with children and young people 1.1 Explain why positive relationships with children and young people are important and how these are built and maintained. Positive relationships are important because: • It helps children develop independence • Helps children to build their self esteem • Children will feel confident, secure and be able to trust their relationship with adults. These are built and maintained by the following: • Being comforting and reassuring children and young people when need to be • Developing reliable rules for them to follow • Being responsive and respectful to children’s individual needs, likes and dislikes. • Adapting your own behaviour to the child’s preference 1.3 Evaluate own effectiveness in building relationships with children or young people.
By: Ixchellle Sandoval March 24, 2013 Child Development 340 NAEYC Standards There are ten NAEYC Standards are as follows: Positive relationships: Positive relationships are important for the development of personal responsibility, capacity for self-regulation, for constructive interactions with others, and for fostering academic Functioning and mastery. Warm, sensitive, and responsive interactions help children develop a secure, positive sense of self and encourage them to respect and cooperate with others. Positive relationships also help children gain the benefits of instructional experiences and resources. Children who see themselves as highly valued are more