* To assist and ensure there is a good happy atmosphere at all sessions. * To assist and take time to listen and respond to the children and encourage them to develop. * To assist, encourage and maintain equality of opportunity for all the children within the group. 1.2 - The early years sector is very well regulated and all staff, and the setting that they work in. We must follow the various standards that in many cases have been set down by the law, such as the Childcare Act 2006 and the Health and Safety Work Act 1974.
Competency Statement III To support social and emotional development and to provide positive guidance, I will supply children with an emotionally and physically safe and secure environment in which they will thrive, being able to develop their own sense of self. I will do this by smiling and greeting all children and their parents each and every morning. I will always address each child by their name. I will make sure every child gets some one on one attention when I can express appropriate physical touch and enjoyment in them being in my classroom. I will get to know each child, establish relationships with parents, and support their strengths as well as their needs.
Unit CYPCore3.5 - Develop positive relationships with children, young people and others involved in their care 1.1 Explain why positive relationships with children and young people are important and how these are built and maintained Positive relationships with children and young people are important because it is good way of them developing in their earlier years. They are mostly built in the earlier years as most places have key workers, so each member of staff has key children. They can be also built up by finding the Childs interests, how they like being greeted, knowing their sense of humour and taking time to play, talk with the child. Communication in my setting is so important as it is essential that we have
Unit 010 - Support Children and Young People's Positive Behavior 1.1 - Describe the policies and procedures of the setting relevant to promoting children and young people's positive behavior In the setting relevant, the policies and procedures in promoting children and young peoples positive behavior is stated clearly on page 6 of the policies and procedures. The setting relevant has made it their aim to provide an environment for children to feel happy and stimulated, in order to prevent any child feeling unhappy or behaving inappropriately. In order to do this, part of their policy is to praise children for good behavior on a regular basis. Staff may see a child tidying up nicely as asked by them, in which case the staff member will praise the child for tidying up by thanking the child and saying "good tidying". The child will respond well to this and they are likely to repeat the action to gain the praise from a staff member.
Some schools’ mission statement is the modern equivalent to a motto. “Although our pupils achieve well, we are interested in more than just results. We aim to provide an inspiring, stimulating and enjoyable education for all our pupils, introducing them to a wealth of exciting experiences across the whole curriculum.” How is this reflected? : The pupils’ achievements not only academic but also sporting, artistic, performing and behaviour, both in and out of school are recognised. There is a positive culture of learning and development that is celebrated by merits, certificates, displays and praise from teaching staff.
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
‘’The positive relationships are: warn and loving, and foster a sense of belonging… supportive of the child’s own efforts and independence’’ ( EYFS , pg 2). Third theme is an Enabling Environments; this means children learn and develop in good environments. Children’s experience responds to their need. Fourth theme is Learning and Development; this means that all children learn different. Frameworks include the education and care of all children in early year’s settings with special needs or
We as Educators will protect and cherish the innocence of children and thus provide a safe and secure environment. As we unpack the Early Years Learning Framework (EYLF) we will work alongside your child to actively promote children's learning through worthwhile and challenging experiences and interactions that foster high-level thinking
The students also become able to work on individual goals while also participating in the classroom community with their peers. Another beneficial quality includes the fact that each of the parents can now feel including in their education and the activities of their neighborhood schools. One of the most important qualities of this program is that the students that were once excluding into self-contained classrooms or were homebound can now develop friendships with a wide variety of other children with their own individual wants, needs and abilities. One last reason that inclusion is beneficial is that inclusion positively convinces both the school and the community to appreciate the diversity provided by the inclusion