TDA 2.9 1.1 Describe the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour. Behaviour In my setting it is there priority to build the self esteem and confidence of all the children which is the aim of this policy. Teach the children to accept responsibility for their actions, consequences and its effects of their behaviour on others To encourage the children, to make good responsible choices, respect themselves, others, the environment of the school and the wider community. To understand what is appropriate and inappropriate behaviour and what to do if there is an issue. The school staff, volunteer, and pupils adhere to school policy, for the safeguarding of children and the benefit of the school to ensure a calm, purposeful happy environment for all which are: Children to follow the simple behaviour plan, (Be respectful to each other and the environment around me, be nice and treat each other fairly, Work hard and achieve to the best of their ability) Children and teachers Set agreed ground rules for each class with incentives and sanctions which can be clearly understood by all.
In childcare every child has the right to equality of opportunity; it means each child would be given the same chances as each other to achieve all aspects of learning. Treating each child as an individual allows this to happen. Each unique child has their own needs and requirements and it’s up to me as a childminder to understand each child’s individual characteristics and know how to inspire them to be successful and feel equal in today’s contemporary society. Inclusion, this is the total opposite of discrimination and I think it means to be fully included, to make people feel valued and respected irrespective of ethnicity, gender, disability, medical or other need, culture, age, religion and sexual orientation. It is about giving equal access and opportunities, breaking down barriers and getting rid of discrimination and intolerance.
In our school we have children with dyslexia and with speaking/language problems who need extra support however they still contribute in full time lessons with other children who help them. To summarize: ⦁ in school every child is treated equally ⦁ every child has right to learn ⦁ every school must eliminate discrimination among students because every child must be free from every form of discrimination ⦁ thanks to
This promotes community, consistency and amalgamation through understanding and respecting others. Inclusive practice is important because it aims to deliver improved outcomes for all children and others, and it seals the achievement gap between disadvantaged children and others. To reflect inclusion in the work setting one must reflect diversity in society. As an example one can do the following things; * Providing clear I information in as many languages as possible * Having a fair admission policy whereby it eliminates any type of discrimination * Ensuring that there is a balance of different gender * Taking the necessary action against discriminatory behavior by staff or by parents. * Having the setting accessible to everyone and if the setting is found to and treat disabled children or adults less
* I ensure I am smiling, approachable and friendly * I am consistently giving praise * I am fair with all the children, this ensures no competition for my attention & is equally shared out. * I show interest in the children, find out about them, their interests, families, pets etc CYPCore35-1.3 Evaluate own effectiveness in building relationships with children or young people. How effective are you at building relationships with the children in your care, how do you know. How would the relationship be with the children if you were not able to build effective
The teacher also showed a great understanding and example to the other pupils by involving the child as much as possible in the curricular activities she was able to take part in such as P.E and Art as well as being read to. This coincided with the SEN code of practise (DfES 2001) which states that every child with special education needs should be offered full access to a broad balanced and relevant education including an appropriate curriculum for the foundation stage and the national
I believe that each child is a unique individual who needs a secure, caring, and stimulating atmosphere in which to grow and mature emotionally, intellectually, physically, and socially. I believe that all children with special needs are entitled to the same quality of education as children without disabilities. I also believe that every student can learn, have strengths, and are worthy of respect. In my opinion, people aren’t normal but differences are and that it what makes us all unique. I think that people put labels on people with special deficits like they are objects.
They will also be less likely to develop emotional problems like depression or anxiety. Adults have got to take children seriously, listen to them, make them feel that they are important, encourage children to try things out for themselves. This can be done by being close by to them, so they know there is an adult there if they need them. This often gives them more confidence to try things. It is always good to praise the children when they are able to achieve something and to keep giving them encouragement all of the way.
By recognising and understanding young children individual differences and embracing them, and moving beyond simple tolerance, I can create a productive environment in which the children feel valued. EQUALITY Equality means treating all children in a way that is appropriate for their needs. In my work setting I aim to offer each child equal opportunity suited to their individual needs and requirements. I take into account each child’s characteristics and ways they are different from each other. INCLUSION Childcare Educational inclusion is about equal opportunities for all children, whatever their age, gender, ethnicity, attainment and background.
The Equality Act 2010, this piece of legislation ensures that all practitioners treat children, young people and their families with respect and appreciates that people are from different backgrounds believe different things and have different attitudes to others within the setting, this means the practitioner must be open minded about diversity. This also ensures that all children can learn within the same environment regardless of their physical ability. The Human Rights Act 1998, influenced practice hugely when it put an end to physical punishment of children and young people within the setting. This piece of legislation gave all children the right to education of a generic high standard regardless of their location, background or culture etc. The Protection Of Children Act 1991, this