As working with children will not be easy in aspects of planning, teaching etc. it is important that you commit some valuable time to plan your lessons and spend your time wisely with children to help them learn. An example of this is preparing work for children of different abilities as they have different learning methods and some may take more time or require extra support due to learning difficulties etc. It is relevant for an early years practitioner to work well in a team as it is important to acknowledge everybody's contribution which is their right. You should adopt a ‘we’re in this together’ approach.You should also be aware of how to behave within your team and be supportive and co - operative.
This means that safe activities should promote equality and diversity. Furthermore, it means that children with specific needs should also be considered e.g. children with sensory impairments such as hearing would not be able to follow spoken instructions as well as others in order to keep safe, so the activity should include photographic/written prompts too. The different needs of families and carers must be considered so that children can take part in activities, such as transport to certain environments etc. It must always be clear for the activity why you are using that environment, to ensure the safety of the children.
PAGE 1 CYP3.4 1.1 When planning healthy and safe indoor and outdoor environments and activities it is important to take into account a number of different factors: * Children are individuals, which have different needs, this can depend on their age and abilities, this needs careful consideration when planning activities is required as not only do toys / resources need to be age appropriate, different children may be at a different development age, for example toys may be suitable for age 2 plus but some 2 year olds may still be at a development age of 8-12 months therefore the toys may not be suitable for them. * Some children may have specific needs such as impaired hearing or mobility requirements, so the layout of rooms needs consideration to allow for this. * Toys, equipment and resources should carry the recognised safety mark and should only be used as directed by the manufacturer. They should be good quality and durable to ensure they will last well with a lot of use and be unlikely to break easily or have parts removed or damaged easily. * Equipment needs to be clean, free from sharp edges and not have been in contact with anything unsuitable.
Children will lear and develop when ether is a friendly environment with people they trust. As a role model gain trust its important ,so children and young people can be confident to talk to you,be confident and focus and develop the selfs. Every child is different so we should adapt the way we communicate to fulfil the individual needs. Always communicate in a appropriate way to match the stage of development,personal circumstance and need of that person you are talking to. 1.2 Explain the principals of relationship building with children,young people and adults .
1.2 2.3 Children should be raised in positive circumstances by providing safe and caring environments. Parents or carers who fail to protect or care for their children could be to court and the child be then removed and placed in care. Wider forms of safeguarding also include risk assessments such as providing a safe environment inside and outside a school setting. Adhering to school policies, procedures and legistrations i.e. health and safety, fire drills and missing children.
This may include animal waste, litter, or damaged equipment. In an indoor environment, you need to make sure that any items of equipment that the children need t use within the classroom are age-apprpriarater, in good working order and therefore safe for the children to use. The furniture that the children need to use should be the right size for them so that they can sit comfortably in a way that supports their growing bodies. If you have children with SEN you need to be aware of their specific requirements, if any. In the Y4 class that I am currently working in, there is a child who has complex physical difficulties with her hand and wrist strength and this affects her ability to write for extended periods.
1.2. Explain the principles of relationship building with children, young people and adults. Children and young people need to feel safe and valued in an educational environment. The government document Every Child Matters: Change for children 2004 is an important document to read which would benefit anyone working with children. To work and build on positive relationships with children there has to be a good understanding of putting the pupils needs first.
This communication can be between adults or children. Effective communication will make worker’s role work and will enable them to develop their role as a practitioner working with children and young people. Effective communication will develop the following: * Relationship with servicers users * Relationship with colleagues * Relationship with parents: Outcome 2 be able to meet the commutation and language needs wishes and preferences of individuals. 2.1 There are a number of factors to consider when promoting effective communication these vary for different age groups, genders, cultures, etc. It is important to communicate effectively to help avoid confusion and misunderstanding.
EYMP 3 Promote Children’s Welfare and well-being in the early years 1.1 Explain the welfare requirements and guidance of the relevant Early Years Framework The Early Years Foundation Stage (EYFS) sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. There are 9 areas: Child Protection (EYFS 3.4 – 3.8) A Safeguarding policy must be in place and a person in the setting take responsibility for safeguarding in the setting. This person must be the ‘font of all knowledge’ in this area. They must be the liaison with external agencies and the person to go to when queries are raised regarding any safeguarding issues. This person must take responsibility for training all staff in this area.
Other factors to consider are your child’s age, the parts of the toys, and the educational value. When selecting toys for young children, certain guidelines need to be met, so that the child is not at risk for harm in any way and so that they can learn effectively. Young children learn by putting toys in their mouths, so any toys selected for a young child to play with, must not have any small or loose parts as this can lead to choking or death. The toys should also be well made and durable so that parts do not break off. The toys need to be interesting and appealing to a young child.