You need to speak to the children in a way in which they understand for the age range you are working with to explain what they need to do. If the children are being noisy or doing something you don’t agree with you need to use a firm voice to communicate your disagreement with what they are doing and then tell them what they need to be doing. You also need to come up with fun and interesting ways to encourage or make learning easier to understand. Give praise when they have completed a task, answered a question correctly or given information relevant to the lesson in hand. 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.
These may be small but over time will help build up a picture of each pupil. Formal observations are more detailed, they require you to sit away from the children and not interact with them. Observations are important as they enable us to assess and evaluate pupil participation and progress even more closely. All findings must be reported back to the teacher who in turn will report back to the parents and carers of the child. The Assessment Framework is the way in which a child is assessed to determine whether they are in need and what the nature of those needs are.
A tantrum will be ignored by the teachers but if a child is expressing negative behaviour such as hitting, they will then be told to stop in a firm voice (not shouting) Vygotsky - Adults should provide a play based curriculum and engage with children in play activities to extend their learning. Children also learn from their peers. There should be a balance between child-led and adult-led play. This is central to the Early Years Foundation Stage. * This theory is very accurate to everyday life in the nursery.
The child will learn to share toys and develop a better vocabulary by listening to others talking. There is also a risk of stress by the child feeling unsafe this can lead to them isolating themselves from the group and not trying to mix with others, this can be hard as they won’t have their parents or career there for support. Another predictable life event is when we leave home/leaving care. The positive learning that they will get from this will be a sense of independence and maturity. They will have to learn to make their own decisions and be responsible for more house work such as cleaning, shopping and general house duties.
It is also important that the class teacher uses a range of questions to draw attention to the display and encourage interaction. (016–K2) – How to protect the material on display from damage or theft. In order to protect the material on display from damage or theft, it is good practice to laminate the children’s works or pictures and to staple the display firmly in place. All the material items need to be labelled with the name of the person they belong to. It is also necessary to remind the children to not to fiddle with the material on display.
The child may have hurt themselves and by communicating with the nursery staff they can get the help that they need. They also need to be able to communicate with you if they are having any trouble at home or even at the nursery with other children or other members of staff, so that you can try your best to help them solve these issues or atleast get them the help and support that they may need. Communication is also very important as it is a form of learning this could be helping the child understand the difference between right and wrong and the helping them gain the educational knowledge that they should be recieving while they are in your care in an nursery. Staff - Staff: Members of staff communicate with each other so that the day to day running of the nursery goes to plan, it is important to talk to each other so that you can pass important imformation about the children to all the staff in the room that need to know ie: if a child is sick and has medicine that they need to be taking or if a child has any dietry requirements etc. They also should inform eachother of any falls or accidents that the child may have had so that if you are on your break or have finished your shift then atleast the handover to the childs parent or gaurdian can be as informed as possible so that anyone in the room can tell parents if their child had a fall and what happened not just say "i do not know i was not there when it happened but i think that they may have fallen etc" this makes the whole room look
Educational psychologists may use reasoning tests to assess an intellectual age in contrast to a chronological age. Information from colleagues and carers: Parents/carers who know the child and colleagues expertise are very useful, especially when planning for social and academic success for pupils with special educational needs and/or disabilities. If we are concerned about child's development it's good to ask/share information. For example, if a child has not progressed for a while in their assessments or levels, we will call the parents in to talk about our concerns with the child and hopefully try and get them to work with us to help the
* Help with special functions which take place in the school connected with the Education Catering services or the school and with games refreshments in secondary schools. 2.2 Educational Psychologists All schools should have an educational Psychologist allocated to them through the local special Educational needs department. They are concerned with helping children who are experiencing problems within an educational setting. This may include social or emotional problems or learning difficulties. They work with individuals or a group.
The teachers will observe the children during free play and during assigned activities so that they can make valid notations and observations about the cognitive development of the child. Reviewers will see the teachers engaged in conversation with the children about the tasks at hand as well as seeing the teacher observing the children engaged in activities with each other. There will be files kept on each child of their progress and on what they will receive extra help on. The folder will also include small observations like if the child shared with another student without being told to do so, or if the student assists another student willingly, all of this information will be available for the parents and
Unable to express herself and incapable of making any decision, her obsession with the wallpaper becomes a fantasy and she is forced to be secretive about these fantasies of the women behind the wallpaper. Her imagination starts to believe there is a women trapped behind the patterns which causes it to move, “The pattern does move […] she is trying to climb through” (Gilman 318). At this point, she is beginning to lose control of reality due to her inactivity and insomnia. Essentially, the woman she is describing behind the yellow wallpaper is herself trying to escape from her lonely, anxious life. She explains one night “As soon as it was moonlight and that poor thing began to crawl […] I got up and ran to help her” (Gilman 319).