Practitioners need to praise children and encourage them to succeed in their learning and give them the support they need. Practitioners need to build positive relationship with not only their key children and other children in their setting but also with the children’s parents this gives them a better chance of giving children more support at home. See appendix 1. At the setting parents can get involved and this will benefit planning for the child as parents know their children better than anyone and they will know their likes and dislikes and will be able to help them with their development. See appendix 2 .
“you don’t mean that” attitude . Listening to children also means that we acknowledge their feelings, and by doing this it helps they feel they are being taken seriously in turn they are helped to confront feelings. Reassuring children as they go through these transitions and telling them that other children may be going through he same thing and have experienced the same feelings. Allowing them to express their feelings of fear or anxiety can help reassure them. Structured approaches There are lots of ways adults can help children and young adults through transitions, the age/stage of the child is an important factor to the professionals, these are usually :- bereavement consolers, play therapists, parents and voluntary organisations.
ThistableshowshowthePrinciplesofEYFSsupportAyesha’sdevelopmentandlearning. A Unique Child Thisactivity encouragesAyesha tobeseenasan individual. Shehasasenseof herownseparate identityandherlife athomewithher familyandherpet andthisisimportant toher.Sheis allowedthetime andencouragement totalkabouther feelings,which encouragesher emotionalwell-being. Positive Relationships Ayeshaisgivena ‘voice’andlearns thatshecanbe listenedtobyadults andotherchildren. Thisisalsovery powerfulforthe otherchildrenwhen theyhavetheirturn totelltheirstory. Ayeshagainsmore confidenceinthe adultsbyhaving theirsupportand encouragementand byherkeyworker(or mostinvolvedadult) givingherprompts andsupportbyfacial expression,body languageandverbal encouragement.This activityencourages positiveinteractions betweenthestaffand thechildrenasthey tellandlistentoeach other’sstorieswith theadultsshowing howtorespect thestory-tellerby listeningtothem. Enabling Environments Theobservation helpsthestaffin promotingresources thatencouragethe children.Theyrealise thevalueofthe special‘storychair’ andhowitmakesthe childrenfeelwhen sittinginit.Thestory chairisseenasan importantpartofthe environmentand childrenknowthatit isvalued. Learning and Development Thisactivityhelps everyonerecognise thateachchildisa valuablecontributor tothegroup –Personal,Social andEmotional Development(PSED). Italsoprovides opportunities forspeaking andlistening –Communication, Languageand Literacy(CLL).
CYPOP 14 – Support Children & Young People to have positive relationships Children and Young People learn to be strong and independent through loving and secure relationships with parents, carers and other family members such as grandparents. When children are looked after outside the home they can develop security and independence through the carers in a child care setting or from teachers in school. Children’s learning is helped when they feel safe and secure and when their parents and the people in settings they attend work together to ensure that the child’s needs are met. 1.1 – Identify the different relationships children and young people may have Children and Young People have relationships and come into contact with many
You must be professional and approachable to children giving them lots of praise and eye contact. If you do this the child feels comfortable around you. If the child feels happy and comfortable and able to trust you then you are making the right impression on them. Allowing the child to come to you when they feel uncomfortable or they need assistance with something. Children tend to role play themselves through play playing schools and playing the role of teachers, playing mums and dads, etc so this proves that the way in which adults behave has a strong impact on how children look up to adults as role models.
Having a caregiving environment of mind-mindedness, a state in which the parents treat their children as independent thinkers, is a necessary condition for the best development of interpersonal interpretive function. Individuals suffering from BPD have an inadequate ability to understand that their reactions and other’s reactions are driven by thoughts, feelings, beliefs, and desires. Attachment trauma is also thought to be part of the history of those with BPD. Attachment theory suggests that early experience with caregivers serves to organize later attachment relationships and has been used to explain the psychopathology of BPD (Fonagy, Target, Gergely, Allen, & Bateman, 2003). Childhood maltreatment studies have offered diverse predictors in the types of childhood maltreatment associated with BPD.
A million thoughts were going through his head all at once. "I was too good for this war. Too smart, too compassionate, too everything." (page72) This explains why Tim felt so emotionally distraught, and why he experienced a breakdown on the boat with Elroy. Tim tells us that he was extremely ashamed of how he cried in front of Elroy and that he broke down and cried in the first place.
His theory underlined the contribution to learning made by others. He also believed key ideas in a classroom then became conversation, play and opportunities to follow interests and ideas. In (appendices 4) Tina Bruce’s theory is ‘free flow’ play she believed children learnt better from developing rules and props and freely chosen activities. Her approach to early education was developed around schemas. She believed “a pattern of repeated actions.
For what reason? Hale: I put the noose around Rebecca Nurse and John Proctor. It was I! I am the reason to your misery and loneliness. It is disappointing that it is not only you, but also all those who have hearts like doves, have suffered due to my weaknesses.
EDU 203 Final Presentation Love and Belonging Needs- Maslow theorizes that people try to overcome feelings of loneliness and isolation by giving and receiving affection, as well as seeking a sense of belonging. * Small children need to feel loved and cared about in an environment that is new to them. Hugs and reassurance that they will be ok will help in their self-esteem in adjusting to their surroundings and people they are with. * Friendships are an important part of a young child’s sense of belonging. Setting up an environment that allows for children to play together will enhance their social skills when they play together with their peers.