The therapist will use theorist, research and clinical studies to help the abused children. They will look into how the individuals goals are needed to be accomplished, the techniques or interventions that can help them in coming to terms to what had happen and the counsellor can help them in moving on, making them accepts and looks forward to the future. They would let the service user to express how they feel to someone other than family who wouldn’t judge them or look at them
Child, Family, and Community: Family Centered Theresa R. Moore ECE 313- Final Paper February 19, 2012 Dr. Alicia Holland-Johnson The Child in Context of Family and Community “Each child must be viewed in the context of his or her family, and each family must be viewed in the context of the community to which it belongs” (Menza-Gonzalez, 2009). Educators who have a deep-rooted respect for their students and families will use decision making skills to enhance the general relationship, communication, and services provided to connect and help to develop a child into a society of life long learners and citizens. “A family- centered approach takes the individual child and the group of children out of the spotlight and instead focuses on the children within their families. That means that parent involvement isn’t something the teacher does in addition to the program for children, but that the program includes the family as an integral, inseparable, part of the child’s education and socialization. Families, along with their children, are the program” (Menza-Gonzalez, 2009).
Children with different backgrounds and cultures develop and grow differently and at their own pace. In order for a three-year-old child to be physically, psychologically and emotionally healthy and develop into a holistic person, parents, teachers and caregivers should fulfil the physical and psychological needs of the child. In this essay the importance of physical and psychological needs for a child will be covered and explained in details. Important issues of a child’s well-being and safety issues will be identified and explained. An ideal environment in a school for a three-year-old child’s daily activities will be explained and discussed.
They may also suffer attachment disorder and trust issues. For children that suffer with transition no matter how big or small it is vital that they are given the opportunity to ask questions and discuss these changes. If your school has the right experienced staff you should be able to put together transition packages that help these children through their transition and lower the risk of any negative behaviour, anxieties, low self-esteem or academic development issues. A Positive relationship through transition for children and young people can help considerably if the child or young person has at least one strong relationship with someone supporting them during this transition process. First we need to
Written Assignment 2 In this assignment the practitioner will be explaining how to support children's self-confidence and esteem, discuss some of the strategies used to help them protect themselves and make decisions about their safety. Additionally, the practitioner will analyse the importance of supporting resilience in children and explain ways of empowering children to enable them to make informed, positive choices that support their well being and safety. Assessment criteria 6.1, 6.3 It is vital children have self confidence and self esteem without these a child will not thrive and will find it difficult to succeed at school and in later life. Children need to be taught how to share, listen to others, take turns, how to deal with success and disappointment. Also they need to develop empathy.
Projects such as the Effective Provision of Pre-School Education (EPPE) and Peers Early Education Partnership (PEEP) have been instrumental in highlighting the long term impact that high quality early years provisions can have on young children. “Communication in childcare is the one of the greatest ways to provide the best care for the child on both ends - for parents and providers. Not only is this the best way to provide the best possible care for the child, but it makes for a great relationship between parents and providers” http://www.myparentime.com/articles/articleS198.shtm Training and Development Practitioners have many teaching responsibilities to children, families and professionals. Using training and development helps to develop the skills, attitudes and practices of a competent teacher. It helps practitioners to provide new ideas and thoughts about practice and to feel confident about areas of work or knowledge that needs updating.
This learning environment should be supportive to help the child develop well and take care of himself/ herself and do basic activities such as feeding, dressing oneself and using words to express needs and being able to walk. Ms. Montanaro stresses the importance of this unconscious period in Understanding the Human Beings when she says, “The period from 0 to 3 years of age is one in which the mind and body must reach a harmonious balance, because the entire subsequent life depends on the quality of this first phase of development” (1991, p. x). In the first three years of a human’s life, this sensitive period, also referred to as the first plane, there is a lot of potential, an unknown limit, for the child to absorb much information from their surroundings through the exploration of their senses and experiences. Through sight, hearing, taste, smell and touch, a child can investigate and understand their environment and grow to their full potential. Accordingly, a prepared environment must provide opportunities for maximal growth through cognitive, physical, linguistic, emotional and social support in the first three of a child’s life.
A positive environment is one that supports all aspects of development, children's learning and provides ways for me and staff members to extend on that, challenging children and promoting times for them to rest. It also means an environment where parents, colleagues, all work in partnership to actively make opportunities for children to achieve positive outcomes. The regulatory requirements that underpin a positive environment for children and young people are: * Early Years Foundation Stage (EYFS) Framework * Childcare Act 2006 * HSWA (the health & safety at work act 1974) * Care Standards Act 2006 * Safeguarding of Vulnerable Adults (where
For example, you might say "Well done, that was hard, and you managed it". * Reassure them that it's OK to make mistakes and that it's all part of growing up. Avoid being too critical - this directly damages confidence. * Acknowledge their feelings - and help them express their feelings in words. For example, encourage them to say, "I'm upset because..." or "I feel happy when...” * Focus on strengths, not weaknesses highlight the things they are good at * Respect the child's interest’s comment to show you're listening.
The importance of partnership with parents During the course of this essay I will discuss how parents’ involvement in my setting can be reflected into my workshop plan, and how this should include aspects of parental feedback on daily activities. I will also reflect on the how I engage with parents of children under my care as an early year’s practitioner in accordance with Early Years Foundation Stage (EYFS, 2012). As an early year’s practitioner, I provide a welcoming and accepting environment for children and their families (DCSF, 2008) where the display of successful communication with parents is essential to further support the development of children. The importance of parental role in their child’s learning was recently highlighted by the department for education (2012a), which stated that ‘informing’, ‘reporting ’ and `discussing’ children’s progress with parents and the next step of their child development is of key importance in a child’s learning process. This point has been supported by evidence derived from numerous publications, which suggest that parents generally know their child the best, and are the main educator in the child’s life (Essa, 2007).