help each child enjoy their learning and make progress towards the early learning goals. provide a balance of adult led and child led activities that help children to think critically, play and explore and be active and creative learners. have good expectations for children and enthuse and motivate them. plan for individual children, taking into account their culture and background, including any children with special educational needs and/or disabilities, those learning English as an additional language and those who achieve beyond what is expected to ensure that you are offering an inclusive service and that each child receives an enjoyable and challenging experience across all areas of learning. support each child in their learning and work with parents and carers as partners in children’s learning and development.
Establish good relationships with children, acting as good role and being aware of and responding appropriately to individual needs. Encourage and promote self-esteem and independence. Provide feedback to children in relation to progress and achievement. SUPPORT FOR THE TEACHER Assist with the planning of learning activities under the direction and guidance of the class teacher. Establish constructive relationships with parents/carers.
Good communication with parents and caregivers can build support for and strengthen the important work that you are doing in the classroom. The more you know about children's academic, social, and emotional development, the more able you will be to meet their needs. Information about how well the children are progressing helps you to plan your teaching. You want the children in your care to feel successful and confident, but you also want to offer experiences that will help them to develop further. In addition, through initial screening and by checking the children's progress, you can identify those children who need special help or who face extra
Finally, educators with effective communication skills prove an ability to adapt teaching methods to suit the needs of students they are supporting (Kearns, 2012), and with appropriate delivery of good communication, student learning increases. When delivering student education, acquiring effective communication skills involving the delivery of high written and verbal skills, and literacy development is essential for teachers to aid children’s needs for learning, as this assists to prove social and cognitive development for children when the teacher collaborates towards educating children. Good communication skills from early childhood educators ensure children’s skills are enhanced when
The EYFS supports learning in 6 areas the first is Personal, Social and Emotional Development where they concentrate on helping develop their self confidence, self-esteem, behaviour, self care, attitudes and making relationships. The next stage is Communication, Language and Literacy; this supports a child's learning by helping develop a child’s communication, thinking, reading, writing and linking sounds to letters. Another is Problem solving, reasoning and numeracy, this helps children’s learning because numbers, counting and calculating is another term for numeracy. There is also Knowledge and Understanding of the world which covers exploration, investigation, communities, Time, places, designing and making skills, this supports learning in science. Physical development is another framework where it teachers movement, space, Health and bodily awareness, using equipment and materials.
Early Years Foundation Stage (EYFS) welfare requirements These are designed to support providers in creating settings which are welcoming, safe, stimulating, allowing children to grow in confidence, enjoy learning and fulfil their potential. There are 5 welfare requirements applying to children settings: * Safeguarding and promoting children’s welfare * Suitable people looking after children * Suitable premises * Suitable environment and equipment * Organisation and documentation Chatterbox Policies and Procedures Chatterbox has policies dealing with safeguarding children, equal opportunities, health and hygiene, health and safety, and record keeping. * Safeguarding: children’s rights and entitlements, looked after children,
D1 Eyfs Early Years Foundation Stage (birth to five years old) Schools and early years providers have to follow a structure of learning, development and care for children from birth to five years old. This is called the Early Years Foundation Stage (EYFS) and it enables your child to learn through a range of activities. The EYFS ensures: children learn through play, providers work closely with parents, you are kept up to date on your child’s progress and the welfare, learning and all-round development of children with different backgrounds and levels of ability, including those with special educational needs and disabilities. National curriculum The National Curriculum sets out the stages and core subjects your child will be taught during their time at school. Children aged five to 16 in 'maintained' or state schools must be taught the National Curriculum.
EARLY CHILDHOOD PEDAGOGY The term pedagogy refers to the holistic nature of early childhood educators’ professional practice (especially those aspects that involve building and nurturing relationships), curriculum decision-making, teaching and learning. When educators establish respectful and caring relationships with children and families, they are able to work together to construct curriculum and learning experiences relevant to children in their local context. These experiences gradually expand children’s knowledge and understanding of the world. Educators’ professional judgements are central to their active role in facilitating children’s learning. In making professional judgements, they weave together their: • professional knowledge and skills • knowledge of children, families and communities • awareness of how their beliefs and values impact on children’s learning • personal styles and past experiences.
The National Association for the Education of Young Children (NAEYC) recommends that programs construct comprehensive system of curriculum, assessment, and program evaluation that fit together in to a coherent educational system linked to child outcomes and/or standards. Observation based authentic assessments are of child in real life time, doing everyday activities or activities that are developmentally appropriate for the child based on their own individual needs and ability while remaining completely objective. These assessments are generally tied into a child's daily activities and are directly linked to curriculum and learning standards. Authentic observation is collaborative with a child's family and includes them during the assessment process and outcomes. Authentic observations and assessments are a valuable and irreplaceable tool in many areas of child development.
Therefore, working parents should give careful consideration to the facility and the people that will be spending a large chunk of the day with their children to ensure a positive outcome. Childcare facilities should offer group time and individualized support for language development. A teacher's experience and education can play an important role, as well as the amount of time devoted to reading, the physical environment and the ratio of children to teachers. Higher quality child care is associated with better language development. Community The community in which the child resides can