From a parent of a Head Start student to a teacher of the Head Start program I can clearly say that Head Start has made a difference in my family life. I also talk to other parents who have children in Head Start and the program help their family. Head Start is truly a wonderful program that every young child needs to attend. Head Start believes learning
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).
It is here that you will practise the skill of planning for young children within the learning domains outlined in the EYFS. Assessment two, Pedagogic Documentation (how a practitioner documents and assesses learning within a planning cycle) will draw on your observations of one child and include an EYFS Profile
Content of unit The elements are: 1. Contribute to planning, implementing and reviewing daily living programmes for children and young people 2. Work with groups to promote individual growth and development 3. Contribute to promoting group care as a positive experience Place in the NVQ/SVQ framework This is an optional unit in Level 3 NVQ/SVQ for Children’s
My philosophy on Early Childhood Education I believe as a teacher, I am responsible for providing young children with a positive learning experience. I strive to be a positive role model for the children left in my care, and in the community I serve. Children have the right to have their needs meet, to have a positive learning experience while in the care of their caregivers. Children learn what they live, and I have the opportunity while working with these children on a daily basis to teach them how to respect one another, by leading by example. You can teach them patients by showing them patients.
(Steps) High – Review all children’s enrolment forms and health management plans. – Survey families to ensure they have provided a health management plan for their child where relevant. – Encourage educators to liaise regularly with families about children’s health needs and to communicate with their co-ordinator so that copies of health management plans can be kept at both the residence and the scheme coordination office. Success
support each child in their learning and work with parents and carers as partners in children’s learning and development. understand your responsibilities in meeting the learning and development and safeguarding and welfare requirements of the EYFS. oversee the educational programmes to ensure that all areas of learning are includedand that assessment is consistent and used well to inform planning. promote equality and diversity and have a clear overview of the progress of all the children who attend. evaluate your provision, use this information to identify priorities for development and set challenging targets for improvement, with a focus on children’s achievements.
I attended many workshops and sessions that relate to psychology (I did a course in psychology) and speech therapy. It was interesting to see the good effect of having parents and carers involved with the different therapies. The life experiences that I have had, also equipped me with the tools necessary for this field (i.e. mental health nursing). I started off with the challenging role of running my own Nursery, which helped me to develop the ability to liaise with other services and professional and subsequently allowed me to get the training required to manage, plan, and monitor the working environment ensuring the safety and well-being of the children and staff.
CAREGIVING AND PLAY AS CURRICULUM Children learn with every breath they take. Each day brings with it a whole set of lessons, teaching young minds new concepts of this world. In this essay, I will discuss the definition of ‘curriculum’ in relation to infants and toddlers. I will also examine the concepts of care-giving and play as curriculum. In addition to that, I will briefly discuss the aspects of curriculum for infant and toddler development as stated in the Te Whaariki.
The authoritative parenting style, the better child development? ‘Parenting styles have consistently been shown to relate to various outcomes such as youth psychopathology, behavior problems, and academic performance’(E.,M.& R., 2009). Many people comment there is a close relationship between the parenting style and child personal behaviour. Parents are always our life coach. Especially for a primary school-age child, people always claim that parents are the role model of their kids.