Unit 137 OUTCOME 4.3 BY DEBRA PRICE Children and young people need to trust adults in order for them to be able to answer their questions. The answers should always be answered honestly, and in some instances children will ask many questions as they come to terms as to what may be happening to them. This can be very difficult as adults like to see children happy rather than upset adults do not always listen to children correctly and acknowledge their feelings. Listening to children is critical as we can then learn what they are thinking and how they feel, they could be feeling resentful or have feelings of anger and disappointment, children should be encouraged to speak openly without feeling they have to hold back e.g. “you don’t mean that” attitude .
Likewise it is just as important to accept that getting things wrong is okay and to understand how we can learn from our mistakes. Circle time is a great tool to learn how to take turns and listen to others, philosophy sessions is an excellent opportunity for children to express themselves without the fear of being wrong, to realise that everyone has their own opinion and that we do not all have to think the same and agree with each other. Children in life need to be able to make informed choices for themselves. Children are taught through the curriculum and assemblies
TDA 2.3 Communication and professional relationships with children, young people and adults In my assessment I will be looking at communication and professional relationships with children, young people and adults in schools as well as identifying and describing the key points linked to this topic. 1.1 Describe how to establish respectful, professional relationships with children and young people When building relationships with children and young people, it is vital that you adapt your behaviour and communication accordingly. You need to be able to make yourself approachable, as some children can find it difficult to connect with adults. This is why demonstrating effective communication skill can be just as important as offering support. Establishing ground rules and mutual respect at the start of any relationship when working with children is vital, this will be the foundation to successfully interacting with all children regard less of their age, culture and abilities.
This involves active listening and reflection, in order to ‘…provoke, co-construct and stimulate children’s thinking and their collaboration with peers’ (French, 2007:27). Partnership with children “Practitioners face a challenge, to look upon children as experts on themselves and not that practitioners are all-powerful and know best…how could this fail to raise the level of any child’s self-esteem, creating an environment of trust and negotiation within the spirit of enquiry?” (Hart,
The children mature when they learn about empathy, courage and hypocrisy and how they can affect a small town. They learn through lessons, situations, through education, and by example of other characters’ actions. Their father teaches them and reflects with them on how empathy, courage and hypocrisy are very relevant in their lives. Atticus tries to convey lessons to his children throughout the entire novel. One of the most important lessons that he teaches them is empathy, “You never really understand a person until you climb into his skin and walk around in it” 30.
As working with children will not be easy in aspects of planning, teaching etc. it is important that you commit some valuable time to plan your lessons and spend your time wisely with children to help them learn. An example of this is preparing work for children of different abilities as they have different learning methods and some may take more time or require extra support due to learning difficulties etc. It is relevant for an early years practitioner to work well in a team as it is important to acknowledge everybody's contribution which is their right. You should adopt a ‘we’re in this together’ approach.You should also be aware of how to behave within your team and be supportive and co - operative.
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.
Parent’s Influence on Children Children look up to their parents for examples and guidance as they grow up to be parents themselves. In the book To Kill a Mockingbird by Harper Lee, a reader can learn a lot about how parents influence their children. In this book, Atticus showed the example of how to be a good parent while Bob Ewell showed the exact opposite. Calpurnia also fitted in the good influence category for she taught Jem and Scout how to be good children. Parents’ influences on children can either be good or bad, which depends on how they treat and teach their children.
When children begin to learn from the programs they watch, by taking what they watched and using it in their daily life. For an example, on Yo Gabba Gabba the characters sing songs about friendship and manners. This is teaching children how to make friends and how to be polite. Cognitive development is encouraged when Steve; from Blue’s Clues draws clues from Blue’s paw print. This is teaching children how to be creative.
Theorists Robert Sternberg and Howard Gardner argue that children who can make new connections and draw something new from them is a type of intelligence. It is important to offer children lots of first-hand experiences so that they can develop knowledge and draw from their own experiences. Social Models – These theories look at the environment in which the children are learning and the adults they are supported by. Social models link to cultural approaches and role modelling. Children learn by observing and imitating and so watching and being supported by adults who encourage and work creatively by being flexible in approach, solving problems and painting and drawing with them can help develop their creativity.