A Reflective Educator With Children

A practitioner’s role in meeting children’s learning needs are to understand and work with each and every child’s learning needs. They can do this by providing different opportunities to individual children because each child is unique and learns differently. The practitioners’ role would therefore be to plan and resource an environment that is challenging and helps children learn in many different areas of their learning.

Understanding the "whole" of a child takes devotion, dedication, and consistency. How well the childrens ability to adapt, learn, and improvise are dependant on a well educated provider. My dedication through constant education, re-direction, support, and seamless lesson planning are my path to meeting Competency Statement III.

Effective communication with children is important to make sure that they understand the language of learning so that they can grasp concepts and ideas, actively take part in problem solving and successfully develop their own ideas and opinions. It is important for children to be able to feel welcome in the classroom environment and valued within the school. Encouraging children to ask questions, give their own answers and contribute to class activities will help to develop a positive working relationship with the children. It is

Effectively supporting children with realistic responses to their questions, ideas, suggestions and concerns is essential to developing their communication skills; you should put aside your own feelings

It is important to give older children the opportunity to talk and express their views and opinions and it is vital that you make them feel that you are interested in what they are saying. An older child needs to understand boundaries and the correct behaviour expected from them.

The promotion of pupil voice is a complex task which demands the commitment of the entire school community. Critically discuss the rationale for the development of pupil voice throughout all aspects of school life and consider how teachers and senior managers can facilitate pupils in forming and voicing opinions while also ensuring the equality of opportunity for all.

This quote helps us understand how children (and adults!) really want to be listened to:

It is very important that all children are listened to so that their needs can be taken into account so that their learning is relevant and accessible to them.

I notice, recognise and respond to children and see the emergent curriculum as being key to children’s learning. I follow the child’s lead extending their interests learning and development.

In this program our child care providers have a hands-on interaction with the children. They guide our early learners through child directed play. The child care staff provides different learning opportunities by supplying an array of activities based on the children’s interests. This program will allow the children an opportunity to become leaders in their learning, by exploring and discovering their play environment on their own, with peers and through guidance from the staff. Although we have many open-ended play opportunities, we will have a few structured activities for the children to participate in. We find it important to keep some structure within the daily schedule as this will allow the children the

This assignment will critically reflect and analyse a microteaching session I presented to my peers in a clinical placement regarding Nursing management of chest drains. I will define reflection; teaching, learning and the rationale for choosing this topic will be clearly outlined in this paper. The preparation, planning, implementation and evaluation will also be incorporated. This assignment will be structured using Gibbs (1988) reflective model cited in Modular Training Course, 2003 because of its simplicity. Analysis will permeate through each stage of the Gibbs reflective model. Finally I will conclude by reflecting on my role as a joint practitioner outlining areas of personal, professional growth, identifying my strength, weakness

Young children learn and grow everyday. Especially, young children, the ages three years to five years old, learn important skills while they play with friends and interact with their teachers. Janice J. Beaty (2014) states that for young children, “play is their way of learning” (p. 167) Thus, teachers need to observe children while they play and assess the development of the child because “Knowing the development of a young child helps a teacher to plan the curriculum, to set up activities for individuals, or to ask for special help when necessary” (Beaty, 2014, p. 3).

The manner we talk to our children becomes their inner voice, and will teach then what is right from wrong, and we should protect our children”

Children generally respond positively to the opportunity to be involved and share their ideas, suggestions and concerns. Giving children a chance to share their ideas and suggestions gives them a feeling of being involved and encourages participation within the guidelines set by the teaching staff. It builds confidence in children and young people to know that when they share these ideas with staff, they will be listened to and their contributions valued. Younger children may need to be prompted in the right direction with some of their suggestions and ideas as they are still developing. An example of this would be when writing a story and asking the children for possible endings – younger children may suggest unrealistic endings. Is this

How to Talk So Kids Will Listen and Listen So Kids Will Talk is an excellent communication guide and an exceptional book all around. It is broad enough to be relevant to just about any relationship, not just between children and adults, though that is what it is intended for. It is based on a series of workshops developed by Adele Faber and Elaine Mazlish. Both authors provide sensible yet simple approaches to improving relationships between adults and children.