Building relationships in early childhood education is very important because children need to feel safe and secure with their teachers. Building relationships provide teachers, children and families with interaction, communication, trust, honesty and have a sense of belonging to the centre. I will discuss the importance of security in the centre, then I will discuss trust and how that is important for children. And lastly I will discuss belonging and how that will influence a child to feel a sense of comfort to enable their learning.
In an early childhood centre children need to feel emotionally safe and protected by their carer’s. This is very important because “Secure, trusting relationships with carer’s provide children with the foundation
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This will help a child interact more with their teachers and anyone who is involved in the centre, a child will feel more of a way to communicate better, they will feel comfortable opening up to the teachers and children in the centre and will be more confident in exploring the environment provided. Trust is a huge part of allowing a child to be more open and honest about their feelings. Forming trust with a child will promote their well-being. For instance, a first time pre-schooler starts kindergarten and the parent signs him into the centre and sneaks away when leaving because the parent did not want to upset the child, the child then realises the parent has left and is emotionally sad, confused, hurt and feeling so overwhelmed, as a teacher it is our job to ensure the child will feel safe, so we would take the child to the near window where the parent has left and allow the child to say bye to their parent, comforting the child to allow them to feel settled and as well as taking the child to an area they would like to play maybe. In early childhood centres it is very important for the child to feel a trusting relationship with the teacher and vice versa. As said “ Positive and trusting relationships between parents and carer’s are the lifeblood of child care practices that honour the child’s home culture and language to enhance child well-being. Given the diversity of the cultures that …show more content…
Early childhood centres focus on ensuring a child feels a sense of belonging to their centres. For example children and their parents would walk into a centre and will see along the wall photos of children playing around the centre or pictures the children have drawn of their family and also portfolios for parents to see how their child is progressing and the type of work they have been doing. So as teachers we need to form a good relationship with the child’s parents and their families. Getting to know a bit about the child’s background and where they come from is important, informing any religious views the parents might need to address to the centre, getting to know their language and cultural identity. For example when a Maori child and her mother walk into the centre and they greet us teachers with “Kia ora” we should respond and reply with “Kia ora”. This is important to connect and communicate with families so they feel comfortable to express their language in the centre. Having a sense of belonging gives the child confidence and motivation to explore the surrounding areas of an early childhood centre, it will make the child feel strong and the child will be able to deal with any challenges or difficulties that could occur in the
Positive relationships with children and young people are important as when children feel comfortable they can separate more easily from their parents and children are more likely to participate in the play and learning activities if they are secure emotionally.
Positive relationships with children and young people are important because children will feel comfortable with the practitioners and can separate more easily from their parents. If the children feel secure and use to their surroundings, they are more likely to join in playtimes and learning activities. Children will feel secure and at ease which will help them to enjoy themselves at nursery. Children’s language develops more quickly as the children feel confident and comfortable.
As an early year practitioner, it is very important to support the child development and confidence, help them learn about how to manage their feelings and behaviour and making relationship with others.
Theories of development and frameworks to support development are incredibly important to us working with children and young people. They help us to understand children, how they react to things/situations, their behaviour and the ways they learn. Different theories and ways of working with children have come together to provide frameworks for children’s care, such as Early year’s foundation stage (EYFS) which is used within all child care settings. This encourages us to work together, help and check the development of babies, children and young people, to keep them healthy and safe. It promotes teaching and learning to
It is important to ensure children and young people are protected from harm within the setting, as the parents are leaving their children in your care with the expectation that they can trust you and your colleagues to keep their children from harm. It is difficult for parents to leave their children in an education or care setting and then go to work; they need to be confident that their children will be in safe supportive hands with people that will help them develop.
If any problems occur to the child, they can return to their secure base which is their key worker, who can offer them comfort. Although key workers are not there for children who have not formed an attachment with their parents, they are they to offer support and comfort. The strength of Bowlby’s approach is that it has introduced the key worker system, which has helped a great deal with supporting children’s needs and development. Key workers can track their progress and plan and implement activities which promote their development. While working at my last year’s placement in a nursery setting, I was informed that each child had a key worker assigned to them. I observed that when parents would leave their children, some would cry and get upset, the key worker would then take them aside and comfort them or try to distract them. Having the key workers there for them made the child more emotionally secure.
The ‘Children’s Act 2004’ was continuously updated and developed into the ‘Children’s Act 2006’. This act states that all settings have to follow the Early Years Framework Stages (which were renewed in 2012). The Early Years Framework Stages (EYFS) is aimed to fulfil the five aims of ‘every child matters’ and the previous children’s act of 2004. The intentions are to achieve these aims by setting standards, promote equal opportunities and through a framework of partnerships, improve quality and consistency and lay secure foundation for all learning and development, present and future. By improving the quality the service and experiences are improved for all children and families. Safeguarding children is a vital part of improving all childcare services/settings.
It is very important to recognise that parents and practitioners have different kinds of relationships with the children in their care. Practitioners need to develop consistent, warm and affectionate relationships with children especially babies but they should not seek to replace the parents. Babies need to be with the same people each and every day to develop social relationships. This is why the EYFS requires all early years settings and schools to implement a key person system. Parents and practitioners have one thing in common that is very important: they all want the best for the child. The roles involved are not the same yet they are complementary. Parents know their own child best. Practitioners have knowledge of general child development.
The early years framework emphasises a personal and individual approach to learning and development because valuing a child’s individuality, ideas and feelings is an important part of developing an individual approach to the learning and development. A child has universal physical needs such as food, drink and shelter and psychological needs such as love, affection, security, friendship which are essential to maintaining their quality of life. In recognising and trying to meet an individual child’s needs each child’s age, physical maturity, intellectual abilities, emotional development, social skills and past experiences and relationships need to be considered.
My philosophy of Early childhood education is based on research that indicates that a child’s growth is developmental. Every child is unique in terms of life experiences, developmental readiness, and cultural heritage. A high quality early childhood program that provides a safe and nurturing environment, which promotes physical, social, emotional, language and cognitive development will ensure a positive continuation of the child’s education process
It is through the work of Bowlby and Daniel Stern in study topic 5 that I now understand how crucial it is for me to establish a safe and secure emotional attachment to the children and parents that I look after as this is vital for their emotional Wellbeing. We now operate a Key-worker system and I believe this allows me to form a close bond with the children and parents. I find that when the children in my key group are happy and secure with not only me but the environment around them that this then brings out a secure confident side of the children. I know this as my observations show me that they are more willing to explore and try out new experiences.
2.1 – Critically examine how children can be kept safe and protected within the early years setting.
All children and young people need strong attachments, this is said by the theorist John Bowlby. John Bowbly said that children and young people will need consistency, trust and a good bonding weather it is their key worker or the parent of the child. If the child or young person has someone which can they can trust, the transitions will be more easier for the child. Children who have positive relationships on transitions can have long term impacts which is having the ability to cope and be more strong. Children and young are likely to be more successful academically and socially they will feel cared for, valued and respected their learning development will continue instead of dip. Also, they will feel more confident to explore and have self
I seek to create an early childhood center community that nurtures, supports, enhances and, develop the individuality of children ages 6 weeks to 5 years of age. A strong center community that has R.O.A.R.; respect, optimism, ambition, and regard. I believe these four attributes are the most important characteristics and behaviors I want to strive to develop in the staff, children parents, and the community surrounding our center. These attributes not only teach them how to feel and act towards themselves but they can also teach them how to act and feel towards others. I feel that if we as educators set the foundation for these attributes early in a child’s life they will grow up to be positive, pleasing, productive citizens.
According to (REF) positive teacher-child relationship permits pupils and teachers to undertake teaching and learning in a safe and secured learning environments. It serves as a means to scaffold children potentials for important social, behavioural and academic skills (Baker et al., 2008). O’Connor, Dearing, & Collins, (2011) corroborates this with suggestions that, teachers are mentors and their supports to students in the learning environment can positively determine to a considerable degree, the extent of social and academic outcomes/ achievement of students, which is linked to a long-term trajectory of the goals and aims of the school and eventually, an important area regarding employment. In the same vein, (Hamre & Pianta, 2001) asserts in a comprehensive terms that, preschool classrooms are oftentimes supportive and conducive