CACHE believes we should motivate children to reach their full potential, a similarity to Maslow (Smith, M., Kamen, T. and Meggitt, C. (2012). My setting believe that the environment can have an impact on the child’s transition, if the room is dark and confined then the child may feel anxious, nervous and may not go into the classroom, therefore we believe providing a warm stimulating environment where children can learn and develop can allow them to transition more smoothly. My environment has colourful display board with pictures which motivates the children as they are more interested, allowing them to adjust to education with practitioners as positive role models surrounding them allowing the children to adjust to this new stage of their …show more content…
We provide activities to meet each child’s needs to promote each aspect of development therefore the child can reach their full potential even though they may have found transitioning hard. Under Article 13 in the UNCRC it states that children have a right to express themselves freely, which I agree with especially during transitions children might need someone to talk to or may find it easier to express themselves through play. I believe Article 3 is a good article as it mentions that every decision or plan must be in the best interests of the child and as practitioners we need to provide children with a loving and safe environment and the correct resources to help the child develop while meeting their individual needs. I also favour this article as I provide an inclusive approach to all the children transitioning into primary school by interacting through play and if needs are not being met, they will be met with extra support. (2017 (1996) Convention on the rights of the
Every Child Matters Framework which is currently in the process to be changed is part of the Children Act 2004; it is a piece of legislation which has and influences planning and provisions of learning opportunities. The Every Child Matters ensures that settings provide quality of children’s and young people’s play and learning.This supports children from birth to 19 years. When practitioners plan, they should relate their work to the five outcomes for children; be healthy, stay safe, enjoy and achieve though learning, make a positive contribution to society and achieve economic
2.2 Describe with examples the importance of recognising and responding to concerns about children and young people’s development
The needs, rights and views of the child are at the centre of all practice
In order to apply theories and models of child development to support children’s development we must get to know each individual child by building a good relationship with the children through play, communication and answering to their personal needs. Observation and assessment is also key so that we know what each child is capable of and what they are working towards/could be encouraged towards. Good communication with parents is also beneficial as it helps the carer to see what the child is doing at home and to identify if there are things they do or don’t do at nursery that is different from home. It also helps to work out ways of encouraging development at home and at nursery.
As a practitioner it’s your duty to observe and maintain correct procedures to ensure that the children are offered a stimulating environment which will further allow optimum possibilities for development. All those who work with or amongst children and young people have a crucial role to play in helping not only to shape aspects of their lives, but to also aid in enhancing their future development. Therefore it can be stated that how we set up our own working practices can affect children and young people’s development, as will be identified by this essay; below are areas where one should concentrate in order to further
Practitioners have to put the needs of children first because this will help keep children safe and encourages children to be independent. It’s important to show
When in a setting it is important that you ensure that you and parents are working together to ensure that that child is learning the best possible way. It is key to ask parents to
The key to attain this solid foundation is through communicating effectively and clearly with the adults associated with the play setting. For example, it is important that parents and carers are aware of any issues that may have arisen during the session, any difficulties their child is encountering, or if their child has behaved or responded particularly well to a certain situation. Essentially, this involves being ‘updated’ on their child’s general behaviour and well-being. The importance of clear communication can be evidenced here. Being vague in ones communications can lead to problems such as misunderstanding, the child being reprimanded for something they didn’t do by parents, or by parents not grasping the full extent of the problem. Not only would this affect the support the child would receive, but many could argue that such misinterpretations or misunderstandings could result in conflict between play setting and parent.
Describe with examples the importance of recognising and responding to concerns about children and young people’s development.
Effective practice can support children’s well-being and development when looking at a child’s health and physical development. Effective practice means ‘About ensuring that all children get optimum benefit from their experiences in the EYFS. This apparently simple outcome can only be achieved when adults work together to get to know the children s that they can support their play, development and learning.’ (Early years’ matters,2017.) Children’s well-being means the quality of the child and how their life is, and to ensure that they child is happy, comfortable and stable throughout their everyday life. Children all develop at different stages, whether this is through additional needs or family issues or they might have a gap in there learning.
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.
‘Early years practitioners have a key role to play in working with parents to support their young children. This should include identifying learning needs and responding quickly to any difficulties. Wherever appropriate, practitioners should work together with professionals from other
This unit does not introduce much new material. Instead, we expect you to integrate technical and theoretical knowledge acquired from study across your degree. We refer to two frameworks that may support you in carrying out this integration:
Because of research Physical development is part of the three prime areas of learning in the EYFS, joining Communication and Language and Personal, Social and Emotional Development, these three areas are particularly important for the learning development of the under threes, this will Secure the foundations for future success in all aspects of their life and learning. Early year’s providers and practitioners are required to enable their environments to ensure that they are giving the children quality experiences and resources to allow them to naturally learn and develop the physical skills necessary to support them throughout their lives. At our nursery we follow the EYFS guidelines which give us the approximate age and what the child should be able to do or aiming towards and what us, as practitioners should be supporting the child to achieve or help them to move on to the next stage. Providing Physical play experiences for the children such as books to explore, messy play, painting, climbing equipment and balls and other equipment to throw, kick and catch will give the children opportunities for moving and handling.
For this essay there will be a critical evaluation of the counselling approaches and skills that are used which can guide the practice of education professionals and benefit relationships with children/ young people in supporting their social and emotional well-being. The approaches that will be looked at and compared are the Person-centred approach and the Psychodynamic approach. The approaches will be discussed and linked to the use in an educational context by teachers with children and young people. The strengths and weaknesses of these approaches will also be examined. It is important for teacher to support children and young people’s social and emotional development right for the start of their educational experiences in the early years. The statutory frame work for the early years published by the department for education in 2014 makes sure that every practitioner follows by law the learning and development requirements of every child. The DFE 2014 suggests educational programs have to include activities and experiences involving the children as suggested: personal social and emotional development entails assisting children to develop an encouraging view of themselves, and others; to make positive relationships and develop respect for others, progress on their social skills and acquire the skill how to deal and control their feelings, to know how to behaviour correctly in groups and to have self confidence in what they can do. From this practitioners can pick up on