Examples Of Responsive Care

Moreover, the children’s key carers must provide positive environments for their children so that they can learn from their own experiences. If the children receive this then their individual needs will be catered for, they will develop amiably and they will form a strong attachment with their key carers. However, if they don’t provide this for their children, then they will lack confidence and will show this insecurity through their behaviour. Consequently, they will not have positive holistic development.

Communication is a crucial skill for every Child Life Specialist to possess as a professional. Each day the Child Life Specialist must communicate with not only the parents, but also the child and his or her siblings. However, the specialist cannot converse with children in the same manner they do with adults. Children require alternate means of communication because they are not always fully able to convey their thoughts and emotions with words alone. As a result, the Child Life Specialist may utilize therapeutic

All members of the staff must act as professionals while at work, especially with young children. The administrative and teaching staff must work together to ensure their practices are developmentally appropriate, and share new and/or creative ideas with one another. It is also the responsibility of a teacher to establish an open, trusting relationship with the parents of each children in their care. Thus, parents can freely communicate their thoughts, concerns, and/or suggestions about their child or the program. Parent satisfaction is something that every child care or development center should strive for.

At this stage a baby is trying to develop an attachment to the primary care giver, because of the limited language skills a baby posses it

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.

Communication with the parent could be an issue when it is affected by the resentment between the teacher and the parent. The challenge for early care teachers is to understand that a family’s point of view about raising their child is valid for that family

As early years practitioners our resposnibility is to provide unconditional love and express love both physically and verbally by holding, rocking, and stroking and by using soothing words to calm, comfort, and encourage the child to calm himself or herself. We gently enforce rules for children, and use removal of privileges and other forms of discipline that do not belittle, harm, or reject the child. Wemodel behavior that communicates confidence, optimism, and good results for children two and three years old. We praise the childre for accomplishments such as toilet training, calming self, talking, or creating something. We encourage the children to try things and do things on his or her own with minimal adult help. When acknowledge and label the child's feelings and so encourage the child to recognize and express his or her own feelings and to recognize some feelings in others (for example: sad, sorry, happy,angry);this can be through activities and songs such mr happy, how do you feel today etc. We use also use language to reinforce aspects of resilience for example encouragment `I know you can

The publication sets out five principles to improve the care of children. First the government pledges to provide sufficient support to those caring for the children, by providing a responsive service which ensure that children and young people are prepared for their adult life, in addition to experiencing an enjoyable childhood.

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.

Providing additional help that is appropriate, proportionate and timely: providing help as early as possible and considering short and long-term needs by needing to focus on the primary needs of the child (core needs) first as needs may be many needs so it is appropriate to meet the most demanding needs first then work out from that need to other needs as a structured response.

It is important to observe the child carefully, closely and to listen to them in different situations to ensure that the teacher is clear about what their needs are, their strengths and difficulties. It is important to observe the

At my time in the facility, only good observations were made, all the teachers and assistant acted professionally and seemed to know what they were doing. There is not much to say in regards to how to improve, but maybe devoting more time to the infants individually could help to further the relationships with each infant. As far as the three R’s go, the one that was most observed, reciprocal care was dealt with respect followed by respectful care and ending with responsive care, however the responsive care provided was very good in terms of showing an example of the care. In my own practice I now know that I should tell infants what I am doing as I am doing it in hopes of experiencing responsive care, I should give them options to choose from

Caregivers play a primary role in how a child may develop. The daily interaction between the caregiver and child continually changes the pathway in which the child may take. How the child is raised and the parenting style used is a significant influence on that development by affecting the relationship between parent and child. This supports the Attachment theory in which emphasizes relationship between the child and caregiver as a key factor in development.

For this example of responsive care, I will describe an event where the assistant exercised responsive to a toddler. To illustrate this event, there was a bridge in the facility, where toddlers can play by crossing over backwards and forwards. Such little exercise is actually part of the program to help toddlers to improve standing, walking including balance control. In this example, two toddlers were near by the bridge; Dylan a toddler of sixteen months, mastering the bridge, followed by a second toddler named Jake of only thirteen months. During this event, Jake was following Dylan; nonetheless, he started to stay behind since he can barely knows how to walk. As a matter of fact, Jake was not just staying behind; he started to show signs

Of the five sensitive behaviours the parent displayed, three were touch-based, two were vocal reassurances. The parent was gentle with her child, and spoke in an encouraging manner most of the time. The majority of the observed responsive behaviours were vocal as well, and the parent spoke in a way that acknowledged the child’s level of understanding. All of unresponsive behaviours involved lack of vocal acknowledgement, but were the result of a clear decision on the parent’s part rather than lack of interest or attention. The one insensitive interaction was also due to a choice in parenting rather than true