Maslow 's Hierarchy Of Needs

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.

Another benefit of a child’s individual needs being met is that they pick up the chance to enhance their own particular capacities, self-esteem and self-confidence. With energy

When looking at children and young people’s development it is important to recognise and respond to concerns to ensure that the child or young person receives the help and assistance needed.

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

| Good way of seeing where the child is with their development – do they need encouragement in a certain area?

The chosen observations are due to the fact that some of the children within them have been or still part of the Thrive intervention. What they have achieved through their time in Thrive has been shown and demonstrated to a high level showing how they now react to unusual situations, which in earlier times would have caused

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.

All Children and Young People grow up in different environments but the quality of care and experiences offered in settings and by other services can contribute significantly towards positive outcomes for all children.

Young people should have positive relationships with primary care givers, education staff and peers as this leads to higher levels of self-worth, high self-esteem and a positive self- image. This positive outlook on life may lead to that person becoming more approachable and popular individual. Structure, routine and boundaries should be put in place and positive reinforcement is to be used, this allows an understanding of the young person’s position within their society and leads to a more settled and well balanced individual. Positive and dependable role models allow the young person to model the behaviours of well-balanced, well behaved and already resilient individuals. Positive encouragement offered to young people may lead to higher levels of self-esteem and enables the young person to develop an optimistic attitude about learning new skills and having the ability to keep trying when things become challenging. Regular attendance to education should be encouraged, ‘Schooling may be vital in enabling children to make the best of

The opportunity for children and young people to develop in a loving caring environment is vital to their development. It is important that professional practitioners know the expected aspects and rate of development to ensure that individuals in their care are given the best opportunity to thrive. The following tasks will help you to understand the support that each child or young person may need.

The strengths based approach has offered multiple learning outcomes for the child in order to develop and grow at a pace that the child is comfortable

which have the potential to impair learning capacity. Leavers et al (1997, pg. 15) describes children with high levels of well being as feeling “…like fish in water”, in their educational environments with the ability to maximise their learning potential. The EYFS (2006, 37-41) places PSED at the heart of all learning areas, but thrusts a more explicit emphasis on emotional well-being. Practitioners are now expected to focus on children’s emotional health more directly, enabling children to understand and manage their feelings. This emphasis extends to working with families in the Every Child Matters Framework.

2.3 Explain how theorise of development and frame works to support Development. Family and Social Relationships:How stable and affectionate is the young person’s relationship with parents, staff, peers, as manager I would analyse if the interaction is of age appropriate with peers and other significant persons in the child’s lifeTheir understanding of the way in which appearance, behaviour and any impairment are perceived by the outside world will be addressed. Their appropriateness regarding dress for their age and gender. Their personal hygiene and cleanliness routine will also addressed. And finally, an overview of their placement with us, their behaviour, and concerns any future recommendations. Educational needs will be assessed and how they respond to this, and their capabilities.Fairbridge is a government run initiative where it promotes young people to make life changes regarding their own lives. It offers life skills, along with activities to enhance their communications and listening skills. Fairbridge will also do exercises, which incorporate trust along with integration with other young people with the same background.The child’s growing sense of self as a separate and valued individual person. Their own views of self-image and self-esteem. If their self-worth is how a lot of work will be undertaken by the team to ensure it is boosted. Race, religion, age, gender, sexuality and disability may contribute to this feeling of

This assignment will show what services are available in early year’s settings and for young people to support positive development. It will show what assessments we carry out within my setting and I will also critically analyse agencies that are available for referrals, transitions and safeguarding for children and young people.

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