Majority of parents just want the best outcome for their child and for them to develop to the best of their ability. Even though this is the case, some parents are not always exactly sure how to encourage this and for this reason might seek advice from practitioners within the setting. The better the partnership between a staff member and a parent the more comfortable they will feel in confiding in the practitioner. Parents know their own child best and sometimes what they need in order to keep them happy, Children know what they want, whilst practitioners have knowledge of general child develop. For this reason, if the relationship between parents, children and practitioners is positive and consistent the child should receive the best outcome and develop well.
Children are the one who will shape our country's future, but how can they make a good future if they are not taken care of correctly? The influence of a parent on their child is extremely important, and a child’s development can move quickly, especially when they are young. Sometimes children are born into a bad home, and this can lead to setbacks and delays in a child’s growth. In addition, the government can sometimes get involved and remove children from these bad situations, but a lot of people don’t think that it is right. Some people think that the government is just making the child’s life worse, but this isn’t the case.
However, if children don’t feel safe in the nursery then they will lack confidence. Likewise, if the nursery doesn’t welcome diversity then families may feel excluded and less willing to chat about their child’s development, which may consequently hinder their development. Furthermore, early years practitioners should aim to have a secure partnership with the parents so that there is a connection between nursery and home life, which will consequently benefit the child. Nurseries can promote parent participation through: noticeboards, regular conversations, websites, frequent newsletters and meetings. If there is a good partnership then the child’s learning and development will be
Children begin to imitate adult roles and start to follow scripts. Howes and Matheson (1992) state that adults have a scaffolding role, whereby they demonstrate actions to children, supporting their play. For example, mothers may pretend to feed a doll then hand the doll to their child. Thus, the majority of pretend play in younger children relies on imitation and schema. Sociodramatic play can help children with cooperation as it is collaborative.
The rescue fantasy for the child who was born to save a parents relationship, parents will many times solidify by thinking to have another child will save. Many parents try to rescue their unresolved childhood dreams and conflicts by expecting their child
For instance, one reader who is age 6 or 7 may read at the level of a 9 or 10 year old, it all depends on the child. Age banding therefore creates a “betrayal of trust between the reader and the author” (130). Age banding can also “disregard the creativity of authors” (130). The age bans are “harmful to children’s enjoyment of reading,” as children may not appreciate or pick up a book that is targeted for a younger age group than their own. The same goes for young readers who are confident and may be “put off by books that fit their ability” rather than their age (130).
It will be hard for them to focus once they are in school because they have not been used to maintain a long level of interacting with other people. This can be very dangerous because they could choose to play with the tablets versus real people later in life. Children need to interact with other children to form strong friendships. Some people may argue that technology given to children under the age of five is a positive thing, because it will help them learn faster. However, every child learns at a different rate.
It is important to know daycare is not only a place for your child to stay, but also a great learning opportunity at a young age. Roughly, about twelve million children from preschool and lower attend daycare (The Trouble With Day Care). Choosing who you place your child with when you return back to work is a big decision. For some parents, it is an easy choice to go with a relative, but is that really the best choice for your child? Considering the fact, a child can receive multiple benefits from a daycare is really reassuring that your child is not only in safe hands, but will develop much quicker in a more advanced way.
The author makes an interesting point that even though most adults realize just how little of the reality programs are actually real, adolescent girls may not be as aware. Although the author mentions how reality programs reinforce the idea of acceptable body proportions and ideal weights, Peek highlights that upon viewing the programs, parents can use them as a learning opportunity for their daughters. Parents can then use a program and its characters as examples of how not to behave, examples of people not to emulate, and examples of beliefs and opinions their daughters are not to have. As a result, Peek successfully assesses both the positive and negative effects of reality shows on young girls. Therefore, this source is used to argue in favor of reality television in the
Process drama ‘is a whole-group drama process, improvised in nature, in which attitude is of greater concern than character’ (Bowell and Heap (2001), 7). In this type of drama students get to share their ideas and bring them to life. In process drama the emphasis is placed on participants experiencing personal growth through an exploration of their understanding of the issues within dramatic experience. In process drama the students will be presented with a theme or a scenario rather than a script and they are expected to present this scenario in a creative way and by doing this students will add their own personal experiences to the play. Unlike product drama, in process drama student and teacher share equal places in the development, analysis and production of the drama.