Ensuring that educators and children develop safe and secure relationships to support their individual development, their wellbeing and to assist with providing nurturing relationships. High expectations with all children and their development through play, provide quality, help children to succeed, regardless of their circumstances and abilities. Individuals involved in gifted advocacy should expect challenges along the way, but should always remain focused on the gifted child who will benefit from their efforts (Enersen, 2003). Understanding that each child develops at their own rate, responding to barriers and to hold high expectations of the child in collaboration with the parents, will lead to educational success. Enersen (2003) compared building a mandate for gifted education to constructing a bridge that will rescue high-ability children waiting on one side of a deep chasm and take them to the other side replete with opportunities for self-fulfillment and academic
EYPs work in partnership with families and professionals in order to safeguard the child and maintain their health and safety at all times. It is important for EYPs to develop professional relationships with parents/carers while the child is in their care; EYPs must organise times to communicate with the parents/carers about the child’s development or any concerns they may have. It can sometimes be difficult for EYPs to communicate with the child’s main primary caregiver as there may be barriers such as: work timings, language barriers and busy times at nursery. It is important that EYPs try to overcome these barriers in order to meet the needs of the child and maintain their safety and well-being. In a child’s early years it is important that the early years setting mirrors the child’s home and home routine in order to make the child feel comfortable and safe.
It is vital to protect the rights of children’s with disabilities and these safeguards aid in doing so. Within them the rights and responsibilities of parents, children, agencies, and the school district, are outlined in detail. They protect children and families by making sure each component is explained within their native language and in their preferred mode of communication. They are also protected by making sure that parents are always well informed on what the school is proposing or refusing to do, as early as possible so that parents can participate in the school’s proposed actions or respond to its refusals. The procedural safeguards also lay out every procedure within special education, so that parents and the school district know exactly what steps must be taken.
Working as a teacher assistant means displaying a modelling behaviour towards children, young people and adults. Modelling behaviour can be reflected by several ways but our behaviour and communication are the first reflection of our personality and image. School are the first institutes children come to meet new friends and skills to tackle them individually. Effective communication is a two way process, it involves how we say and how considerately we listen to the other person. It is very important to listen to the child even though it doesn 't make sense because that 's how you are building confidence and self esteem in him or her which will help him later with other peers.
My observations in relation to age appropriate play What is play? According to the National Association for the Education of Young Children (NAEYC), “Play is an important vehicle for developing self-regulation as well as for promoting language, cognition, and social competence”. Play is recognised as so essential to children’s wellbeing and development that it is included in the United Nations Convention on the Rights of the Child (1989). The right to play is set down in Article 31. For the children I have observed play is serious but fun.
It is widely believed that the relationships parents have with their children are strongly related to the children’s outcomes (DCSF 2010). Hence, working in partnership with parents helps to meet the needs of children effectively as they play a fundamental role in their well-being, also share the same goal as professionals in safeguarding children (Davis 2011). Moreover, the key aspect of partnership with parents is to strengthen parental capacity, as it can have a major impact on the child’s wellbeing as a number of factors affect parenting capacity, which makes it difficult for parents to address the needs of their child and require support (Walker 2008). Therefore, partnership is significant as agencies can determine what support they might need and help struggling parents, it is also easier for parents to access appropriate service from the relevant agencies which saves time (Foley and Rixon 2014). It also reduces parental anxieties by being in partnership as they are aware of what is going on and are able to express any concerns with a key worker, rather than having to go through many assessments with various professionals which can be very stressful (Dominelli 2009).
When going into the field of an Early Childhood Educator there are different values that one should have. In my opinion Early Childhood Educators should have foundation skills of how children learn, should know how to support diverse knowledge, should be able to model the correct language, should have classroom management skills, and should be able to create a safe environment for all children. According to the NAEYC core values Early Childhood Educators should base work on knowledge of how children develop and learn, which goes with my first opinion with Early Childhood educators having the foundation skills of how children learn. NAEYC core values also states that recognize that children are best understood and supported and
When it comes to creating developmentally appropriate environments, as an infant or toddler caregiver it is important to be reflective and responsive to young children’s needs throughout the day. These areas include: health and safety, physical environment, Language and literacy, social emotional environment, Schedules and lesson plans, and parental involvement. As adults, we are in control of the setting, and therefore, have a great impact on each and every child’s learning process. Here’s an example using an infant and toddler classroom. This classroom is created for infant and toddler whom I believed is developmentally appropriate.
To maintain a commitment to professionalism in the classroom, an educator must show an awareness of their job responsibilities, follow an appropriate dress code, keep up with necessary trainings and adhere to the NAEYC Code of Ethical Conduct. Awareness of job responsibilities is key to being professional in the childcare field. Arriving to work every day, providing a consistent presence will allow the educator to establish positive relationships with the children and their families. Getting to know every child and their families and being attentive to their needs will show the parent that the educator is giving their child the necessary attention that they need. It will also allow the educator to plan activities to fit the cultural and
The conventional wisdom maintained that children are best cared for by their parents whenever possible (Wattam, 1997). ASFA expanded the concept of child well-being by requiring states to assess family capacity and ability to provide for their children’s needs from a strength perspective. Instead of viewing the family as a pathological system with deficiencies in skills and abilities, child welfare social workers were mandated to consider family coping skills, knowledge, resourcefulness, and willingness to grow and change. An underlying assumption of the strengths perspective is that families are not only in the best position to identify their problems they also have the solutions to their problems. Thus a major focus of the strength perspective in child welfare is collaboration between the social worker and the family to define the problems, developing goals and strategies for resolving the problems, and identifying desired outcomes (GlenMaye & Early, 2000).
Also the practitioner would need to work in partnership with the parents at all times because the parents are the most important people in the child’s life and the parents of the children know their child better than you do. Also in a setting I attended before the practitioner and the mother of a chid liaised in order to put a sticker chart with rewards to help improve the child’s behaviour. The idea of the sticker chart came from B.F. Skinners theory which was positive and negative reinforcement: if children were rewarded for good behaviour then the behaviour is likely to continue. (Bruce T, Meggitt C, 2007). Communication would also be essential while planning for the children because if the child is involved with any other professional then the educational and milestone developments must be communicated between multi-agencies to ensure that everyone is aware of the stage the child is at in his/her learning.
Decisions that children and young people make can have a significant impact on themselves and those around them for years to come. It is vital that children and young people are equipped with the right information and are empowered to make informed choices about the way they choose to behave. This is especially true when it comes to personal safety, and the safety of others as part of negotiating and developing personal relationships. With this in mind, education within the school environment plays a significant role in assisting children and young people to develop these skills. Everyone who works with children needs to support them to help them keep safe and help to support their own wellbeing, and this can be accomplished by; Helping the
The most important current legislation and regulation in UK are Childrenâ€TMs Act 2004, Childrenâ€TMs Act 2006 and Lord Lamingâ€TMs report. It means that all professionals and everyone who is care of children and young people must be aware of the legal aspects. It also gives guidelines to schools and agencies how to deal with problems and issues relating to children. Childrenâ€TMs Act 2004 â€“ it was established to offer legal groundwork to the Every Child Matters document for the care and support of children. These include for example: children should be healthy, be safe in their environments, to make positive contribution to the society or be supported to enjoy life.
Developmentally Appropriate Practices (DAP) is important to understand prior to implementing creative activities in your classroom because from the reading I liked a few points on how young children develop and learn and what is known about effective early education. First, knowing what is expected at each stage of a young child 's development is important, and it informs decisions about the best practices. Another key factor is knowing exactly what is appropriate for each individual child. Watching children play can give important insight to their progress and ability. The NAEYC also strongly recommends basing decisions about what is developmentally appropriate on a child 's cultural and family background.
Professionalism to an early childcare worker is being able to engage children appropriately while staying within the environmental and cultural boundaries set by their parents. Early childhood is a crucial area of development, where many social skills and basic motor functions are learned and retained. It is fundamental for any childcare worker to understand what is and is not acceptable behavior, and how to properly guide the child into appropriate mannerisms also knowing when and how to punish certain behaviors. (Maycie Southall, 2013). The worker must be knowledgeable on how children learn, and thereby be able to engage the child into developmental play by being able to incorporate motor skills and sensory stimulation into their education.