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What kinds of feedback are important for teachers
Early childhood teacher philosphies
Concept of feedback as used by teachers
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When children are going through transitions, it is essential to build good attachment so children feel more comfortable with the practitioner asking questions and expressing their feelings. Using the method of reflective practice is important to check if children are attached with their key person. Then if there are any signs that the child is not settling, then the policies and relationships can be looked at and changed if necessary. The current framework is the EYFS which support children’s mathematical and literacy development. One of the EYFS principle in the Development Matters is the “unique child” concept which means that “every child is a competent learner from birth who can be resilient, capable and self-assured.”- Development Matters (www.foundationyears.org.uk) This means that every child are different but have many different skills and learning styles. The government initiative of a unique child is over the death and case study of Victoria Climbié which had an impact on the practice of Early Years practitioners. The aim of this initiative is that practitioners have to make sure that children are being supported to overcome hardship or to support those who are being neglected, “reduce their level of …show more content…
Practitioners should plan activities that follow children’s interests, make up stories about their favourite cartoon or film character. Get down to the child’s level and ask them what they have drawn and praise the child. The practitioner should use different body language, tone of voice, characterisation when telling a story to the children. Practitioners should be singing rhymes along with the children in order to help them learn new words and also increase their confidence and communication skills. It is important to support children in their phonological awareness to help them understand that words can be broken down into different
The influence of Bowlby’s attachment theory is relevant when dealing with transitions because it has informed people and practitioners about the importance of attachment and the key worker system. Bowlby’s attachment theory evolved to ensure children are protected and for their survival to be increased. Bowlby believed that a child’s first attachment is built quite early on and is normally formed with the mother. This relationship between the mother and the baby is the template for relationships in the future. It provides the child with an internal working model. If the child’s first attachment doesn’t have a positive effect then this can result in the child finding it difficult to form other attachments with practitioners, family members and friends. If the first attachment is secure and strong the child will be able to build relationships with other people without having a problem. According to Bowlby the cognitive development of the child is affected when early attachment is formed because it provides a secure base for exploration. Although Bowlby’s theory has a lot of positive aspects other theorists have research that disagrees with his work. Schaffer & Emerson
The Early Years Foundation Stage (EYFS) was implemented in England in 2008 and applies to all children aged 0-5. This new curriculum combined existing government ideas regarding the care of under 5s including the 'Every Child Matters' (ECM) policy: children's services have to respond to 5 outcomes for all children from birth to 18: being healthy, being protected from harm and neglect, being enabled to enjoy and achieve, making a positive contribution to society, and contributing to economic well-being. The statutory EYFS document stated a need for a 'coherent and flexible approach to care and learning' (DfES - Department for Education and Skills 2007; cited in Palaiologou, 2010, p.11 ), and ensures a quality experience for children regardless of the pre-school setting. EYFS and its direct predecessors were introduced based on the realisation that quality of teaching and management of schools play a central role in children's quality of learning, not socio-economic and educational background, as was previously thought. Pre-school education was seen as a method of helping children 'break the cycle of deprivation' (Baldock, 2009, p.20). However, research by Potter immediately prior to the inception of the EYFS concluded that due to 'insufficiently rigorous conceptual underpinnings, particularly in the area of language and communicatio...
Tickell, C., 2011. The Early Years: Foundations for life, health and learning. An independent report on the Early Years Foundation Stage to Her Majesty’s Government. London: HMG
When working with children it is vital we have a good understanding of the principles and values such as United Nations Children’s Rights Convention. The Foundation Phase curriculum promotes equality of opportunity and values, and celebrates diversity.’ (Foundation Phase revised curriculum, 2015) whereas the UNCRC focuses on the rights of the child, these rights underpins everything that practitioners do in the setting. Alternatively the Foundation Phase is a framework that is used to plan for children’s play and learning but gives us many opportunities to celebrate diversity and promote an inclusive and equal setting.
This essay will discuss the Key Person approach and its impact on children and their families. It will critically analyse some of the benefits, challenges and barriers that the key person system may have on an early years setting, its provision, the children and their families. It will discuss transitions that children may experience, and how practitioners can help to support them and their families during this process. This will have reference to appropriate theorists such as John Bowlby and Mary Ainsworth. Supporting references will be shown throughout this essay to support the writing.
Early years frameworks have an emphasis on a personal approach to learning and development as due to socio-economic changes children are having to spend longer periods away from their carers and therefore need extra care to support their emotional well being. There is also an emphasis on the needs of individual children. This is because children all develop at different rates, are unique and come from a range of backgrounds. All of this means that they will have different needs and will be interested in different things so in order to thrive will need a range of different
When speaking to a young child be must be very clear and use a fun high pitched animated voice to keep them engaged, you may even sing to the child. You may often find repeating yourself if
One reason for Reflection being used is to give practitioners the chance to change an aspect within their setting, which they feel can be improved in order to help the development of children within their practice. Reflective practice is about improving practice and coming up with theories to support the improvement (Holmes, 2011, p.7). Reflective practice using critical reflection will allow the practitioners to identify what they do well and what they need to improve on within their Early Years settings. It can also give practitioners the opportunity to develop their professional identity, and work at improving their working environment (Forde et al, 2006, p.65, 66). By allowing practitioners the chance to improve their working environment, it can have a huge influence on the children and their development within the Early Years. For example, a teacher looking back and being reflective over their lesson, will allow them to make amelioration for when they teach that lesson again, thus leading to further learning development of the
Early childhood education is a very important step during a child’s educational career. This is the level where the entire framework is laid. The four major areas of development are further defined ...
It is essential that a child’s development is viewed in a holistic manner, so that practitioners can identify a child’s physical, personal, social, emotional and spiritual wellbeing- not just focusing on their intellectual
It is important to liaise and work as part of a multidisciplinary team. Contact the team and inquire how the child is progressing and ensure the parents are not being provided with conflicting information from other professionals. Create a framework? The SLCF is a clear and detailed framework of the skills and knowledge in speech, language and communication which are important for everyone who works with children and young people. It is available as an interactive online tool at www.talkingpoint.org.uk/slcf. Here, practitioners and managers can complete an online evaluation of their current skills and knowledge. Once completed they will have a list of competences where they are fairly confident or not confident. The website then links to training and resources that will support these competences. The Communication Trust 8 Wakley Street London. Third edition, published September 2011. First edition published July 2008. Speech and language and communication framework. It is important that all professionals if any others are involved with the child and the family be aware of how parents are feeling, and that all professionals are providing appropriate and timely support. It is vital as a speech and language therapist that I restrict the information I provide the parents with; succinct language and communicative information.
One strategy teachers can use to help students develop their speaking and listening skills is to teach the students simple rhymes. Reading simple nursery rhymes or short poems help increase a child phonological awareness. “Children who have been involved in early rhyming activities such as nursery rhymes are often more successful in reading later on” (Beaty, 2009, p. 23).
Observation is important as the practitioner can find out what the child is interested in and what motivates them to learn alongside their progress and how they behave in certain situations, additionally at the same time it identifies if children need assistance within certain areas of learning or socially (DCSF, 2008). Furthermore the observations check that the child is safe, contented, healthy and developing normally within the classroom or early years setting, over time the observations can be given to parents as they show a record of progress which helps to settle the parent and feel more comfortable about their child’s education. Observations are not only constructive within learning about an individual child, they can be used to see how different groups of children behave in the same situation and how adults communicate and deal with children’s behaviour (Meggitt and Walker, 2004). Overall observations should always look at the positives of what children can complete within education and not look at the negatives and all observations should become a fundamental part of all practitioners work alongside reflection (Smidt, 2009).
In order to promote the best outcome from the curriculum we must consider that each child is an individual in their own right. Tricia David (2001: 55) states that early childhood should be a time of “spontaneity and of exploration according to individual interests”. Thus accounting for the child’s strengths and weaknesses, as well as their likes and dislikes, provides a curriculum, which will promote optimum development. This is also known as a ...
Nóirín Hayes explains in her research paper Perspectives On The Relationship Between Education and Care In Ireland (2007), how demand for early years education in Ireland has increased in the last two decades for a multitude of reasons. Due to this growing demand for quality early years education the NCCA (National Council for Curriculum and Assessment) introduced Aistear as the early childhood curriculum framework for 0-6 years in Irish early years settings in 2009. Aistear was introduced as the curriculum framework which when practiced alongside Síolta, the quality guidelines for the early years settings environments (introduced by the NCCA in 2006), creates a nurturing and safe environment which caters to the individual developmental needs of each child within the setting. Aistear means journey as Gaeilge and symbolizes the learning process and search of knowledge as a journey. Aistear’s framework is based on four themes - Well Being, Identity & Belonging, Communication and Exploring & Thinking - as a means to develop the child in a holistic way. (Aistear principle and themes: introduction).