Embed responsive planning throughout the service
• Initial meetings will be held with staff teams from each area to discuss where they are in their understanding of the planning system.
• Staff will have time to discuss and evaluate the impact of the planning on the children.
• Management will support and monitor planning sessions to ensure that the planning of the curriculum is designed to offer challenge breath and balance.
• Following up in house training sessions will be delivered to support staff and teams with their individual developmental needs.
• Parents and children will be consulted and their input incorporated into the planning. Manager
Deputy
All staff Having well informed trained and confident staff who understand
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• Initial settling in, room to room transition and moving to primary 1 transition procedures will be developed in line with children and family individual needs.
• This procedure will be rolled out and monitored to ensure the continued positive impact on children. Manager
Deputy
All staff Effectively supporting individual transition will have a positive impact on the children’s capacity to cope with change.
Routines that are familiar to the children will support them to build attachments with staff and adjust to the new environment in a nonthreatening secure way.
Encouraging families to be involved in transition will enable staff to know children well enough to understand their needs ensuring that the best individual support is given to each child.
Recording systems
• Revisit E-journal operations with all staff.
• In-house training will be given on observation, assessment and recording of children’s learning with the focus on children’s individual progression.
• Staff will receive training on floor books and the importance of documenting significant learning and how to use observations to support children to their full
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
In early childhood classrooms I have seen many adaptions done for children that needed extra support.
At the operant level change will be effected by restricting activity to appropriate household locals. The necessity of maintaining order & restoring the orderly state of the environment will be reinforced with positive attention. As a stimulus for taking on the additional responsibility of the infants care rewards will be implemented after discussion of goals with the child. Positive progress will be met with mo...
A child’s development and learning commences from the earliest days of their lives. The unique identity of each individual stems from the relationships with people who provide love, care and emotional support. These relationships can be within the home environment, school playground or with extended family members and friends. Children respond to stimuli which in turn form the ‘internal working model’ (K101, Unit 5). This can be described as how we view ourselves and others within society; it influences what we expect and how we respond to situations.
In EDFN 241, we talked about how a child mentally changes as they grow and how they can be motivated and assessed in a classroom. We learned about the whole child and why it is so important. The Whole Child identifies
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 Strengths-based Approach provides a foundation of influencing confident and capable learners and their “unique qualities and abilities” (DEEWR, 2009, p. 9). Both models can be used in partnership with one another to provide a complete overview of the child. The two take into account the influences and connections that society brings and understands how some influences might affect other children differently. Utilising learnt strengths focuses on the ability to strive towards achievement, a strong sense of identity and wellbeing, become connected to community and be confident learners and communicators. These examples are reflected in the Early Years Learning Framework (2009) developmental outcomes. A shift towards using the approach requires a commitment to change and an evaluation on the means of working with and facilitating positive influences on a child 's commitment to process
helping them to help readjust the other children - helping them to cope with any
The Child Development Center of College of San Mateo provides early care and educational programs for children between the ages of 3 to 5 years old. Children are divided into classrooms with a “master” teacher, a “regular” teacher, and two or three “associate” teachers. Klara attended Classroom, “A,” a stimulating and well-resourced classroom. Klara was observed for two hours on Monday from 9 am to 11 am and for two hours on Wednesday from 9 am to 11 am. During these two hours, classroom activities consisted of “free time,” “story time,” and an outside “play time.” A “master” teacher, a “regular” teacher, and two “associate” teachers were present during observations. Additionally, a total of eighteen children were in attendance during the observed days.
Children and staff are seen as inhabiting the same life space, not as existing in separate hierarchical domains;
Child Observation Record (COR) is the checklist that evaluates children’s learning in the five content areas. Each day, teachers observe children at play in natural and authentic situations and then take notes about children’s behavior. These records are gathered to help teachers evaluate children’s development and plan activities to help individual children and even the whole classroom make progress. For teachers, the Preschool Program Quality Assessment (PQA) is used to evaluate whether the whole High Scope program and the staffs are using the most effective classroom and program management
According to (YoungMinds, 2017) “Developing strategies, both as individual staff and as whole schools, increases the capacity of all children to cope with transitions, giving them both the positive experience of managing change and belief in their skills to overcome adverse circumstances.” Building positive relationships with adults is important as the child can explain their likes and dislikes of transition which can help a practitioner make it less challenging for the children by making them more aware of transitions and how to deal with them. Change of environment is a transition that occurs when a child who has spent his/her time at home with parents for their first four years and is now beginning nursery school which can be a stressful environment as there is multiple adults in a classroom but also over twenty children in the classroom, while children could have been used to being an only child at home to a much smaller surrounding with more children and less space. Emotions can occur positively during expected transitions as children can become very excited that they will be going to school to play, meet new friends and get to experience the world around them which they probably have not got to explore before. Children who go through unexpected transitions, such as; death can impact their mental health making them lose focus in school as their emotions are at a
...s everyone who is involved with the child whether it’s external or internal agencies, views are valued, taken forward and listened to. Knowledge is shared effectively on a need to know basis.
...S., … Killen, R. (2009). Professional Practice in Primary Education. South Melbourne, VIC: Cengage Learning Australia Pty Limited.
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).