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It's important to plan for children’s care and learning needs because they come first in your planning according to the child's ability and development.
To plan and meet the care and learning needs you need to meet learning need. You can do this by observing the child to see what they like and dislikes the you can assess the child progress by looking back on child's observation. “We assess children’s progress by analysing our observations” (http://www.bristol.gov.uk/sites/default/files/assets/documents/childminding-ofsted-effective-practice.pdf) 13/12/2013 7:22pm then finally planning with this you can decide what the next steps for the child to take.
Every child is different in their own way and it's important to think about children, you need to think about children as an individual and also the children as a group- you need to think about watch child’s interactions, personalities and their style
As practitioner's we need to share information. This information can be with setting staff, supervisors and even with parents. We need to share children's information with parents because these are children’s first educators and their first learning comes from home where they engage with children to extend their learning. “There could be barriers; some busy parents want to rush away without spending time conversing” (http://rightfromthestart.wordpress.com/2012/11/02/why-sharing-information-with-parents-is-important-in-early-years-classrooms-and-how-to-achieve-it/) 13/12/2013 linking to the quote it is true that some parents can be very busy when you want to talk to them. A way you can to talk to parents is by arranging a day where the parents are comfortable with and on that day you can talk to the child's parent about the l...
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...on, fears and concerns,learning styles skills and previous experience”(http://www.potentialplusuk.org/file_upload/new_schools/The%20Importance%20of%20Assessment%20in%20the%20Early%20Years.pdf ) 15/12/13 4:33pm
Another way how we can use planning to promote positive outcomes for children is by getting parents involved, showing them the plan. Telling the parent this is what we are going to do in nursery and how we can adapt it so you can do an activity at home. The topic can be 'sea in nursery they might watch a film all about the sea' finding out what lives in the sea. Then they would do activity where sea creature and they need to match it to the name of the sea creature. At home they can find a lot more about the creatures and they can make a book all about them. So the child would have both nursery and home input together and they would like to learn a lot more.
If a child is looked after or in care, their opportunities in general may be restricted. This in turn leads to their development being affected in many different ways.
Graham-Clay, S. (2005). Communicating with parents: Strategies for teachers. School Community Journal, 15(1), 117-129. Retrieved from http://search.proquest.com/docview/195462342?accountid=34899
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.
"When my kids become wild and unruly, I use a nice, safe playpen. When they’re finished, I climb out.” – Erma Bombeck. Early childhood is the most rapid period of development in a human life. Although individual children develop at their own pace, all children progress through an identifiable sequence of physical, cognitive, and emotional growth and change. A child who is ready for school has a combination of positive characteristics: he or she is socially and emotionally healthy, confident and friendly; has good peer relationships; tackles challenging tasks and persists with them; has good language skills and communicates well; and listens to instructions and is attentive (World Bank 1). The interactive influences of genes and experience literally shape the architecture of the developing brain and the most important ingredient is the nature of a child’s engagement in the relationship with his or her parents (Bales 1). The parenting style of a mother or father has a strong and direct impact on the sequence of development through which the child progresses on the way to becoming a physically, mentally and emotionally healthy individual.
Robins, A. and Callan, S. (2010). Managing Early Years Settings: Supporting and Learning Teams. London: Sage.
The information presented during this course has increase my knowledge and experience about my role as an early childhood educator. The resources presented helped me to learn ways to promote healthy development and well-being of all children and how to be an advocate for them. I believe this class enriched my knowledge about infant-toddler care and education to the point that I would most like to express to others its importance. One thing that I would like to share is that infant–toddler care and education is crucial for physical and cognitive development. The caregiver/parent interaction is necessary for the children to keep alive the desire for communication and learning. I would like to express to others that we should keep in mind at all times that children are unique individuals that deserve care and respect. The caregiver should be a role model from day one, so the child will learn to copy her, and later on impart the same behavior to others. She should interact with the children to develop a relationship that will help the child to express feelings and emotions in a nice way. Also, I would like to express the importance of teamwork. Parents and caregivers need to work together in developing relationships to promote healthy development for children. According to Mary Benson McMullen and Susan Dixon, “ Each family and professional must learn to work and make decisions together to support the child’s healthy development and to ensure the family’s well-being” (McMullen & Dixon, 2006). In my opinion caregivers need to start developing the relationship with the parents from day one, and supporting their wishes on what they prefer for their child. One way of doing this is by respecting thei...
Kaiser A.P. (2003). Teaching Parents New Skills to Support Their Young Children’s Development. Infants & Young Children. 16 (1), p12.
Sometimes a student is successful in one area and having difficulty in another or a student has trouble using their words to communicate and becomes aggressive. At this center, the teachers have the tools to assess each child and the parents are interested in knowing the strengths and supports their child needs. The article Understanding Families, states that there should be “opportunities for families to discuss their beliefs about their children, what they want for their children, and how they support their children’s development” (Christian, 7). As conferences occur every 6 months, parents also communicate with the school and teachers via email and during drop off and pick up times. Another great example of parent communication is in the article Building Bridges from School to Home. The teacher builds relationships with parents by getting them to understand the areas that their child struggles and continues to strive in. Making sure they know that their child will master these skills when they are ready (Lawrence-Lightfoot, 2). At Staples Child Care Center, all teacher will assessments and observations about the child and a few suggestions that the child will benefit
Because of my early interest in children, I developed a strong desire to teach; consequently, I sought out jobs that allowed me varied experiences with children. My first experience was baby-sitting. Here I quickly learned that children must be told precisely what to do. For example, "Go wash your hands with soap and dry them right now." Or, "You must take your shoes off and then you may get into the bathtub." From the many baby-sitting jobs I had, I soon discovered that if I did not have a plan the day would be total chaos. As early as thirteen I became familiar with the need for structure and creativity when dealing with younger children and found myself loving every minute of it.
Teachers, parents, and the students all become better communicators when being involved in the process of inclusion into mainstream schooling. Teachers learn that communication can be key, while parents can alert teachers if their child is having a bad day. Due to the fact that the simplest things could affect the student drastically, the idea of open communication between teacher and parents is vital, since the parents will learn these tendencies before anyone else. Communication also works well the other way. If the student has a bad day a...
My beliefs and values about early childhood education is based upon understanding that all children are unique individuals who need a caring, nurturing, and secure environment in which to grow and develop socially, emotionally, cognitively, and physically. Children under the age of three are in critical stages of development, it is my belief that a quality child care environment will have a positive impact on a child’s development and make a significant difference in the life of a child and his or her family. My philosophy of early childhood education and the elements I believe are necessary in developing a developmentally appropriate child care environment is rooted in my views and beliefs about experimentalism, progressivism, multiculturalism, and the influence of philosophers such as Dewey, Piaget, Montessori, and Vygotsky. Furthermore, I believe young children will thrive and grow in developmentally appropriate child care programs that possess the following elements: (1) teachers who see themselves as intentional, responsive and respectful facilitators of learning, (2) the ability to build a community of learners, (3) implement an effective curriculum that allow children to explore their natural curiosity about the world.
Sims, M. & Hutchins, T. (2011). Program planning for infants and toddlers: In search of relationships. Sydney: Pademelon Press.
Telling your child's hobbies, pets, as well as learning difficulties and strengths will provide for a more intimate school year (Spencer, 2001). One of the ways in which parents play a critical role in their children?s social development is by encouraging their interactions with other youth (Updegraff, 2001). If children are able to work in group settings, this will not only help the child get along with other students, but it will also lessen the amount of disruptions in class thereby making it easier for the teacher to teach (Barbour, 1997). Parents need to stress the importance of little things your child can do to smooth the teacher?s day and help himself learn, such as listening when classmates answer questions, writing his name on assignments, and keeping his desk and work area tidy (Spencer, 2001). Parents can help your children avoid interrupting. Teachers love enthusiasm but yelling out too often will cause unneeded disruptions. Explain the good times to speak, such as when the teacher is inviting questions and the not so good times, such as when the teacher is talking to another student or giving directions (Spencer, 2001). Practicing these classroom manners will help with less disruptions and a better teaching and learning environment. Parental involvement promotes emotional growth of a child. The attachment between a child and parent is a long-lasting, emotional, learned response. It is the attachment in a parent and child relationship that forms the basis for a child to trust or not to trust their environment (Gestwicki, 2000). This proper attachment is essential for a child to trust other adults, such as their teachers and also to trust other students and make friends.
We spoke about the important people in the classroom which includes the child’s family, the child, and the teacher. The family is not physically present in the classroom each day. However, the children are products of their home environment, and the relationships
The purpose of programme planning is to improve the ways that we work with children in the diverse early childhood areas. To plan is to set goals and provide quality programmes to help children to learn and to build up good relationships within the service. Ward (2011) discuss the purpose of planning is to provide safe environment of learning that is based on the Te Whariki curriculum. According to the Ministry of Education (1996), it states “each early childhood education setting should plan its programme to facilitate achievement of the goals of each stand in the curriculum” (p.28). Teachers plan so that they could create quality programmes and refer back to make improvements to those programme. Staffs should share the documentations of the planning so that it informs the parents and keep them on the same page. Planning is to extend on the children’s interest and to find out the area they may need to improve on. Programme planning designs to meet the needs of young children. The purpose of programme planning is to ensure the centre is providing learning programmes in accordance with the ministry of education (MOE) requirements. (Ward, 2011) We need to seek for children’s voice, parents’ suggestions and ideas of the...