This essay will explain the importance of not being subjective whilst working with children. According to Collins’ English Dictionary, subjective means that you are ‘relating to or emanating from a person’s emotions or prejudices’. In brief, this means that you are reliant on your own personal feelings therefore resulting to you judging that child for not displaying the behaviour that you would expect. The opposite of subjective is objective which, according to The Oxford Dictionary, means that a ‘person or the judgement should not be influence by personal feelings or opinions in considering and representing facts’ therefore, observations should be unbiased (‘being not biased or prejudice; fair or impartial’ – The Free Dictionary Online). You should treat every child fairly and in a non-judgemental manner (‘not judging on the basis on one’s personal standards or opinions’ – Dictionary Reference Online). You should not judge the child on their previous behaviour; instead you should treat each day as a new day by only recording how you see the child behaving on that specific day by simply recording what you see as accurately as possible.
To reduce being bias within an activity, make sure that you have chosen a selection of genders and cultures whilst organising a group activity. By doing this shows that you consider those from cultural backgrounds and both genders. Gender bias is still well-known in childcare settings however, it can be reduced. To reduce gender bias you can allow the children to have a free choice of activities to participate in during free play so that they have the opportunity to express themselves freely. All childcare settings should have a variety of toys for the children to use so they are able to play with ...
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...ces should an observation on a child continue to be carried out after a withdrawal.
Confidentiality needs to be in place at all times whilst observing children. You should never reveal a child’s personal details to anyone else, it should be kept private. This is part of The Data Protection Act, which has been formed to protect all personal data of UK residents. A child’s personal data should be stored in a named file and locked away in a private filling cabinet. When writing your observations, no child or practitioners names should be mentioned. The child of focus should be addressed as TC (target child) throughout the observation. If other children happen to join in with any activities that the target child is participating in then they should be addressed as C1, C2 etc. All practitioners will be referred to in the same many however, with an ‘A’ instead of a ‘C’.
This ensures that the practitioner takes necessary steps to protect a child and also promote their welfare. A practitioner will also need to promote good health of children and take appropriate action to prevent the spread of infection when a child is ill. Within the setting practitioners must work effectively to ensure that they manage the children’s behaviour effectively which is relevant to their age and stage of development.
What is the difference between effective or ineffective communication skills when working with children, this essay is determine to find out the appropriate ways to communicate with children by analyse, the video clip ‘Unloved’ by Tony Grison, where a young White British girl aged 11 was taken into care, due to her father being abusive towards her and mother not wanting to see her.
To conclude child observation is a method to understand the child’s world, how they react within their environment. I found it really useful to learn about the child’s development, thoughts, focus on feelings and at different ages the child goes on developing his/her capacities. Every single context can change what the observer sees because a child can have different reactions in front of his/her parents and in front of a carer. Social workers learn from the experiences and reflect within their own practice. It is an important technique for social workers, needed to develop these skills associated with being a practitioner.
Observations are carried out to collect information such as: how a child is progressing; how they learn; their interests; and what they are learning through their play. Along with their unique abilities, talents and needs. Observations can be holistic or focused to one area and indicate whether children are at the expected stage (Early Years Matters, 2015). They can also identify possible SEN. Afterwards, the information retrieved from observations are used to assess and plan for
Based on my observations, I have learnt that each child is remarkable and extraordinary and the biological, surroundings and the educational encounters impact a child's advancement. Along these lines, as a juvenile justice social work student, I have learned to abstain from summing up somebody's practices and/or behaviors solely based on my visual perceptions. I also have to think about how probable it is that young ones have their own qualities and unmistakable excellencies. Reasoning being, is because many practices and/or behaviors are greatly impacted by the system in which that individual grew up. While doing this assignment, I reflected on my past encounters as a kid, my beliefs, mentalities, my childhood guidelines furthermore inspected how they affected my development. By building up this self-awareness, it has set me up for against harsh practice and a consciousness of how I identify with individuals.
I will not impose “gender specific” toys on them or tell them that it is not acceptable for a boy to play with a baby doll or tell my future daughter that it is not allowed for her to pretend sword fight. My children will be able to decide what they like and what they do not like and I will not allow anyone to decide that for them. This assignment has definitely opened my eyes to the market that is out there stereotyping children without much notice. Taking time to actually look into what is being done with toys and society with children has broadened my understanding and awareness of the impending problem that children are being faced with. I hope that one day we will see an end to gender stereotyping so that my future children will not be forced to feel out of place if they do not identify with a specific feeling or emotion that a boy should have or a girl should have. It sickens me and breaks my heart that things so minuscule such as toys can have such a negative effect on lives, especially on such a young children. This ideology of gender segregation should not be supported or further produced because it is harmful to the children that are directly or indirectly being affected by
When children experience gender bias at an early age, not only can affect their development but it can affect their behavior, beliefs, and relationship with others. Children learn by what they see their parents do or what is acted out in their communities. Studies have shown, not only do children experience gender bias at an early age but that they also learn to stereotype as early as the age of three years old.
Effective communication is a key principle for developing positive relationships with children, young people and adults. By ensuring that communication is effective it provides clarity on what behaviour is expected and a clear understanding of the tasks. In providing this children and young people will feel they are able to join in and it also provides positive experiences in variety of situations. The result is children will feel more at ease within the school setting and with those around them. By listening to what a child, young person or adult has to say a sense of value and self-worth can be achieved, which forms another factor in developing positive relationships, trust.
(2012) examined gender-typed play across social contexts in order to examine if the social context influences a child’s gender-typed activity choice. The varying social contexts they accounted for were if the child was playing with boys, girls, a mixture of the two, or the teacher (Goble et al., 2012). This is important to consider because the frequency at which each type of social context is present will potentially have an impact on the rate of various gender-typed activities (Goble et al., 2012). Research shows that children prefer to play with children of their same gender who engage in the roughly the same amount of gender-typed activities as they do (Martin et al., 2013). This pattern leads to children spending most of their time playing in groups that are sex-segregated (Martin et al., 2013). Due to this, there is the potential that children may engage more often in certain gender-typed activities than if they were playing with someone of the opposite gender (Goble et al. 2012). To determine if this statement is in fact true it is necessary to observe preschool age children and record the type of play they engage in, and who their playmates are; this is precisely what the present research represents and what Goble et al. (2012)
For 12 weeks I observed a young pre-schooler Child C aged 31/2 years old, through my account I would give an observer’s view of Child C, three theories peculiar to Child C and my the emotions evoked in me as an observer. My observation assisted in my understanding of the changes in Child C as the week progressed over the 12 weeks.
Francis’s study analyzes three to five-year-old preschool students as well as their parents about their views about toys and viewing materials based on gender. The study showed that parental beliefs shaped their child 's opinions of gender roles based on the toys they played with. The parent 's idea of what is female and what is male is transferred onto the toys their child plays with which in terms developed their child 's stereotype of what is male and female based on their toy selection and color. In the article “How do today 's children play and with which toys?”, by Klemenovic reference that a child 's view on gender stereotypes is developed by their parents who train them on how to use the toys. Klemenovic (2014) states "Adults start training in the first months of a child 's life because knowledge of objects is the outcome of other people 's behavior towards us" (Klemenovic, 2014, p. 184). Young children’s development of gender stereotypes is largely influenced by his or her parent’s actions and view on what they consider male or female. A parent’s color preference and toy selection can influence a child’s gender bias or association to a specific
At this stage, the child’s behaviour is also associated with Bronfenbrenner’s “bi-directional influences” (Paquette & Ryan 2015). For example, the parents may affect child’s behaviour and beliefs; however, the child’s behaviour also affects the belief and behaviour of her parents. Curriculum, teaching strategies and resources play main role in addressing children’s behaviour in learning environment (Conway, 2009). Implementing the appropriate strategies and developing positive relationship between educator, parents and other significant adult is very important for the child to understand a sense of belonging, identity and able to recognize herself as significant and valued (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2014). Proactive and Reactive strategies can be utilized in guiding the child’s behaviour. The reactive approaches can be implemented after the child’s inappropriate behaviour that helps her to understand about ‘punishments’ and endeavor to stop her inappropriate behaviour (Conway, 2009). For example, “if you punch him
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).
Child A is a forty month old male pupil at this setting and attends regularly for five mornings a week since September 2011. He has two siblings and he is the middle child. He lives with his siblings and both parents. He is one of the younger children in his nursery year. He has not yet formed any friendships with his peers at the setting and children are wary of him due to his unpredictable volatility. His behaviour has also been ...
Some things that we can do to help avoid this is to show kids that they aren't always limitations on what a boy and a girl should do as far as roles go. Little girls need to know that wanting to play sports is not a bad thing and that they aren't just meant to reproduce and be treated like a maid, whereas little boys need to be taught that they don't always have to hide their emotions, and they should be able to play with the same toys that little girls play with. However small it may seem just giving a child both “girl” and “boy”, toys instead of one or the other, is very important.