When setting up the environment, should be taken into consideration the age and the abilities of each individual child, particularly to those with special educational needs and children with EAL. Staff-to-pupil ratios should be adequate to the number and the individual needs of the children.…
It is important to remember that development is often split into different areas but are connected and linked with one another. So when planning or working with a group of children the same age it has to be taken into account that some will be at the average stage, below average and above average stage of development and not be at the same sequence of development. Knowing this information it has to be taken into consideration when looking at the bigger picture of all the children’s needs and how this can be…
Specific needs – we have a child with mobility problems, who uses a walker to move around, thus when setting up the room we take this into account by using the walker to ensure he has enough space between furniture and that he can assess all areas and can move around safely and independently, (this also aides his social interactions with other children). In an older child’s classroom we have a child with hearing difficulties, in that class we ensure she can sit near the front of the class and that the classroom does not echo.…
■ setting the standards for the learning, development and care young children should experience when they are attending a…
Effective and consistent communication with a setting is vital; it ensures the needs of all parties within the organisation may be catered for according to their unique and individual sets of requirements. For instance if we were to adopt the ‘catch all’ philosophy it is evitable that may children would be sidelined and their particular set of needs not fully addressed. It is only through regular assessment and effective communication that we may arrive at a suitable evaluation and from there, put into place the best possible course of action to meet the needs of the children, their parents/careers and staff most efficiently.…
1.1 – it is important for me to continually improving my knowledge, and ensure that I am aware of, and follow, the current health & social care standards, legislation, and guidelines for good practice. Learning new skills and refreshing training enables me to progress, and achieve within my career and working practices.…
· Age - A child must be given the level of care consistent with their age ability, like can they toilet themselves or tie their shoelaces. Also expectations of behaviour should be adapted to their age. You cannot expect a class of 5 year olds to sit still and quiet during a long assembly, without some disruption.…
There are a large range of professionals who work with a schools on a regular basis to help children’s learning and development. They will come in and work with the head and other staff when needed, especially when there are a high number of children with learning, physical and behavioural difficulties in the school.…
‘Early years practitioners have a key role to play in working with parents to support their young children. This should include identifying learning needs and responding quickly to any difficulties. Wherever appropriate, practitioners should work together with professionals from other agencies, such as local and community health and social services, to identify needs and provide the best learning opportunities for children. Partnership working may be required in particular for a child with disabilities or a child who is looked after in care.’ (Early Years Foundation Stage Practice Guidance 2008 pg. 6)…
Understand the stages of child development- This is very important, you need to know for a number of reasons. Nursery teachers need to be able to see the child's level of ability. Abilities can differentiate at preschool age and an effective nursery teacher will meet each child level and guide them on their pathway to achievement. It is also important so they know understand the children that they are working with especially if they are responsible for taking care of them and teaching them. If you wanted to instruct a child and you didn't understand how to do because you don't understand what's going through their mind (stages of development) then the nursery teacher would struggle to get them to do as they are told. The nursery teacher needs to know what's normal for a child's development so that if a child is not developing normally it can be noticed and something can be done about it to help make the child better. By understanding the child's development this means the teacher can understand what the child needs to grow and flourish and how they think. If a nursery teacher does not understand the stages of child development another example of a problem could be if the child is having tantrums, then because the nursery teacher doesn't understand what's normal for a child they would have difficulty in calming the child down from their tantrum. If you were working with teenagers you wouldn't treat them like children because they are much more developed than children so for example they don't necessarily need the constant attention that children do. By understanding the range of stages of child development and development in other people e.g.…
Teachers and teaching assistants observe children in there care so it is important that all staff are trained with skills to recognise and respond accordingly to any concerns and should know about guidelines . Reorganisation is very important because if a child falls back on there work than all areas of development may be affected . The sooner any issues are raised the sooner the child or young person can be monitored the sooner treatment is started the better the outcome for the child or young person.…
The safety and welfare of the children is very important in every setting as indicated in section 3 of the statutory framework for the early year’s foundation stage 2014. All providers must meet the necessary requirements to make sure the children are kept safe and well. In my setting we have three rooms which are the baby room, toddler room and pre-school. As I work in the toddler room I care for children age ranging between 16 months to 27months old. The children to staff ratio is very important as this ensures that the children’s needs and safety is met. If the children are under two years old then we have a staff ratio of 1 adult to 3 children and if the children are over 2 years old then we have a staff ratio of 1 adult to 4 children. The toddler room can hold up to 27 children with 9 members of staff ranging from a room leader, senior nursery nurse, level 2 and 3 qualified and some staff who are unqualified but working towards their qualification. All staff members are CRB checked to make sure that the children are safe hands.…
If you are a Sign Off Mentor – The same principles apply, but you will need to…
Making observations and assessing children – by doing this I am able to check to see if individual children are progressing and developing at suitable rates, if not so then I would need to take relevant action in partnership with the parents and /or other agencies and professionals. Therefore a good understanding of a child’s development stages is essential…
Relationships with parents, staff and other professionals should be developed so they can work together with ease consistency, share information and understand the systems in place to support children who may require additional support through Early Years Action, Early Years Action Plus, Statutory Assessments or the Common Assessment Framework. Professionals and organisations may provide training and guidance on how to work with…