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For this outcome I chose the CE 240 Unit 6 assigment. With this artifact a demonstrate my knowledge of appropriate observational and assessment techniques and planning for children and their families. I chose this artifact because it shows how I will prepare and plan for children with a specific disability. In this assignment I demonstrate my ability to arrange the learning environment to encourage children with specific needs to reach their learning goals. Observation is one of the most vital skill for early childhood educator.
) Parent & carer involvement: how does the setting engage with parents to share activity ideas, rhymes, resources, books, event dates, news, parent’s language needs, knowledge & expertise b)Staff -involvement/roles-how does everyone cooperate with children to promote communication; share observations ‘that worked well’, ’he does have two ears and a very waggy tail’, share information about choices eg. Snack foods, range of activities, introduction ‘xx’s mum is in today to help make sandwiches’. -Staff responsibilities-does a keyperson system operate to support your children? How do you monitor, check children’s language needs and act in consequence if there are any issues regarding it -Preparation of daily routines-are there times of the day
D1/D2/A1 This piece of work will be focusing on a child aged 18 months starting a nursery day care setting. The two key issues that will be looked at in this assignment will be planning, preparing and reviewing for the child to settling into the setting. Secondly I will be looking into the child’s emotional support that the child may need when starting the setting, along with the attachments of the child that will need to be built or have already been put in place. When planning for a child to start a new setting there will be certain things that will need to be taken into consideration, for example; the child at hand may have never been separated from their primary carers beforehand.
It is important that when practitioners create the indoor environment they take into account of the children and young people’s interest, age and their individual needs. This will help the child to feel valued when going into the setting. The practitioner can plan activities within the environment as this can help a child to learn new skills. A practitioner can do this by using the indoor or outdoor environment, this could be by allowing the child to go on bikes. This will help the child to develop their physical development without them knowing and using play.
Extensive preparation of the environment allows for educators to be best prepared to suit the needs of the child and the activity, this lesson was conducted with an individual child but could be easily adapted to suit small groups. Campbell, Jobling and Howitt (2015) mention that preparation of the environment includes educators being aware of children’s physical, emotional, social and cognitive needs, this allows educators to meet these needs through activities, resources and interactions. The child in this activity was the educator’s own daughter, allowing for a well-developed understanding of the child’s physical, emotional, social and cognitive needs and what was needed for the activity to meet those needs. The environment was well prepared before the lesson as described in the general learning experience plan (Appendix A), this included the area being tidied up of distractions, as well as ensuring that all materials needed for the activity were relevant, prepared and set out for easy access for the child (Campbell, etal., 2015). Campbell, Jobling and Howitt (2015) state that “Regardless of how learning experiences are presented to children (unstructured, child-instigated, teacher-instigated) or are used in centres (free play, small group, whole group) it is imperative that materials are provided for children to explore” (p. 82).
Providing different environments and different experiences for children is vital to their learning and gives the child the opportunity to learn to the best of their ability. To assist the child with their learning this way the setting should provide the children with activities both in the school and outside of the school. These activities will allow the children to explore new surroundings and learn in different environments, these new experiences will be more interesting for the children than in a normal classroom. Before any trips take place the setting that the school will be visited must be assessed and a risk assessment must be in place before the children can attend the setting.
Throughout my time at Suffolk Community College, I have done a lot of observations and many hours of student teaching between the ages 4-7 years old. So, walking into an infant classroom for an observation was a first-time thing for me. The infant room was full of a lot of wooden furniture (example: cabinets, changing table, cribs, shelves etc.) and the walls are painted an eggshell white. The instant I walked into the entrance of the room near the door, right hand side there was a kitchen, with a sink, baby formula, utensils, baby bottles and sippy cups.
The Open University of Hong Kong Li Ka Shing Institute of Professional and Continuing Education PTD38 Higher Diploma in Early Childhood Education (2014-2015) ASSIGNMENT 1 MY PHILOSOPHY OF EDUCATION Student Number: 11396646 Student: CHENG KA YIU, YOYO Class: U09A Course Code: EDU4017EP Course Title: Introduction to Early Childhood Education Instructor: Ms. Hailey Chan Programme Leader: Dr. Eunice Yim Submission Date: 14 November 2014
We create a positive and secure environment, working to ensure all children feel safe, appreciated and important. We do this by being inclusive, treating each child as an individual and promoting mutual respect. One of the most natural factors of being an Early Years Practitioner is nurturing the children in our care, this is salient in creating healthy attachments in children. We show this by using positive body language when interacting with children, we show them we are interested to help develop their sense of attachment and security. We are sensitive and attend to their needs, children
Abstract As early childhood educators, we the teachers have differing philosophies and approaches to education of our own. There are many different types of early childhood programs. Each program is unique in its philosophies, methods, and program goals. Every one of us early childhood educators is unique in our own way, which makes each early childhood program experience different and special to everyone involved.
Strong emphasis is given on nurturing relationships with the families of young children and functioning collaboratively with other professionals. The program offers a series of coursework encircling infants, toddlers, preschoolers, and primary children. Through student teaching, field placements, and practical learning, students build up competence in the use of developmentally appropriate methods and practices. Major themes within the program comprises of understanding and admiring family diversity, supporting families in their roles with young children, and addressing the necessities of children with special needs in comprehensive
Some examples of ways that all the adults and children in my early childhood setting are involved and valued would be participation. Usually, early childhood professionals are often so focused on the child that they forget the parent. So, during the welcoming environment I would make sure to get the child and the parents to participate. This will also give us an opportunity to develop a relationship between the child, parents, and myself. Another example would have to be when we study different cultures, if we are to study about a child’s culture than the parents can come in and explain their religion, belief, and values.
The textbook for this course, Infants, Toddlers, and Caregivers, is based on ten principles for child care that are outlined by researcher Magda Gerber in the 1970’s. The ten principles are based on a philosophy of respect. In addition to the ten principles, a caregiver should know the “Three-R’s” for interaction. The Three R’s are respectful, responsive and reciprocal.
A high-quality program, as defined by Dodge (1995), is: 1) one that bases itself on the knowledge and understanding of child development in order to acknowledge children individually for their differences, 2) one that is set up safely and hazard free, 3) one that is arranged neatly and is well-equipped with materials suitable for the age group of children in that setting, and 4) one in which program administrators, staff members, families, and children relate positively amongst each other and are supportive of one another in a professional manner. A program founded on the knowledge and understanding of child development will allow for the program’s staff and administrative employees to be able to work around the individual interests and needs of children in care. The feeling of security and inquisitiveness the children experience will allow endless opportunities for discovery and exploration, hence the ability for each individual child to exert his/her full potential progressively. Positive relationships within and all around the individuals that make up the program will promote a healthy and enriching environment that is beneficial for both working and learning in. Every one of these aspects adds value to the quality of care children receive in a child care program setting.
“Human social environments encompass the immediate physical surroundings, social relationships, and cultural milieus within which defined groups of people function and interact (Casper & Barnett, 2001, para. 3). The impact of the social environment in the home on early childhood development Vygotsky’s sociocultural theory encompasses the view that values, beliefs, skills and traditions are transmitted from one generation to the next. He, unlike behaviorist theorists, emphasized that family, social interaction, and play are primary influences in a child’s life (Gordon & Browne, 2013). The social environment at home has a profound impact on how children develop.
