Early Years Learning Framework Analysis
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It is important that staff recognise that human rights of all individuals involved in the service/s and that everyone be treated with dignity and respect. This rights include the equal access to assistance, confidentiality and acknowledgement of cultural heritage. This is important in relation to ATSI’s, as historically they have suffered at the hands of past government mistakes and may be less reluctant to use the service/s or follow procedure/policies because of their past experiences. Providing the best education, health and wellbeing throughout the service through such practices: It is important that all staff and service/s personalise their procedure and/or policies to reflect the families and children attending the service/s. Remaining ethically and professional safe in daily routines and practices but catering for individual families and children were best possible.
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In an early years setting their a variety of different children that have certain needs that need to be met in order for them to be healthy, safe, secure and welcomed into the setting. Therefore if a child had a problem which led to them being in need of a wheelchair constantly while in the setting. Then their needs would have to be met in a variety of ways for example someone needing to push the child to get around the nursery correctly, having support to complete tasks, someone holding the doors open to allow the child to join in outdoor activities and finally helping the child to get ready into the correct wear for example if they need a coat on to go outside. Although when doing activities for example outdoor play and learning how to catch and throw the ball over the parachute.
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able to recognise and challenge it. Practitioners and children and young people’s organisations generally aim to be inclusive and welcoming to all children and families who wish to use their services, despite this, overt discrimination does sometimes occur, this can be the result of, Individual staff members favouring some children and families or treating others in a less favourable way because of prejudices that they hold
Educators should create spaces for families and children to belong. If they feel welcomed and accepted they will feel like they belong and can be themselves and become who they’re meant to be. Family diversities may exist of two mothers or two dads or may not be biological parents. The centre should provide opportunity for families of different constellation to feel acknowledged and welcomed within the community. The enrolment form is the first step to make them feel welcomed and accepted.
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Every child has the ability to learn and develop. Having high expectations is especially important in achieving better outcomes for the most vulnerable children. Some children require additional support and different learning experiences and opportunities to help them learn and develop. If a staff member didn’t have a high expectation of a child in my work place I would challenge them and remind them that they took the role on and committed to high expectations for all the children’s learning and development and support which they would require, in my role and being a parent myself I can recognise that every child can learn, but some children require quite different opportunities and support to be able to do this, A.B when I first started
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Mutual Respect is important when working within a childhood and care setting e.g. Childcare. This is important because You would need to build trust and be honest with children and families. This is to be done so that parents trust the educator and centre and feel safe when leaving their child. You need to build a relationship with the child and try and work with the parent in giving the best service to their child.
1.1 Explain The Role Of An Early Years Practitioner Analysis
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EYE13WB-1.1 Explain the role of the early years practitioner during: • nappy changing • toilet training • washing and bath time • skin, teeth and hair • meal time It is very important to establish a routine as an early year practitioner. Routines will support the physical care needs of children. It should provide a predictable and well-ordered environment, children know what to expect. They are comforting and provide regularity, especially for babies as they enable them to adjust to their own body rhythms.
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With this information, I can then tailor my support and feedback to meet their needs and that of their students. This affords me to be flexible in my approach and offering choices and responding to their concerns and needs when they need it most. 3b. Engaging adults and differentiating support There are many ways I initiate collaboration and conversation with the teachers, for example attending their TCT regularly, offering differing formats that they find to be the most effective way to receive support and feedback.
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This allows the service user to feel safe and secure in the hands of a service provider Nursery setting should be committed to equality of opportunity in all aspects of work and values the rich social and cultural diversity of the communities. Understand that the people who provide and use nursery setting have diverse characteristics and different experiences, needs and aspirations. Nursery setting should provide a service that actively promote equality and inclusiveness for all service user and staff and challenge discrimination and exclusion. Make sure that nursery staff reflect the diversity of the local communities and that all of those whom come to the nursery are aware of the commitment to equality and
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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
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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
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1. What kinds of guidance, support, and training do you feel you need to become comfortable and capable in areas of working with families? A guide on how to incorporate parents voices in the curriculum As a teacher beginning employment in a new school or early childhood program, understanding the real lived experiences of the families and the children I teach is very instrumental in making me comfortable and capable in areas of working with the families.
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As a teacher, it is my responsibility to share information on the development of the child and have a clear and constant flow of dialogue with the family. This will enable both parties to deal with any issues that may arise within the family, school or community. It also my belief that parents should have an active part in their child’s learning and be able to lend a hand whenever necessary, and having open communication with them will allow this transparency and connection between home and school. The community is vital in ensuring that the facilities around the community and school is appropriate for the different children and families to live in and grow. A very good example of this successful collaboration is the Reggio Emilia approach in Italy.
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