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Explain The Importance Of The Interaction Between Children And Adults

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Throughout play adults can support children in various ways for example by looking at their interests while playing and also recognising their needs. While watching the children adults look at various tips to understand each child individually. Firstly they look at whether the child is interested in the play for example looking at whether they seem ‘away with the fairies or engaged’. This is important for a child to improve throughout their child hood. Therefore if they are not engaged then the adults have to come up with another way for child to learn the same skills as other children without separating them from everyone to make them feel different. This can be dealt with by them talking to parents and the child after school to come up with a possible outcome for either the child to have 1 to 1 with an adult to see to their individual needs or if they’re not feeling to well on that day to be able to concentrate. …show more content…

This is important so that the staff know how long it takes to do a particular activity for the children to do it correctly and to the best of their ability. Therefore watching the children engage in an activity and time them to they go off task will allow the staff to come up with a day routine so that the children know what they are doing and are able to stay engaged. Therefore by watching the children it allows them to see who comes off task first so that they know when to stop the activity so that the first child doesn’t feel different to the rest of the other children. Therefore doing activities for example for half an hour then going to do outdoor play will allow the children to have a break from a activity which they can then later return to throughout the day without getting

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Spaces must tolerate movement and noise generated by the child. Children, like adults, are influenced in how they feel and behave by the total environment and the physical setting in particular. Adults notice order and cleanliness; children notice small spaces to crawl into or materials to make something out of. A large open area may be an invitation to run if it is of the right scale and proportion; but it also can create sense of fear and loneliness if the proportions are beyond in relation to children. The physical setting acts as a deciding factor- it can support and encourage a child’s curiosity or it can make the experience of exploration much harder for those who are physically incompatible to keep up with the

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When the transitions are least likely to happen the child's work may start to decline. As parents may not be able to support their child in their homework or reading. As the parents may have other commitments such as late shifts at work or family issues. Children's behaviour may suffer too because they are not getting the attention they need from their parents, so the best place to be would be to let all the emotions out at school. So the teachers and practitioners are there to help the child familiarise themselves with the boundaries that are still in place.

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This time of a child’s life is best characterized as a time of rules and roles. Children between the ages of 7 to 10 finally get control of themselves physically and begins to enjoy active games, manipulating small objects (age 7), beginning group sports, organized indoor games (age 8), climbing trees, walking rails (age 9). These children are in the process of building physical confidence, they know who they are and that they control certain parts of their environment, but not other people. They still need adult attention, but they are more willing to abide by pre-determined limits and boundaries. (Goldberg, 1974) Girls and boys usually divide into separate activities at the age of nine and they often get involved in stereotypes which teach rules of behaviour.

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In this case, it may be hard for them to speak to communicate what they are trying to say. They may also have trouble using their gross and fine motor skills which could prevent a child from producing school work to a similar level of a child without any physical

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Integrated working is where everyone supporting children, young people and families works together effectively to put them at the centre, meet their needs and improve their lives. Integrated working is at the centre of making a real difference to the lives of children, young people and their families and it is a central, key part of the Every Child Matters agenda and the One Children’s Workforce Framework. It involves everyone who works with children and young people, whether employed, self-employed or voluntary and it is important that we contact and utilise other professionals to help to gather all available information and expertise to fulfil the child’s needs and to meet the Every Child Matters outcomes. By working together with different sectors, professionals and agencies we can help improve the outcomes for children in their development and learning. If everyone involved in the child's care can share key information about the child such as their likes and dislikes, developmental stages and additional needs, it means that the child will have more consistency and feel more included and provided for at each setting.

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It is very important that adults are constantly aware that children and young people will look up to the adults in their lives as they develop in their behaviour, attitudes and values. Adults working with children must keep this in mind and ensure that they demonstrating behaviour that is expected from them. Absolute clarity must be ensured on the standard of behaviour that is expected from students in the classroom and in school and adults working with children and young people must be strongly aware of what the school rules are and what is expected from the children in order for this to be effectively conveyed to the students. This is also crucial in ensuring that the behaviour strategies of school staff are consistent throughout school and

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In order to contribute a positive relationship it is essential to demonstrate and model an effective communication skill when dealing with children which means that considering both how the practitioner approach other people and responding the children. It is effectively more likely to communicate information to one another if having a positive relationship. Effective communication plays an important role in developing positive relation with children, young people and adults. It is also essential that the practitioner is interested in development of the children by using effective communication skills, building a positive relationship, approaching and responding in appositive manner, making feel comfortable or supporting which it’s required.

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Developing positive relationships by using effective communication is an important part of working with children and young people as well as working alongside adults. Positive relationships can benefit everyone in the classroom situation, it can encourage children to feel secure and able to participate, and to enable everybody to understand what is expected of them in the situation. Using positive communication is also a good way of being a positive role model to children and young people. If everybody feels happy and comfortable in a situation it helps to boost their ability and want to interact with each other.

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When working with children it is important that practitioners know that they have a duty of care towards them and the safety of the children is of paramount. According to the UN convention on the rights of the child (1989): children have the right to learn and develop, they have the right to be protected from harm and make choices. Children learn and develop by making choices, exploring and experimenting within  the environment that surrounds them but they do not always posses the skill and judgement to make safe choices and decisions at all times. Therefore it is the responsibility of the practitioner to identify any potential dangers, and make the decision on when it is safe to allow the child to undertake an activity or make a decision.

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Your class has listened to a radio discussion about how adults can be a good influence on younger people. You have made the notes below: Ways adults can influence how younger people behave:  giving rules 
  setting an example 
  offering advice 
 Some opinions expressed in the discussion: “Sometimes it’s fun to break the rules!” 
“If you admire somebody, you try to behave like them.”

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