Encourage developing relationships with other children and young people parents/carers. This will lead to:
I believe that communication, trust, and professionalism are the three most important factors when it comes to maintaining positive and productive relationships with all of the families. Communication is the glue that holds us together because parents want to know and be educated on their child’s developmental progress. Trust is the foundation of our relationships because honestly, without trust, we wouldn’t have relationships to begin with. Last but not least, Professionalism is very important because it helps keep the relationship focused on the most important thing; the
Within the Early Years Foundation Stage (EYFS) it is enormously important for relationships to be formed and maintained. Relationships should be formed between teachers and their pupils, teachers and parents and between teachers themselves. It is important for relationships to be maintained throughout the EYFS so that the child’s learning and development is effectively taught, so parents and carers knows they can trust the teachers and so teachers can work together successfully. Teachers and their pupils need to have a positive relationship.
There are specific ways of thinking and different techniques that make up the principles of relationship building. Firstly, being considerate of others and showing respect and courtesy to others has a huge impact on successful relationships. For instance, trying to understand and empathise with a child whoâ€TMs having a †̃bad dayâ€TM due to situations happening outside of school allows them to have space to consider their own actions and
Three strategies that might be used to help support positive behaviour are: Modelling, because children learn part of their behaviour from those around them. (the basis of Social Learning theory). The theory claims that people working with children must be good role models: be polite, show consideration for others and wait patiently). Another suggestion of this theory is that the television and computer programmes viewed by children must be evaluated by adults. Positive culture: Adults’ expectations and attitudes towards children influence their behaviour, because when an adult believes that a child is difficult, that child is more likely to display that behaviour.
This means that we should consider both how we approach others and how we respond to them. We are more likely to communicate information to one another if we have positive relationships. The child involved, the parents and all outside agencies involved in the team are more likely to give beneficial support if communication is strong and effective and this, in turn, benefits the child involved and ensure that they receive the best support possible. Effective communication involves positive body language, being clear on key points and listening to
In order to do this the teacher must build and develop relationships (Rogers and Rogers, 2006). For the teacher to gain the professional authority, the children will want to know that the teacher believes in the children and will help them to reach their highest potential, intellectually, socially and emotionally. Rogers and Rogers (2006) supports this as they suggest that once the children know that the teachers care about them as individuals, they will judge the teacher’s discipline within the accepting that the teacher cares about them. Glasser (1998) reports that emotionally warm relations between teachers and students, characterised by open communication, support and involvement makes students feel secure and self confident at school. This can be crucial as the if there is no feelings or emotions from the teacher to the child, the child will want to misbehave and act disruptive as they are not receiving any attention from the teacher.
The skills needed to communicate with children and young people are listening, positive body language (nodding and sitting forward), eye contact, engaging fully in the conversation in a professional manner and offering feedback and able to talk and respond to children, young people or adults at their level of understanding which is appropriate to their age. It is highly important that you are sure that the person you are talking to understands what you are talking about and have asked them so that they can digest information and join in the conversation without feeling lost and that they are unable to follow you whilst you talk to them. For example sometimes you may need to speak clearly and concisely, using simple words for younger children
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.
Goal 1: Building a positive relationship with children in the center. Working in the early childhood industry, having the good relationships with all children in the center specially in your room is one of the most important things that any educator has to create if they want to work with children. Following the AITSL standard 1 suggest that educator must acknowledge all children in the room and how they learn. Developing relationship with each child in the room is the key for an educator working in the room. As an educator, our responsibilities is get to know the children by communicate with them; engaging them through these activities that was set up each day, improve their knowledge and skills that they needed and interested.
There are many in which of one can build and maintain an effective relationship with children, young people and adults. One of the first ways in which a relationship can be built is knowing the names of children that you work with. This is fundamental when establishing a relationship with a child. Learning the name of a child shows them that you know who they are, consistently forgetting a child’s name could be perceived to be disrespectful and could leave the student feeling isolated and unwanted.
Communication & professional relationships with children, young people and adults – It is important to know and understand how to communicate appropriately within a school setting. Making sure the children feel safe and trust the people who are teaching them is important. Making sure you communicate appropriately with children lets them gain the education that they deserve. Understanding any barriers with communication is important so you know how to overcome these barriers so the children and young people can fulfil their well-being. The childâ€TMs social and cultural background could be a barrier of communication.
The reason I feel as though have a strong relationship with my students is very important is because if my students aren’t able to come to me and talk to me about school, life, problems act then I believe I am failing my students. The reason I feel as though I am failing my students is that I should be the number one person my students can trust when they are in a school setting. They need to know that I am there for them, believe in them and only want to see them succeed. If I am unable to have a good relationship with my studies I believe it will make the classroom setting a place where they dread to be. They will not enjoy being in my class and probably will have a harder time leering because if they don’t trust me and don’t “like” me it will strain their ability to learn.
13) To me, this is a must with early childhood professionals because children can sense when an adult cares. The child may test the professional, but a true professional will give the child time to adjust and accept them and not pressure for a child to bond with them, therefore “When children and caring adult have the opportunity to get to know each other well, they learn to predict each other’s signals and behavior and establish attunement and trust.” (Copple, 2009, p.13) In this instance I personally worked with a child who was unable to make a connection in another classroom, he was reassigned to the special education classroom I was reassigned to and he was my student.
Task One Audit 1.1 Gflock’s three largest customer groups and their relative importance to the organization “Segmentation is the process of grouping customers in markets with some heterogeneity into smaller, more similar or homogeneous segment to target with a distinct Marketing Mix”. (Smith, 1956). The table below demonstrates the company’s five main customer groups out of which the Misses, Ladies and Mistresses were chosen as the key customer groups respectively according to the percentage of the market and their monthly income. (Table 1.1) Teens Misses Ladies Mistresses Madams Demographic Age 14-17 years 18-21 years 22-28 years
