Obviously no bad language should ever be use used around children and young people. It is vital to allow children and young people the opportunity to speak and it is important to make sure others are listening to them, also you need to make sure that each person has an equal chance to speak, and that no one talks all the time whilst others don't speak at all. Turn taking is a pivotal part of learning about effective communication. Encourage those who may not be as comfortable with talking, but never put the person on the spot and make them feel they have to. This could have a detrimental effect on the individuals confidence.
CYPOP 14 – Support Children & Young People to have positive relationships Children and Young People learn to be strong and independent through loving and secure relationships with parents, carers and other family members such as grandparents. When children are looked after outside the home they can develop security and independence through the carers in a child care setting or from teachers in school. Children’s learning is helped when they feel safe and secure and when their parents and the people in settings they attend work together to ensure that the child’s needs are met. 1.1 – Identify the different relationships children and young people may have Children and Young People have relationships and come into contact with many
Effective communication is vital when developing positive relationships with children young people and adults. Some people really struggle with their learning or they may have confidence issues, these issues may stop them from communicating freely. Treating them in a calm, friendly, positive, and praising manner could mean the difference between them trusting me and closing down completely and giving up. It is important to have a positive relationship with children and young adults because if they feel comfortable and secure with the adult and their setting whether it is a childminder, a nursery or a school they will separate more easily from their parent or carer. If they feel emotionally secure they are more likely to participate in the play and learning activities.
We can’t protect children from all the things that may cause them distress throughout their lives. But we can help children become more resilient so that they are more able to cope with life’s uncertainties and problems. And all children, no matter what their background, will have to face problems and changes in their lives. So our support is really important in helping children become more resilient. 1.3 The good emotional health of children
Competency Goal Statement lll Goal: To support social and emotional development and to provide positive guidance To support social and emotional development and provide positive guidance, I supply all children with an emotionally and physically safe and secure environment in which they will thrive, being able to develop their own sense of self. I do this by smiling and greeting all children and their parents each and every morning. I always address each child by his or her name. I make sure every child gets some one on one attention when I can express appropriate physical touch and enjoyment in them being in my classroom. I get to know each child, establish relationships with parents, and support their strengths as well as their
Establish constructive relationships with parents/carers. Ensure you give regular feedback to teachers on children's achievement, progress, problems etc. promote good behaviour, dealing appropriately with conflict and incidents in line with policy and procedures and encourage children to take responsibility for there own behaviour. Accompanying the children on school trips and out of school activities as required Provide clerical/admin support such as photocopying, typing, filing, money etc. Undertake children's record keeping as requested.
With positive behaviour around, children find it much easier what is expected of them. Starting from a young age having boundaries with children is crucial so as they grow they will know what behaviour is acceptable and what behaviour isn't. They need consistency so that way staff have to work close with partent/carers to let them know what boundaries we have in our settings and try and get the partents to use our techniques at home so the children dont get confussed. Children need a lot of consistency in their lifes to help them know what is good behaviour. This also helps children take responsibility for their actions and also they are part of the process.
At this age we need to remember to comfort the child if they become upset and be someone they can speak to if they choose too, it is important we do not shout at children as this could cause them more upset and distress. Also we should be lively and energetic and enjoy taking part in activities they enjoy and provide new challenges for them. Primary schools- During this age it is important to listen to the children however the teaching assistant must make eye contact, lower themselves to the child’s level and speak to the child in a positive way. Children will start to learn boundaries during this time so it is about enforcing them in a positive and encouraging way. Encouragement is also important during all aspects of school life such as during lessons, their work, forming friendships and finding new things because this will help the children to try new things and to progress and move forward with their development and education.
Working closely with parents I believe that it is important to work closely with parents as partners in their child’s care and early education. This is important so that we all get a picture of the whole child and what they can do at home as well as during their time in different settings. Parents are the experts on their children and therefore, regular communication between parents and me is of the upmost importance. This can be done at a suitable time, either at drop off or pick up, over the phone or by email, depending on the parent’s needs. When parents and practitioners work together, it has been shown to improve children's cognitive, social and emotional outcomes.
They admonish us for "hitting" our kids and tell us about other options. I inform them that we love our kids very much and do not hit them often and they need to know there will be serious consequences for their misbehavior. However, my husband and I are interested in a professional opinion and want to know your viewpoint? A This is a very relevant dialogue, as more parents are leaving the traditional authoritarian and hierarchical model of disciplining their children, for a more gentle and supportive one. This approach does not discount that firmness, rules and expectations are part of a non-spanking way of parenting.