The parents/carers know the children best it may be there is a problem or it may be that a child learns something at home that is relevant to their development for example tying their shoes, riding their bike or writing their name. In the environment where I work the parents are welcomed into the classroom for the first 15 minutes of the day to complete activities set out at their child’s table.
I feel this gives the parents an opportunity to speak to staff, look at the displays and support their children in their school environment. We also hold an afternoon once a week where the parents come into the school to make games for their children, they are then given the opportunity to play these games with them. Stimulating safe environment Children learn using all their senses, if an environment is safe, welcoming and stimulating it provides a variety of different activities that will help a child development.
In the environment I work the children’s work is displayed in a bright and colourful way, there is a notice board for the parents to keep them informed of any events and the classroom is set out in a way that grabs their attention, changing with the relevant topics we cover for example the role play areas is changed from a party area to a jungle. Construction is rotated so children are not playing with the same things all the time and children can choose what they would like to play with. Well planned and organised
Planning is extremely important and should take into account the individual needs and interests of the children. In the environment where I work the teacher discusses the weekly planning on a Monday morning with me and states in the planning what me activities will be. The teacher plans for the different abilities of the children, planning can also change as the week progresses and the teacher discusses any changes she has made with me. The teacher makes sure she has all the relevant resources ready for that week so e are always organised. Inclusive In the environment I work the classroom is set out in a way that the children can access everything, there are a few boxes of construction we keep out of the reach of children and this is so we can chose these for them and rotate them so they always have something different to play with helping to grab their attention. Other than that everything else is at their level so they can access all the different areas of the environment. Policies and procedures
Policies and procedures are in place so that our setting follows current legislative requirements. The policies and procedures are updated on a regular basis. We also have risk assessments that are updates yearly or when required. Some examples or policies in my setting are health and safety, administering medicines, child protection, and bullying, safeguarding, confidentiality. Appropriate risk Appropriate risk in my setting is where children are encouraged to climb on the equipment and discover for themselves how safe and evaluate the risk for themselves.
With supervision the children in my environment are encouraged to climb the climbing wall, some need more support than others and as they learn they require less and less support. Good role models By being a good role model you can show the children how they are expected to behave and show them what is expected of them. Children will look up to you and copy your behaviour so in the environment I work I show the children how they should sit on the carpet, model language and show them what is expected of them.
We set high standards and help the children to reach these standards. Structure and routines Some children need to have structures and routines. This may be for many different reasons for example they do not have any at home or they have autism and to help with their behaviour it is important they know what is going to happen in their setting. To help with behaviour my setting follows the same routines everyday. It helps the children to know what is expected of them and helps them to settle in quickly. Observations and assessments
Observations and assessments can help the teacher plan activities that take into account the individual needs of the children. They also show how a child is developing. In my setting the teacher uses observations when planning and we complete narrative observations on a daily basis.
1 Penny Tassoni et al (2010) Level 3 Diploma for the Children and Young Peoples Workforce Pearson Education: Oxford: Page 90 2Class Work Sheet (12. 12. 11) Unit 3. 2 Promote child and young persons development 3. 2 A5: Supporting positive behaviour