Meeting Criteria for Early Years Foundation Standards

Meeting Criteria for Early age Foundation StandardsUnit 3Early long time foundation standards atomic number 18 guidelines with in which a chela dispense facility go for, members of staff essential be checked by Disclosure and barring service, complete a Health declaration, least genius member of staff indispensabilitys a paediatric first aid certificate and should obtain a direct 3 babycare qualification before they st device affectionateness for chelaren, one member of staff must own suitable experience with nether 2s, at least half of every last(predicate) other staff must hold a level 2 qualification in chela care. The kidskinrens wellness and safety is paramount. Child care facilities must work within the correct adult to baby bird ratio, only permitting the correct arrive of peasantren for the space they put one across available.Children under 21 adult -3 small fryrenChildren immemorial 21 adult 4 childrenChildren aged 3+1 adult 8 childrenGood.Within the fa cility provisions must be made for the development of every child, no child is excluded, every child must be support in fulfilling their maximum potential, the early course of instructions stages have a long and lasting effect on the childs future and ability to start school, no child should be left behind.Each child will be assessed so exclusively of their demand can be met on an individual level and they have a personal plan in place so they comply in all areas. The plan snip in place should be available to enhances, cares and any bug byside practitioner such as health visitors if posited.Every child should have equal opportunity, face no sexist actions and every child must be included and estimabley supported in their conditioning environment. Practitioners must remember every child is unique, they train to forge positive relationships, offer enabling environments, and plan varied activities as each child learns in a divergent way and at different rate , every chil d will have a key person, this person is the point of contact with the childs parent or carer, they are responsible for sustaining the child be gifted and safe, they are responsible for that childs care, development and learning, they keep wrap up notes of the childs improvement and religious service parents with ideas for their childs progress at home.( www.gov.uk//policies//early-years-foundation-stage)There are seven main criteria for the early years foundation the three prime areas areCommunication and nomenclaturePhysical developmentPersonal, social and emotional development.Then there are four specific areasLiteracyMathematicsUnderstanding the humankindExpressive art and design.These core guides must be implemented into childrens everyday environment, converse and language Children need to guggle freely to one another and adults a give care, curler play abets children to interact, dramatise oning the children to describe things being big or small, talk most famil y members being male and female, youthful or old, embolden them to habituate descriptive language, and befriend them get a line how it relates to them. Physical development These activities develop the childs skills set in runling equipment or showing statement and co-ordination this is done with games or dance that involve pushing or puff or outside games that use ball skills such as patting or kicking, throwing and catching, all of these skills help develop the childs body and hand and eye co-ordination. Personal, social and emotional development These skills are the ones a child needs to be confident, to talk and play with other children, to talk closely themselves and their own environment, to talk about who they are. Doing an natural action as simple as show and tell would give the child confidence to talk about mostthing they love or something they have done, if you have children from many different cultures lecture about their festivals and traditions encourages u nderstanding of others. Literacy Children love to be read to so picture to use a report card that is repetitive, giving the children confidence to join in, or ask the children to make up an alternative ending to a positron emission tomography story. Giving each child a intelligence information card and issue round the inhabit and use those words to build a story would help a child understand the context of the word and phonic sounds to build a word. Mathematics Children enjoy filling and emptying bottles and containers using sand or water, doing so helps to understand, volume and size, building blocks can help them count, how many blocks can you build up before they collapse. Understanding the world Children need to get along where and how they check over in, looking at traditions and festivals across all cultures encourages an understanding of self, making festival food , or making a garland worn at a wedding ceremony, helps the children understand the brilliance of dif ferent cultures, they besides need to understand the natural world so going on a bug hunt, looking at the purport cycle of a butterfly or cr have a garden full of food for insects, this would help them understand the things they have seen and why there crucial to us as humans. Expressive art and design Children like exploring and using many different materials, clay, play dough, card and paper, they can experiment with how to channelise their shape and form, use glue or tape and colour. Children like to be imaginative model making is a broad way to encourage imagination and develop skills, mixing paint in to a manakin of work, so they can see that you only need primary colours to make any colour you wish.Respecting and valuing individualityChildren and families must olfactory modality deference for who they are regardless of colour, race or sexual orientation, its the practitioners furrow to lead by example the children must understand that everybody is different, everybod y has strengths and weaknesses, and everybody is valued. Encouraging manners, caring attitude and understanding will help children reach well-rounded young adults. Children should be encouraged to celebrate their cultural differences, and to respect others family backgrounds, this needs to be done in a sharing way, having a world day were the children can look at different countries, the animals living there, the food, maybe ask a parent to ready a native story, it would bring to manner the differences giving them greater understanding of where they fit in and how we all fit together. It is important for children not only to share their cultural differences but also their personal differences, some children are cheeseparing at art some are good at swimming, helping them celebrate their achievements helps children see that everybody is good at something but not all good at the akin thing. Doing group activities helps the child learn to work as a team, encourage problem solving, h elp the children listen and negotiate with one another, or take time at lunch to sit together, talk politely, understanding that eating with the right cutlery and washing your hands before you sit shoot are all normal demeanor.ActivityOutcomeAwards, celebrate the childrens achievements in and out of care settingReinforce positive self-image commence a class photo album, ask children to bring photos of family celebrations, and explore the different festivals across the cultures.Bring to life the different festivals and celebrations that happen rough the world. gain ground understanding of other peoples cultureGive children positive role models such as gold medal paralympians, put posters up around the room for the children to admireLet children understand that being disabled is not a minus and great achievements can still be made involve toys and play equipment that reflect other cultures, such as dressing up clothes, kitchen utensils in the play kitchen, puzzles and dollsBy pla ying with these objects the children will become known with different culturesCook food from around the world.Let the children make and sample different foods that they might not have everydayThis activity would bugger off them and get them talking about feeling, texture, smell and taste. Cooking activities also help with measuring and science, and help children to understand health and safety and good hygiene. utter songs and read stories from around the world, include rhymes and action songsChildren love to participate this activity is great for children whose first language is not English.Positive and prejudicial demeanourPositive reinforcement is a technique used by care givers to modify doings, this involves giving positive reinforcement as often as possible, and reminding the children that negative demeanor will have consequences as a carer it is outmatch to focus on the positive but if a negative occurs it needs to be dealt with swiftly and an explanation as to why it is negative behaviour, help the child to develop empathy, the child needs to know it is their behaviour you pass up of not them as a person, if a child is consistently reprimanded for negative behaviour they will quickly become labelled as the blasphemous child, an action plan must be made for this child so that positive reinforcement can turn the situation around and positive behaviour becomes the norm. At no time should there be pain, punishment, intimidation, yelling, degradation, humiliation, shame or guilt this would only hurt and confuse the child. Children need a positive environment to develop their self-esteem, emotional growth and well-being. (www.positivereinforcementforkids.com) doings is not learned once but learned every day. dead body is the key to dealing with any behavioural situation, children respond to set boundaries and feel safe knowing what is expected of them, let the children know what kind of behaviour you are looking for, with older children they could help set the consequences of their negative behaviour it would encourage them to be more positive as they have set the rules. As the care giver you need to remain positive at all times it is your professional duty to do so, be a positive care giver, a negative attitude leads to a negative outcomeConsistency is key.Boundaries are needed to establish right from wrong.Children understand the their behaviour has consequences- both positive and negativeReward positive behaviour give out stickers, or mark with a kind word Thank you for being kind and helpful, Your team work was great.Make the children feel valued and important.Star chart so the children know that with consistent positive behaviour also comes reward.Praise the child for the perspiration not just their achievements, praise them for their strengths and remind them everyone is different.If you praise one child use the opportunity to encourage the rest of the group.Managing meshWe all adjoin date every day, in the childcar e environment its child to child conflict or child to adult conflict, studys done at Texas tech uni by Dennis, Colwell and Lindsey show that girls often have child to child conflict that is more often than not decide within their peer group, whereas boys often have child to adult conflict and that boys look to the adult to resolve the conflict.(www.kon.org/urc/dennis) As the practitioner its you job to manage conflict, like many life lessons children need to be equip to deal with it, Vygotsky a Russian social development theorist say conflict provides a learning experience for children and in doing so they would learn to function better in the social context, (www.simplypsychology.org) Vygotskys hypothesis is not that uncommon amongst child behavioural theorist, his arguments are supported by the likes of Erikson who thought life is full of conflict and in order to become a better person one must resolve conflict in each stage of life. Often conflict is sheath because of the developmental stage the child is at and they as children have not reached the stage where they have empathy or understanding, or sometimes children act out because it has become their learned behaviour, it is the way they have been treated or something they have seen in their everyday lives due to lack of good role models.As the care giver you need to step back and ask wherefore is the child acting this way?What has made the child feel like this?Is it a cry for help?Does he/she need my understanding and empathy towards their feelings? be the Childs need being met, are they unhappy, scared, confused or frustrated? ar they tired or hungry?Conflict is often born out of a misunderstanding, if identified quickly it can be resolved quickly, children need to feel that their side of the story is heard, as the care giver it is up to you to guide the situation from one of upset and stress on to a calmer and more positive footing, with a peaceful conflict resolution.Bibliographywww.gov.uk//po licies//early-years-foundation-stagehttp//www.positivereinforcementforkids.com/www.simplypsychology.orgwww.kon.org/urc/dennis