Implementing Legal Requirements for Working with Children

Implementing court-ordered Requirements for Working with ChildrenNichola ChapmanSummarise the current legal requirements for those working with nestlingren. This should include reference to the 6 learning goals and how they could be implemented in a nipper c atomic number 18 setting.Ein truth pincer deserves the lift out possible chicken feed in life and the support that en fits them to fulfil their potential. Children develop quickly in the early course of instructions and a childs experiences between birth and years five attain a major feign on their future life chances. A secure, safe and happy childhood is central in its proclaim right. Good p atomic number 18nting and high quality early learning together fork over the foundation children fatality to bind the most of their abilities and talents as they grow up.The childc be Act 2006 was introduced as a key piece of enactment concerned with children falling into the Early Years age bracket (which spans from birth t o the 31st August that campaign after the childs 5th birthday) this means that pre-school child armorial bearing providers, along with reception classes in primary election schools, ar governed by the contents of this act.The Early Years Foundation Stage (EYFS) sets the standards that all early years providers mustiness meet to ensure that children learn and develop well and argon kept wholesome and safe. It call forths teaching and learning to ensure childrens school readiness and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life. Maslows (1968) hierarchy of needs opening has made a major contribution to teaching and classroom management in schools. Rather than trim level behaviour to a response in the environment, Maslow (1970) adopts a holistic approach to education and learning. Maslow looks at the whole physical, emotional, social, and intellectual qualities of an one-on-one and how they impact on learning.There be 6 learning goals that need to be applied to every child, as set out in the Early Years Framework.Personal, Social and Emotional maturementGaining self-awareness is extremely important in a child. These activities research their emotional boundaries, and friend your child to feel safe and secure, and boostering them to recognise their own somebodyal characteristics and preferences. This drill Right and wrong, teaches your child about right and wrong, and what the consequences of certain actions might be, this basis be achieved by simple activities such as, practice session a story in which some characters break the rules. E.g. The Tale of Peter Rabbit by Beatrix Potter, or The rabbit that belongs to Emily Brown by Cressida Cowell. Discuss what happens to them beca utilise of their actions. Make a list of things that are right and things that are wrong. For example, stealing something that is non yours, giving something back that doesnt be long to you.Understanding the worldThis legal action go out help your child develop their knowledge of the world around them. Cat and moexercising helps your child to explore the space around them, whilst moving their whole soundbox to show excitement, interest and amusement. You back end create an activity to help the child understand. Tell the toddler that she/he is a cat and she is going to chase you, as you are a little mouse. Crawl quickly around furniture and in other board encouraging the child to chase you. When he/she understands the game therefore you can swap maps.Physical DevelopmentPhysical development helps fine tune both your childs gross, and fine motor skills. It is also very important in strengthening muscles, controlling the body and co-ordination. This activity Catching and throwing, helps your child sum up their control over an object, and allows them to practice these skills by playing games. Provide your child with a large sonant ball or beach ball. Get them to throw the ball to you. Catch it and throw it back. Get them to grow the ball. Talk about throwing and catching. Start to introduce a movement vocabulary such as stretch, copy, high, low. As they get to a greater extent confident move further away when you throw.MathematicsThis EYFS Mathematics activity chargees on teaching your child to use mathematical language in every day vocabulary. During a readiness activity or when working with your child in the kitchen compare the weight of some of the ingredients and try to use words such as lighter, heavier etc. Put some stones or weights into two bags. Ask your child which is heavier. Make two piles of sand the same size. Ask your child to appoint one small or bigger. You could also try this out with some water in a plastic jut out through container. hike up your child to use comparison words during their role play. This would be evently utilizable during pretend cooking or when they are playing in a pretend shop or c af.LiteracyThis is a good activity and can incorporate mathematics aswell, this willing help the child to jeopardize with you and chatter their own views and opinion. Get a variety of fruit, choose diverse shapes, sizes and colours such as an apple, pear, banana, pineapple, avocado, strawberries. Let your child feel each fruit. Talk about how they feel, what colour they are and how they are different. because cut up each fruit into pieces. Encourage your child to count how some(prenominal) pieces there are for each fruit. Then encourage them to try each fruit, talking about how each one tastes and how they are different. Write a label for each fruit and encourage them to read the labels. You could also ask them to pay off a picture of the fruits.Expressive Arts and DesignEncourage your child to create an autumn collage. Encourage them to explore the materials, talk about how they feel and what colours they are. Depending on their age, encourage them to cut the papers and use paintbrushes and crayons. This will help them to learn how to handle small tools. Try writing the names of colours down on the collage. Talk about what you see in autumn and encourage them to create this on their collage.2) condone what is meant by mentioning and valuing privateity, and devise a plan of how this can be implemented in the child take setting. A table format may be used for this task.It is important to value individuality because it is an important aspect of teaching a person dignity and respect. It is crucial to see someone as an individual with his or her own unique qualities, character, skill and personality. Respect is a key step in construct strong relationships. When it is absent or lacking, conflict or relationship breakdown often occurs. Absence or lack of respect can lead to problems for a child. Parents and care givers play an important role in assisting children and new people to build haughtiness, and then through the childs personal understanding of that experience they develop the value and skills needed to express respect to others. This interactional process aims a continuous cycle, as children with strong self-respect engage in constructive positive behaviours towards themselves and others, attracting praise and rein fortement, and build further self-respect and further facilitating the electrical condenser to demonstrate respect for others.I bugger off devised two charts which I feel would ensure a child is shown all aspects of respect and valuing individuality, it also integrates rewards, and punishment if necessary.Childs NameRespect shown in Group or singly?How They Showed respect? What activity was they doing?RewardActivity Set?.Group or IndividualExplain what activity the child was doing, how they showed respectWrite on the childs reward chart (These should be individual to the child)Set an activity by where the following can be adapted to show-Learning to share role play interaction Lunch together-Solve problems -Short talk on something they achieved.Name Of ChildHow they feel?Shown respect? How?Out manage?For exampleJoe Smith real quiet and reserved today, spent day not interacting with others.No(Lacks self-respect)Asked Joe if there was anything the matter, emphasised that he has friends here that he can play with. Asked if he would like to critical point in with music instruments, as he has shown great interest in this previously.Another exampleKaty NichollsVery excitable, happy as going on holiday tomorrow.Yes has told her friend that she is going to miss her. Also assay to get another child to come in the garden with her to play as he was on his own.Rewarded for showing empathy towards child.(the child should have a reward chart in place to show when they have been good and be rewarded for positive behaviour)Watson believed that all individual differences in behaviour were due to different experiences of learning. He famously saidGive me a dozen healthy infants, well-formed, and my o wn specified world to nonplus them up in and Ill guarantee to take any one at random and shoot him to call on any type of specialist I might select doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, friendshipless of his talents, penchants, tendencies, abilities, vocations and the campaign of his ancestors (Watson, 1924, p. 104).This is why it is so important to install respect and individuality, as it is learnt behaviour from a young age that becomes part of us later on in life, we all as children learn in different ways but it is the foundations that are taught to us that stay, encouraging respect and individuality, learning different cultures, religions as a child makes us respect different ways of living early on.Evaluate the benefits of consistency with regard to positive and negative behaviour, and identify strategies that can be used to encourage positive behaviour in the child care setting.Consistency is vital to managing positive and negative behaviour in children, and this is learnt from a very early age. Children need strict boundaries in order to establish right and wrong and without these, things become perplexing for the child. For example A child hit another child at school and was asked to sit on the mat on their own and reflect on what they had done until he/she was ready to apologise for annoyance another child. They then do this at home however this time its allowed, they then become confused as to what is right and what is not. It may be beneficial to access a copy of the care givers behaviour policy this will then give parents an insight into what types of behaviour models are being followed which then can easily be replicated at home to ensure the consistency the child needs. If the child displays ambitious behaviour then speak to the care giver to ask for strategies they use on their child if displayed at nursery/school.If your child is displaying challenging behaviour, then at times it can be difficult to reside focussed, especially if the behaviour is causing you upset/anxiety. Positive feedback is the best and most efficient way to promote positive behaviour and minimise challenging behaviour and/or situations. Positive feedback and praise encourages the development of effrontery and self-esteem. Children need to know they are getting it right by their parents usingpositive and warm body languagetone of voicephysical touchpraise and complimentsencouragementattentionTreats, rewards and privileges.When children are praised and rewarded for positive behaviour they are more likely to repeat the appropriate behaviour again and at last it will become habitual. Sometimes its easy to focus on the negative behaviour quite a than the positive. Although negative behaviour cannot just be ignored especially if they put themselves in danger. If they are regularly reprimanded for his/her behaviour, a child begins to feel they can never do anything right, and as a consequence can have a g reater negative impact on their behaviour, as they know regardless of what they do they are told off. Trying not to use NO when they are presenting negative behaviour, explicate why you have said no, this helps the child to understand why you say no.4) Describe the process involved in managing conflict between children and adults. You should refer to at least one behavioural theorist in your answer.Parents submit many challenges in raising their children to be safe, happy, well-adjusted and able to deal with conflict and frustrations in non-violent and effective ways. Many parents are concerned about the amount of violence children are exposed to at school, on the television, in video games, and in their communities. There is a risk that certain types and amounts of aggression have come to be accepted and expected as the solution to a problem. A common concern for parents is how to help their children deal with violence, and how to prevent their children from resorting to aggress ion or being involved in violence themselves. There are many causes of conflict in children, Needs that are not being met, children display a propensity for attention due to unmet social, emotional, physical or intellectual need, and this can result in the form of conflict. This can simply be met by attending to all needs of this child.Selfish Behaviour at a young age, is quite common especially for families of only one child, to overcome this attending groups for mum and children, and express the importance of sharing. This will stop conflict later on in life.Other common conflicts areLack of Social SkillsLack of suitable role modelsTiredness/HungerIm Now going to explain the importance of teaching your child how to deal with certain conflicts, this does fall on the shoulders of parents and care givers/providers to teach and make our children understand the above common conflicts. Sigmund Freud believed that if we are in constant conflict at a young age (due to the above) this can then result in us being fixated at this stage, and unable to move on to the next stage.The Role of ConflictEach of the psychosexual stages is associated with a particular conflict that must be resolved before the individual can successfully advance to the next stage. The resolution of each of these conflicts requires the expenditure of sexual energy and the more energy that is expended at a particular stage the more the important characteristics of that stage remain with the individual as he/she matures psychologically. To explain this Freud suggested the analogy of military military personnel on the march. As the troops advance they are met by opposition or conflict. If they are exceedingly successful in winning the battle (resolving the conflict) then most of the troops (libido) will be able to move on to the next battle (stage). But the greater the difficulty encountered at any particular point the greater the need for troops to remain behind to fight and then the fewer that w ill be able to go on to the next confrontation. Freuds theory of psychosexual development is one of the best known, but also one of the most controversial. Freud believed that personality develops through a series of childhood stages during which the pleasure-seeking energies of the id become focused on certain erogenous areas. This psychosexual energy, or libido, was described as the driving force behind behaviour. If these psychosexual stages are completed successfully, the result is a healthy personality. If certain issues are not resolved at the appropriate stage, fixation can occur. A fixation is a persistent focus on an earlier psychosexual stage. Until this conflict is resolved, the individual will remain stuck in this stage. For example, a person who is fixated at the oral stage may be over-dependent on others and may seek oral input signal through smoking, drinking, or eating.Now there were other theories that criticised this theory of conflict, but the foundations of his findings are quite accurate, and has helped many children and parents to overcome common conflicts in children, as a result has helped them move on to next psychosexual stages.Referenceshttp//www.simplypsychology.org/psychosexual.htmlfix. 2008. Simply Psychology. ONLINE obtainable at http//www.simplypsychology.org/psychosexual.htmlfix. Accessed 27 August 14.http//www.simplypsychology.org/naturevsnurture.html. 2007. Nurture v Nature. ONLINE Available at http//www.simplypsychology.org/naturevsnurture.html. Accessed 27 August 14.http//eqi.org/respect.htm. 2010. Respect. ONLINE Available at http//eqi.org/respect.htm. Accessed 29 August 14.http//www.kidshelp.com.au/grownups/news-research/hot-topics/respectful-relationships.php. 2011. KidsHelpline. ONLINE Available at http//www.kidshelp.com.au/grownups/news-research/hot-topics/respectful-relationships.php. Accessed 29 August 14.http//www.foundationyears.org.uk/eyfs-statutory-framework/. 2008. FoundationYears. ONLINE Available at http//ww w.foundationyears.org.uk/eyfs-statutory-framework/. Accessed 28 August 14.