Develop and promote positive relationships Essay Example for Free

Develop and promote positive kindreds EssayThe richness of good operative relationships in the setting. Its very in-chief(postnominal) to permit a good working relationship inwardly a setting beca wont it reflects and promotes a positive milieu, that is not further inviting for barbarianren solely for the p bents also. Staffs ar also climaxable and children go extinct be relaxed and confident and get out finger that they atomic number 18 able to bank you. P atomic number 18nts would also find it easier to form professional relationships with lag members, this helps to make separation and transitions easier for the child and p arent. It also makes discussing in only told meaning(a)(predicate) teaching ab protrude the Childs single(a) of necessity or concerns easier.Forming good relationships with otherwise colleagues makes the setting run smoothly, information is easily passed on. The working environment is relaxed and more enjoyable. K2 Relevant legal requirements covering the fashion you relate to and move with children and young large number The relevant requirements covering the way we relate to and inter pretend with children are The United Nations normal On The Rights Of Children 1989, this legislation envisions that children are listened to, shewn respect and afford the right to make choices ( within reason).They mustiness be saved from discrimination and commit the right to freedom of demonstrateion. The Childrens wreak 1989 brings in concert various pieces of legislation it covers child protection and the responsibilities a parent must adhere to, as well as ensuring that childrens well- cosmos is of a paramount immenseness. K3 Relevant legal requirements and procedures covering confidentiality and the disclosure of information. The selective information Protection fiddle 1998 requires anyone who handles person-to-person information to comply with a number of important principles. It also cooks idiosyncra tics rights over their personal information.This meet covers only information held on paper or computer systems and all organizations that store personal selective information must register with the Data Protection Commission. The eight enforceable principles that must comply with are Fairly and legally processed. Processed for limited purposes. Adequate, relevant and not excessive. Accurate. Not kept longer than necessary. Processed in conformance with the data subjects rights. Secure. Not transferred to other countries without adequate protection. To comply with these principles every school processing personal data must notify on a lower floor the Act.Data Protection within the school is also checked with auditors and ofsted. whatsoever passing on of a childs personal information to other professionals must have written consent from the parents or main carer, or the school would be in breach of the Data Protection Act. All admission details of children leaving the school ar e passed on to their rude(a) schools, but historical data is kept on the schools IT Man maturatement system. This information is stored under a secure password protected application. The unlike types of personal data which is held in the school are telephone and address of the child.Gender. Contact details of parents/carer including emergency telephone numbers. Development records/profiles of each child. Observations including scudic evidence on each child. Medical information. Absence/attendance records. Unique pupil number. at bottom the school any universal information much(prenominal) as doctor /dentist or other professional appointments should be overlap between colleagues only. We also have a medical room within the main school which contains medical records and photographs of those children who have food allergies and other serious conditions such as diabetes.Again this confidential information is only accessible by members of staff. It is also essential and important when working with children not to discuss them or their family outside your setting. No information should be passed on without parental consent, unless requested by the police or kind services. The only date that you are allowed to breach confidentiality is when you are safe guarding a child or in an emergency. K4 Relevant legal requirements covering the needfully of disabled children and young peck and those with particular educational murder. chiffonieron and the modified inescapably code of practiceSEN and Disability Act 2001 hand overrs should make reasonable adjustments to overwhelm children with SEN e. g. fork over / attend training. A written SEN polity is needed. A SENCO should be identified. Education Act 1944 Children with special needs should be educated alongside their peers. The views of parents should be recognized. Childrens handicap should be diagnosed. Disability Discrimination Act 1995. Those who provide goods and services to the public must make su re that they do not discriminate against those who have a disability, including children who may have learning or physical difficulties or long term illness. write in code of Practice 1994. A fin stage process to assess a childs special needs is identified. If needed a statement is written to say how those needs lead be met. autograph of Practice 2001. A staged system of assessment consisting of Action and Action plus is introduced to contain children whose needs may not require a statement or to contribute to the process of statementing. Education Act 1989. Children with disabilities should be educated in mainstream schools wherever possible. Health, education and social services should work together to asses a childs needs.Childrens Act 1989. Every local authority should provide services for children with special educational needs in their local area. Early identification of special needs is important. K5 The types of information that should be tough confidentially who you l avatory and apprizenot share this information with. Who should have access to any records? Head teacher, teacher, parents/carers, Ofsted, SENCO, friendly services and other professionals. 2. Where should records be stored? Records are stored in secure cabinets. In a software package.These records are on the one-on-one teachers laptops which are password protected and stored in a primeval storage room overnight. All back up discs are also stored in secure cabinets. 3. How great deal records be checked for the true? External moderators from the Local Educational Authority check the software for accuracy and EYFS profiling. Regular meetings with current examples of tracking and profiles take place between the school and the moderators. 4. Who should be allowed to carry out observations and assessments? Teacher, Key person, SENCO and assessors. 5. Who groundwork give permission for observations and assessments to take place?Written permission forms are write by parents/carers at the start of the academic social class for all new children attending the school, this also covers photographic observations/evidence. K6 The meaning of anti-discriminatory practice and how to integrate this into your relationships with children and other adults. It is paramount that all children and families intuitive geting that the setting is welcoming, non-threatening and that they are regard and valued. These means that all practitioners should have excellent intercourse skills and have the ability to listen carefully, question, consider and serve in a positive manner.Developing and expression a trusted two way relationship means that you willing be able to support both the family and child throughout their prison term in your care. The school also promotes that all individual children are given equal access to the schools curriculum, care, moral and spiritual input, sports, arts and convey opportunities. This support also includes the children being healthy, safe, enjoying and achieving and making positive contributions to the residential area and society. A SEN register is held in school of all children who have been identified as having special needs. another(prenominal) registers record different circumstances which may affect childrens access to the curriculum such as English as an redundant nomenclature, medical needs, gifted and talented. K7 How you adapt your demeanour and communion with children to meet the needs of children in your care of different ages, genders, ethnicities, needs and abilities. It is still essential with this age group of children and young people to build on good relationships they will be experiencing many physical changes and may olfactory modality intense or so puberty.Adults need to able to listen and be sensitive to the changes they are going through. It is vital that they have positive adult relationships, with an adult who nookie listen carefully, are sensitive, non-judgmental and have empathy to their individual needs. in spite of appearance this age group they face far more peer pressure, needing to fit in with their peers, feeling mend about their outward appearances, even facing issues such as sex and experimentation with alcohol and drugs.Having a good relationship away from a family member where the children or young people seat feel that they can express their own views and opinions and be see and spoken to as an equal over important issues in their lives is paramount. Therefore they still require an adult who can give them advice, reassurance, praise and encouragement and record their needs. K8 Strategies you can adopt to help children to feel delightful and valued in the setting. I image that all children in my setting are given the opportunities to play with an activity of their choice and that their views and beliefs are listened to.All children must be praised and encouraged, valued and listened to. I make them feel wel come and valued by being a positiv e character model and by taking an interest in what they do and say. K9 What is meant by remove and in allow behaviour when interacting with children, the policies and procedures to follow and why these are important? The schools policies and procedures all members of staff must have a full and active part to play in protecting all pupils from harm, and at all times the childrens welfare is of paramount concern.We should all be working together to provide a caring positive and stimulating environment that promotes the social, physical and moral development of all the individual children. All members of staff are expected to develop their mental process portfolios and undertake annual performance management meetings to improve on their teaching standards. The immensity of following the schools policies and procedures in appropriate behaviour are that you are contributing to the overall ethos and places of the school and safe guarding the children.Helping to promote inclusion bo dy and acceptance of all pupils and encouraging interaction with others. Appropriate behaviour helps to develop the childrens confidence, self esteem, resiliency and independence giving them a feeling of being respected and valued. Inappropriate behaviour from members of staff could contribute in the children lacking in confidence and lowering their self esteem. The children we feel that their views and opinions are not respected or valued. The children will bring forth less independent and it will promote bad behaviour resulting in an environment where they will not learn or feel safe.Using unprofessional behaviour when interacting with children could become a child protection issue. Therefore it is inappropriate to be too personal or give personal information to the children in your care. K10 The importance of encouraging children to make choices for themselves and strategies to support this. By encouraging children to act in this way you are helping them to develop and make th em become aware of their own needs and areas of improvement. This can be done by allowing the child to try and solve problems or necessary decisions originally advice is given.Options can be given to the child to help them choose a path to take K11 The importance of involving children in decision-making and strategies you can apply to do this. Within the macrocosm stage, the overall area is split into detail activities such as role play, home corner, writing table, messy area, quiet area and the outside area. The children can make decisions on when, how and for how long they stay at an activity. With all of the activities, there will be under pinned planned learning intentions and outcomes, whatever of which will have adult led or adult af somewhat involved.By letting the children play independently and by not interfering or leading the play, the children will develop social and emotional skills and learn to play alongside others or co-operatively. It enhances their imaginati on and creativity, develops communication and nomenclature skills as they work through ideas and concepts, also enabling the children to take risks and make mistakes and learn through their experiences. In involving the children in decision-making it will build on their confidence and self esteem and they will feel that their views and feelings are valued.K12 How to negotiate with children according to their age and stage of development. The first step in negotiation is to ask what dont you want to do and why. Using age related quarrel, experience of the situation, the child and or children will in usual be able to come to or reach an outcome. All children need choices it is not age specific, it depends on what take aim they are at in their development and projecting, for the choices that you give them. For example under 3 year olds, Its tidy up time, ask them to tidy away tether things, give them a choice of what three thingsthey are going to pick up. With children 3 years o f age and over they start to learn for themselves about negotiating through their play by figuring out what the rules are, whos going to go first, sharing toys and activities. As children get older it is important for them to be involved in negotiating and decision-making as it develops their ability to become responsible, date consequences and prevents them from feeling excluded and powerless. large(p) children choices puts the responsibility and power back into their hands.Within a school there are several ways in which you can negotiate with the children, including rewards such as stickers for those children who can loot independently for PE. For example if a few children who refuse to get changed, rewarding them with a sticker encourages them to try to undress independently or with our support. Maybe reward planetary house points for good behaviour in following our rules or trying really hard and working at their best ability. In the outside area we time the use of the bikes , scooter and cars so that all the children have a turn.We ensure that all the children have a choice of independent or adult led activities. When negotiating we are consistent with our actions and give the children explanations and consequences and listen to their views and feelings. K13 Strategies you can use to battle array children that you respect their individuality Keys to good practice Provide activities that encourage self-expression. Provide opportunities within the foundation stage in creative development for the children to express themselves in exploring different media such as painting, drawing and modelling.The children can develop their imagination and expression in songs, music and dance, imaginative play and role play. Celebrate diversity by learning about each others culture, religion and beliefs. advance the children to listen and reproof to each other in our weekly show and tell activity where the children can share a special toy, achievement or a special out ing with us and their peers. Provide open-ended activities that children can put their own stamp on.Allow the children free flow play where they can make up their own rules and games by providing different areas for role play and activities. Have independent activities establish around our themed topics in which the children can expand on such as buildings. The children make 3D and 2D Three little pigs houses which is an adult led activity. By allowing them different mediums the children independently made houses by chalking out a town in our outside area, making houses with constructions toys, junk modelling, tents, and building their own using building bricks and homemade cement.Avoid comments that single children out as being different. watch that we listen and talk to the children include them in choices and decision making, ac populateledge their interests and abilities by respecting their backgrounds, experiences and culture. Acknowledge childrens particular strengths and ta lents. run into that you respond to the children in different ways depending on their personalities. We share achievements or talents in special assemblies where the children can show their certificates or their talents to the rest of their peers. bear witness interest in things that the children enjoy doing. By knowing the children really well you can encourage them to try a new way of completing an activity such as if you know a child exchangeables painting try to persuade them to try a different medium like a collage or junk modeling to create a picture. K14 How to balance the needs of individual children with those of the group as a whole. Within the setting daily routines of which the children have to adhere to such as registration and weekly timetable to adhere to.The schools planning process involves grouping the children together by learning ability, style, physical and social groups and the teaching resources and levels are matched and deployed to deliver different styles of teaching to these different groups. K15 The importance of clear communication with children and specific issues that may arise in bilingual and multilingual settings All communication is a two way process and it is paramount when working with children that you listen carefully, question, understand and respond in a positive manner to what is being communicated to you.This will give the children the fundamental skills to take part in family life, school, employment and social activities. Within the setting we provide opportunities for the children to development their communication and oral communication skills by different activities It is important to give children clear communication and sufficient time to express themselves. Showing our apprehensiveness and respect. Giving children confidence and self esteem. Encouraging independence. Children can express their feelings and views. Encourages socialising skills. Gives children choice.Showing we understand their needs. Develo ps their language and communication skills. Also within our setting we have several children who are bilingual and multilingual with two or more languages these children have extra weekly support from our EAL co-ordinator. With these children we also ensure that we give clear and graspable instructions and in some cases use hand gestures or picture clues to help with their understanding. K16 Why it is important for children to ask questions, offer ideas and suggestions and how you can help them do this It makes them feel part of the school.They can have their say. Gives the children a sense of responsibility. Encourages their independence and confidence. They will have a sense of belonging and pride in their school. The childrens views and opinions are being listened to. They will look after the new area or equipment (respect it). Gives the children choices. Builds relationships. Develops their communication and language skills They feel respected and valued. They will explore and experience different activities / environments. Develops their knowledge and understanding of the world.I feel that this is important to include the children in decisions about their environment, activities and learning opportunities because it gives them a sense of responsibility, independence and they will feel respected and valued. We do this by ensuring that the children have time to ask questions in a relaxed and natural way throughout their school day. K17 Why it is important to listen to children? It is important to listen to children so they know that you are interested in what they say and that you care for them.You also get to learn about the child when they are talking to you, for example if you need to help them with their language development or help them in their learning. The children will feel that you are not interested in them. Demonstrates that you are a role model to the children. It builds the childrens self esteem and confidence. It builds on good relationships with the children and other adults. The children feel respected and will be laughing(prenominal) to share suggestions and decisions. Develops the childrens communication and language.Helps the children to learn socialising, negotiation skills and independence. The children may need to disclose a safeguarding incident. It shows that we understand the childrens needs. K18 How to respond to children in a way that shows you value what they have to say and the types of behaviour that could show that you do not value their ideas and feelings. All children respond well to positive reinforcement of expected behaviour boundaries. By just giving general statements such as do not interrupt or well done does not reinforce or teach good values.Also by communicate open questions you can demonstrate that you are listening to the child and or children and giving them time to express their feelings, views and opinions. K19 The importance of being sensitive to communication difficulties with child ren and how to adapt the way you communicate to different situations. Communication difficulties with children hear difficulties or deaf. Poor vision or blind. Ill health. Special educational needs. Physical disability. Poor language skills or English as an additional language. Disruptive child. Speech problems. Cultural Differences and English as an additional language 1.Smile and have friendly facial expressions. 2. Use hand gestures to gain understanding. 3. Use pictures. 4. Show warmth and encouragement. 5. Use culturally relevant learning materials. 6. Group EAL co-ordinator who shares the same home language. 7. Have some key words in their home language. 8. Use translator. 9. Always treat children with respect and as individuals. 10. Ensure that you take into account their cultural differences, their life experiences and the way they prefer to communicate. 11. Respond appropriately to their non-verbal communication. Hearing injury 1. Ensure that you always speak clearly and listen carefully. 2.Remove all distractions. 3. Always check and ensure hearing aids are working. 4. Use written communication if age appropriate. 5. Use sign language if and when appropriate. 6. Use a trained interpreter if a high level of skill is required. 7. Explain things using short, clear sentences and draw or use pictures, as required, to illustrate what you mean. 8. Use physical objects when learning new words or concepts. 9. Ensure the child as your full attention and that you maintain eye contact. optical impairment 1. Use methods of multi-sensory interactions such as touch, sounds and smell. 2. Use different tones of voice with lots of expression.3. Do not rely on non-verbal communication. 4. Use environmental sounds. 5. Develop routines when interacting with the child, such as using their name and touch in a consistent manner. Have clear signals that show the beginning and the end of your exchanges. 6. When explaining an activity or object ensure all visual communicatio n is clear and understandable. Physical and learning Disabilities 1. Use choice and augmentative communication such as hand gestures and eye pointing. 2. Use visual aids such as communication boards or displays, photographs, drawings and symbols to symbolize words or activities.3. Use chat books or photograph album containing photographs, pictures, symbols, words and messages. 4. Use speech generating devices such as communication boards or displays on a machine which speak a message when a particular button is pressed. 5. Use spelling, using an first principle board or typing device to spell out words and messages. 6. Use formal subscribe or signing which is particular to an individual. 7. Use object symbols that include normally objects or small versions of objects which represent an activity, object or person. Such as a set of car keys can represent it is time to go in the car.8. Use a multi-sensory approach when providing information and learning taking into account the five s enses and present information and activities in a different way enhancing learning and involving the children by doing, touching and seeing. 9. Ensure that your surroundings are appropriate and accessible. 10. Judge correct level of understanding. 11. Respond at the correct level repeating information when necessary. 12. Be prepared to live and listen carefully. These children can be supported by Senco. Parents. Children under two by the health visitor. EAL co-ordinator. Other professionalsNurture assistant. In terms of our physical environment we have no children with visual or speech impairments or with physical disabilities within the current foundation stage. So therefore we have no need of changing our different areas to accommodate any of these children. I would ensure that we accommodated these children by ensuring that the environment was spacious and accessible, bringing activities to their level or the floor. I would also use more visual and tactile aids. K20 How you can help the children to understand the value and importance of positive relationships with others.Within our school we encourage the children to develop positive relationships with others by praising good behaviour and following our rules. We act as positive role models such as praising nice manners. I have a rule for example, that if you accidently kick a ball over the fence I will let the children see it if they can ask me with lovely manners. If they dont ask nicely I make them wait and think about what would be a polite way of asking to retrieve the ball, thus lend positive and desired behaviour. K21 The importance of children valuing and respecting other peoples individuality and how you can encourage and support this.Act as a role model showing that you respect others individuality, feelings, views, ideas and cultures. Have positive images and toys, books and dolls within your setting. Have activities that encourage negotiation, sharing and building on relationships. Demonstrat e positive behaviour. Have activities which encourage the children to talk to, listen and find out about others. K22 Why it is important for children to understand and respect other peoples feelings and how you can encourage and support this. Stops the childrens frustration. The children will feel that their feelings are being viewed.Encourages empathy and social skills. Encourages and promotes positive and expected behaviour. Builds relationships. Develops the childrens communication and language. Develops personal, social and emotional skills. Develops the childrens knowledge and understanding of the world. K23 Why it is important to be consistent and fair in dealing with positive and forbid behaviour. be consistent and fair the children will understand right and wrong. The children will understand expected behaviour boundaries and rules. The children will understand consequences. The children will understand that you are not showing favouritism.The children will understand what is acceptable and what is not. Within my setting we reward positive behaviour with praise and other recognition such as house points and stickers. This is done in the presence of the childs peers to encourage and reinforce positive and desired behaviour. With negative behaviour, if safe to do so we give no attention as it is often a play by the child for your attention. However, some unsafe and disruptive behaviour must be addressed direct in a consistent and fair manner. K24 Strategies you can use to encourage and reinforce positive demeanor Children may have negative behaviour due to1. Lack of sleep. 2. Feeling unwell. 3. Problems at home. 4. Sibling rivalry. 5. tautness at home. 6. Some children do not know how to play with others. 7. Bored and frustrated. 8. Lack confidence in socialising with others. We acknowledge positive behaviour and give reasons behind any boundaries such as we crack in school because we might fall over and hurt ourselves or others. We are consistent and fair by rewarding praise, house points and stickers for following the rules. We control negative behaviour by reinforcing and reminding the children of our rules.K25 Strategies you can use to challenge and deal with different types of behaviour which are consistent with your organisations policies The school policy aims and expectations are that every member of the school community feels valued and respected and that each person is treated fairly and well. The schools policy encourages and promotes good relationships and that we work together to help everyone learn. We also aim to help the children grow in a safe and secure environment and for them to become positive, responsible and more and more independent members of the school community.The schools main ethos is to reward good behaviour as it believes that this will develop an environment of kindness and co-operation. The school employs sanctions to negative behaviour which are appropriate to each individual child, taking i nto consideration each childs needs and the issue. The role of members of staff are to ensure that the rules are enforced in their class, that each individual child is treated fairly and consistently, to monitor recurrent incidents and to seek advice from appropriate leadership team if necessary.We also use behaviour observations to help us understand the needs of the individual child such as requiring extra support from key worker, SENCO, EAL Co-ordinator, Management or other professionals. We also use different strategies and resources such as SEAL (Social and Emotional Aspects of Learning) to help individual children with their behaviour. K27 Why it is important to encourage and support positive relationships between children and other adults in the setting and strategies you can use to do this It demonstrates that you are showing respect and sensitively.Promotes good and positive behaviour. Act as a role model for the children. Promotes good communication in a caring and clear way. It promotes good manners. The children feel that they are listened too and that you value what they have to say. It creates a positive atmosphere and environment where the children feel welcome and valued. Promotes a friendly, consistent environment where the children will feel their views are worthwhile. Ensure that you always give reasons and take time to explain your thoughts and actions.The main strategies that we use in the school are we work very near in a team in the Foundation Area we have a consistent approach with dealing with the childrens behavioural issues. We encourage the children to interact and build on relationships with all of us by acting as role models and by reinforcing our key rules. We also spend time with all the children crossways both classrooms in teaching and delivering our planned activities each week including taking phonics sessions, guided reading sessions, show and tell, PE and music, key person story time and supervision of the outside area .We have effective communication across the team to enable us all to keep up to date with any issues such as medical conditions, negative behaviour incidents, records of ongoing assessments / observations, developmental progress and achievements of the children in our care. K28 Why positive relationships with other adults are important. As a practitioner it is important that you maintain and have positive relationships with all adults that you come in contact with to support and develop the children in your care to grow into secure, confident and happy people.Having collaborationism and support from parents, colleagues and other professionals will enable you to develop strong relationships which will enhance and benefit the children by demonstrating positive and desired behaviour. The children will cope better with transitions from home to school, to new classroom, to new staff and or support from other professionals. K29 Why it is important to show respect for other adults individ uality and how to do so ? Its important to respect other