K3C154:- The importance of good working relationships in the setting. A good relationship is one of the foundation stones for being a good practitioner. Good relationship with parents, adults and colleagues is very important. As it helps in creating a welcoming and pleasant environment in the setting. It helps to develop trust among parents and carers. Also child’s welfare is paramount, thus working with partnership with parents and communicating with them, will help in the overall development of the children. As children learn from their environment, it will make a positive impact on them.
At the setting, I always make sure that I develop positive relationship with my colleagues. As this helps to build trust with each other, and as good communication is developed among each other, it also helps in smooth working. Also parents and care taker is the role model for children; it helps in giving a good impression on children. Children learn from their surrounding, so when they see positive relationship among the adults, they would do the same thing as well which will help them to be socializing with others.
K3D163: The importance of encouraging children to make choices for themselves and strategies to support this. All the children should have opportunities to plan and make choices, as it helps children to learn to feel confident and take on responsibility. By giving children choices they are encouraged to become more independent. This is also an important life skill to learn as it will help children to choose and decide what is right and what is wrong as they grew older. Choices given to them will also depend on the age, needs and abilities of the children will depend on the choices you give them.
For e. g. I encourage babies to choose among different coloured rattles or soft toys. or provide treasure baskets to babies who are able to pick up gives them opportunities to make choices about which objects to explore and how to explore them. While with elder children I encourage them to decide and choose what activities they want to carry out and how they would like to do it. For this I ask them questions and plan the activity with them, listening carefully their views, intentions and what they want to do, and how they want to carry ut and help them and encourage them by providing the necessary space, materials and equipments they need to carry out the activity they plan and choose. K3D164: The importance of involving children in decision-making and strategies you can use to do this. Promoting children’s learning and development through the provision of child-chosen activities is a further way of recognising the link between decision making and children’s development of self-esteem. These activities give the children opportunities to decide with which activity they will play and how they will play with it.
It is important for settings to think through how to offer activities to the full age-range of children attending the setting. • Children’s opportunities and abilities to make decisions are further supported by enabling them to choose the equipment and materials with which they play at their chosen activities. For example, setting out the water play activity with a basket trolley where each basket contains a particular type of equipment will provide more choices for the children than placing a random selection of containers in the water tray.
This could include the following: A selection of pourers • Containers of differing and related shapes and sizes • A collection of funnels and plastic piping Objects which float and sink • For toddlers and older pre-school children, pre-schools need to make sure that the range of activities from which the children can choose is interesting and inviting. This will make decision making a stimulating experience for the children and, consequently, one in which they will want to engage. • This helps build their self-esteem and contribute to their emotional well-being.
It is also a way of building stronger relationships with them When the children are involved in the decision making they are encouraged to indentify their goals and considers the options for achieving them. For example I can ask them to consider what they will do, where they want to do it, what material they would like to use, who they will do with, how long will they take and whether they need any help. Make planning a regular classroom activity so children will automatically begin to think in terms of what they want to do and how they want to carry it out.
Do it at the same time each day. Planning can be done with a small group of children or in pairs as well as individually. Give enough time to plan the activity. Listen to them, making them know their intentions are important. Ask children open ended question to know and get information about their intention and their plan. Support, accept and extend all the ways children express their plans. To encourage them to make choices I will listen to them carefully, ask questions, make comments on their views and ideas and will record their ideas [pic][pic][pic]