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Unit 9 AC 2.6 Reflect on work activities in relation to
own professional development

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Unit 9 AC 2.6 Reflect on work activities in relation to
own professional development

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When doing activities alongside the practitioner and with the children it helps me to develop my own professional development, by allowing me and helping me to improve on my skills and knowledge. During placement the activities that we do with the children show me that I could develop on my planning as I've noticed that I struggle on the planning of activities which also brings my confidence down, as I become worried that I'm not involving the right development matters into the activity.

While reflecting on activities in relation to my own professional development I think that I could help the children develop by also ensuring that, by looking at websites, books or newspapers that could help me expand on ways to the children, for example if there was a new legislation or new method to helping children's needs then I could research about it, which helps me to be updated as a professional to do whats best for the children.

23.6.16 - PASS - good I like your honesty. N.pardoe

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Unit 9 AC 2.5 Identify how feedback from others develops
own knowledge, skills and understanding

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Unit 9 AC 2.5 Identify how feedback from others develops
own knowledge, skills and understanding

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When I get given feedback it helps me to see what I'm not doing so well on, for example during work placement I was given feedback from my mentor saying that I'm doing a good job with trying to calm the child, but I need to try and let the child calm down on their own and to not let the child to always sit on my lap as they don't want the child to get attached to me as it could then distress the child after I leave, which helped me to understand that due to still only being a student it's not a good idea to make a strong bond with a child when I'm nearly done with college and work placement. With the feedback I got given back, I decided to look at other ways that I could help the child without him becoming attached to me, which helped me develop with my knowledge.

23.6.16 - Pass - good, I like how you related this back to your placement experience. N.pardoe

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Unit 9 AC 2.4 Explain how reflecting on
work activities develops own knowledge, skills and understanding

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Unit 9 AC 2.4 Explain how reflecting on
work activities develops own knowledge, skills and understanding

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When I reflect on my own activities that I have done, I do it so I can look back to see if the activities have helped the children develop to their next stage. When reflecting on the activities done I can see what areas that I might need to help a child to develop on for example when I did my observations using the checklist method on a child aged 2 years old, I noticed that he needed to be toilet trained as he was still wearing nappies and becoming reluctant for anyone to change him when it's needed, which shows me that I need to understand how I can help him with the situation.

Reflecting on activities can help me develop on my own skills and knowledge because when I'm reflecting I'm identifying what has gone well in an activity and what hasn't gone well , which shows me how I can adapt the activity to make it more interesting for the children and helpful towards their develop.

When I reflect on my activities I am looking on what I could have done better, which then helps me to develop on my knowledge of what I could do differently which helps me to then develop on my skills of the activity plan.

23.6.16 - PASS - well done, good reflection and example.

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Unit 9 AC 2.3 Work with
others to agree on own personal development plan

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Unit 9 AC 2.3 Work with
others to agree on own personal development plan

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When looking on my personal development I would work with my tutor and placement mentors to discuss what I may need to develop on theoretical and practical, this would help me to grow as a practitioner. When working with others to agree on my development plan, it would be a step by step plan to ensure that I develop in the areas that are needed for me to develop in. When working with others I come to the conclusion that I need to develop on the written side of the observations, activity plans and also risk assessments which will all in all improve my professional development as a practitioner

23.6.16 - With other reflections this is Passed - well done! N.pardoe

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Unit 9 AC 2.2 –
Identify own professional development needs

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Unit 9 AC 2.2 –
Identify own professional development needs

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I feel that I need to develop on planning activities, which I think that I need to develop on because I don't feel confidant that I'm involving the activity with the correct developmental needs of the children. I need to develop on being able to fill in a risk assessment form before I implement an activity, which I need to ensure that the activity and area is safe from any harm that the child could become in.

23.6.16 - With other reflections this is Passed - well done! N.pardoe

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Unit 1.2 AC 3.4 Make reccommendations for the outdoor
provision for own setting

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Unit 1.2 AC 3.4 Make reccommendations for the outdoor
provision for own setting

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In the outdoor space at my work placement they have a nice space for the children which is mainly covered by grass, the placement's outdoor area for the younger children hasn't got much shade which is not good for the children at their age group as their skin is still sensitive. I think that there should be more creative and imaginary activities for the children to do, as I had noticed that there wasn't much that could help with the children's creative and imaginary skills. The outdoor space should have a wide range of equipment and objects that the children can play with, as the children have more of a wide range of things to play with and each of them can help the children develop in many ways. I think that within my placement there should be more equipment that would help the children develop, such as bicycle (with support wheels for the younger age group), an area where children can plant flowers and vegetables which would be helpful for the children's sensory development and an area of the outdoor area that is shaded, as the children can become burnt very easily when there is no shade for them.

3.4 - Refer - good start, please expand a bit more, what is the current outdoor space like? what equipment and objects to you recommend for them and what impact would this have on the setting? a few more lines will cover this. N.Pardoe  - now PASS 23.6.16

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Unit 1.2 AC 3.3 Reflect on an activity which supports children's exercise in outdoor space

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Unit 1.2 AC 3.3 Reflect on an activity which supports children's exercise in outdoor space

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During work placement I had done an activity with 3 children that help support exercise, which I did by asking the children to copy what I did. The moves I did were running, walking backwards, jumping and side skipping. I think that I could have made the activity more interesting for the children, that would also support their exercise. Next time I would like to involve more movements and also objects such as balls, skipping ropes, hola hops and games such as hide and seek. I would like to involve more children within the activity. During the activity I felt that I could have placed objects within the activity to make it more interesting for the children, as when I had asked how did the children like it they said that is was fun but they wish that they could have more of their friends in the activity and also that they wanted to involve objects like ribbons (which helps them with their sensory development) and also they said they would of liked to involve balls into the game.

23.6.16 - REFER - good start, please just add a small amount about how you feel you performed and what feedback you received from the children, did they enjoy the activity? N.Pardoe

23.6.16 - Pass - well done - Npardoe

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Unit 3 AC 4.4 Reflect on own role in the setting when managing
risk

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Unit 3 AC 4.4 Reflect on own role in the setting when managing
risk

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During work placement I always made sure that if there was anything on the floor that could be a risk to the children then i picked it up and placed it in the bin, I also ensured that anytime a child was siting on a chair that they would be siting on it properly just in case they hurt their self by falling off. While in the setting I try to encourage the children to notice when something should be put in the bin, which I done by asking the children if they could place it in the bin but only if the risk wasn't something that could harm them just by placing it in the bin, by doing this I think it helps the children to understand what is a risk and why it is.

23.06.16 - PASS - this is brief but has met the criteria. N.Pardoe

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Unit 8 AC 3.1 Explain what is meant by 'language-rich environment'

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Unit 8 AC 3.1 Explain what is meant by 'language-rich environment'

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when a practitioner works with a child they should understand more about the child's and families background, culture and religion to understand the richness of the child's language and also their beliefs. In the past language-rich environment was categorized by what class the family was, for example the working class families would only develop a limited amount of language which meant that they could only use a limited amount of words and sentences that wasn't complex, while the middle class families would have a much more better language, which was unlimited with the words they used and the structure of their sentences which made their language more complex with the way they would use it.

In the present language rich environment is not just limited to what class families and children are in, all children get the chance to develop on their language skills because practitioners work to develop the children's language by adding more ways to develop on such as physical movement, communication, symbols, problem solving, play and by the children understanding why thing happen and how they happen, which can help them to then explore new words that they haven't heard before by the children asking what the words mean or any other question.

As the children develop on their language skills, they would slowly pick up things like reading and writing, as they have been given the chance to do it no matter what culture or beliefs that they have, as all children should be treated fairly without no discrimination from the practitioners.

23.6.16 - PASS - good work.

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Unit 1.1 AC 6.4 Make recommendations for healthy eating in your placement

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Unit 1.1 AC 6.4 Make recommendations for healthy eating in your placement

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I believe that my placement could have more of a variety of foods and instead of using chips to use baby potatoes, I think that they should make the deserts more healthier. They should encourage healthy eating around the setting more for both children and practitioners, to give the children more of an option for their desert such as fruit salad or fruit cake which I believe is showing the children respect and independence as they will be able to make the choice. The placement should use more of a child centred approach so that the children have more independence and power when it comes to own needs and wants

PASS - RR

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Unit 1.1 AC 6.3 Reflect on own role when supporting healthy eating in your placement

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Unit 1.1 AC 6.3 Reflect on own role when supporting healthy eating in your placement

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During workplacement I sit beside the children on the floor when they eat to encourage them to eat as much as they can and to ensure that they are drinking enough of their water as some children don't like drinking that much, I would give the child the healthy options first and then their unhealthy options to make sure that they eat their healthy option, as if the child eats their unhealthy option first they could refuse to eat anything else that is healthy, that's why I always sit beside the children and keep them eating their fruit and veg. I think that I could encourage the children more by knowing their dietary needs and what they prefer for example there is a young boy who doesn't eat that much and everytime  he has sausages I always peel the skin off with my hands because he won't eat them if they have the skin on them, also I help to cut his smileys up.

PASS - RR

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Unit 12 AC 4.1 Reflect on own role in relation to managing children's behaviour in own setting

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Unit 12 AC 4.1 Reflect on own role in relation to managing children's behaviour in own setting

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While in Rainbow Nursery there was two children who had a disagreement over sitting on a chair, which led to the two children pushing each other and being rude towards each other. The children that was involved had disagreements in the past when it came to reading, where they sat to eat, playing with toys and activities that they would be done by the practitioners such as painting or putting icing sugar and sprinkles on a biscuit. During the disagreement I had asked what was wrong from both children, i had then said that there was other chairs around them and they could sit next to each other while doing the activity. I went down to their level and asked them why they decided to push each other instead of speaking about it, I had then told them why it's not polite or kind to and I asked if they understood, which had led them to apologising  to each other and hugging after.

PASS - RR

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Harlow Fields School Work Plcement 4/11/15

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Harlow Fields School Work Plcement 4/11/15

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Today I spent some time with the more serve physical and also learning disabilities which was different as the age group was 6-7 and their way of learning was solely around sensory, I got to see how the children are learning but more importantly seeing how each object made them experience different ranges of emotion such as happiness, being scared, excited and much more which helps them to understand the world around them more. Later that day when I was in maple class the children were very affectionate towards me and the other children, child M allowed child B to join in with him when playing with an activity, which showed that child M was showing more interest in involving child B which is shows child M improving when sharing and playing with other children. During break a student become over simulated and starting to have a out burst which has led him to pulling my hair and scratching at my throat.

23.6.16 - good reflection - part unit 9 2.6 npardoe

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Harlow fields School Work Placement 3/11/15

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Harlow fields School Work Placement 3/11/15

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I talked with the other members of staff about the children and how I can communicate more with them as some of the children had little or no speech, so I asked if I could have some of the cards that the teachers and LSA have around their neck because I wanted to able to know what they wanted and if they needed to tell me that they are hungry, not feeling well or need a toilet. During choosing time I would interact with the children and I tried to get more children involved with the toy that the other child was playing, to help them learn to share and to play nicely together. During snack time I was asked by the teacher to feed a child his crisps as he wasn't fully able to feed him self, after snack time the children had gone out to play and during this time I went out with them, I was watching them as they played and I had joined in with the children by talking to them at their level and by joining in with their games. When it was time to go back to class another teacher from the opposite class needed help with the children so I asked if it would be okay to help her as she was struggling and the teacher had said that it was okay to help, You have to do a checklist to see if an individual child is doing things that go in with the national curriculum or EYFS then a narrative of what the children are doing by saying the child fell rather than saying the child was clumsy you have to do a indoor activity observation and an outdoor observation and you have to go through something with a staff member which is in the assignment brief it tells you what you and the staff member have to do together which I then help her to her class and stayed with her until, another member of staff came into the class as there always has to be the minimum of two adults in the room with the children

Brilliant reflection Natasha, very well done!! - covers part unit 9 - 1.2, 2.2, 2.3, 2.5, 2.6. Unit 2.1 - 2.3. Npardoe

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Today we decided to take the children out for a walk through the woods, we had stopped by a pond and equally shared out the bread among the children, we then let the children throw the bread on the floor for the ducks to get, we made sure that the children were not near the pond as they could fall in. Once we got back to the nursery it was time for the children to have their lunch, the children had to wash up and I had to help clean the children up using extra sensitive baby wipes as a children in the setting is allergic to other baby wipes. I help to encourage the children to eat their food and after they finished I helped to clean up after the children was finished, after that I played with the children until I had to go back to college.

23.6.16 - part unit 4 - 4.1 met - N.Pardoe

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Unit 9 AC 2.7: State your progress in relation to PERSONAL and 
PROFESSIONAL development since I started this course in September.

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Unit 9 AC 2.7: State your progress in relation to PERSONAL and 
PROFESSIONAL development since I started this course in September.

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Since I've started this course I have been understanding more of the work when I'm in Maths and English due to getting it explained to me in many different ways. I've improved my self control when I get annoyed or agitated by someone or something, I'm also now able to help more people because I feel better about my own work to help them with theirs. I feel like I've learned different methods to help the children when I'm on work placement from the things I have learned in class and the way I have been taught it by the tutor but also because of the amount the class gets done makes me feel like I wont fail and this course had given me more confidance in my self.

PASS - RR

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Unit 2.1 AC 2.2: Explain how communication affects all aspects of your own practice on placement.

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Unit 2.1 AC 2.2: Explain how communication affects all aspects of your own practice on placement.

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When in placement I always go down to the child's level to speak to them and not just stand above them as some children might  feel uncomfortable with people talking to them in that way, when standing above the child it could make the child feel  intimated as well. when I'm in work placement i make sure that I ask the child open questions so the child can say what they want instead of just a simple yes or no answer for example Today I was reading a book to two of the children and  instead of saying is that a triangle, I asked where is the triangle which helps the children to identify new things and if they make a mistake then they would learn from it. When I speak to other staff members I always use a nice friendly manner towards them and if I'm not sure on something then I'd ask someone for example when I first put one of the children to sleep I had no idea how I was suppose to do it so I asked how do you put the children to sleep, then after they showed me how and then i always remembered how i put the children to sleep. By communicating to the members of staff I knew what ways I could put the children to sleep which works with most of them and if there is a child who cant sleep after using the ways the member of staff showed me then I'd have to try different ways that help the child and I could ask the child them-self what way do they prefer to be put to sleep.

PASS - RR

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We walked to the town with the children as it was a good clear dry day. I helped clean up after the children, I also played with the children at their level and when I spoke with the children I would go down to their level and keep eye contact with the children. I had  the children clear open questions to communicate effectively.

23.6.16 - part unit 4 - 4.1 met. npardoe

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Unit 2.1 AC 2.1: Identify reasons why people communicate.

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Unit 2.1 AC 2.1: Identify reasons why people communicate.

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People communicate to make connections with each other, so we can make new relationships and bonds. colleagues communicate with each other so that any information about the children's like and dislikes and also any allergies that the children may have e.g. nuts, baby wipes and etc. Staff members must always inform the children's parents on how the children's day has been, if they had eaten all of their food and, if they didn't then how much they left,  if their was any incidents with the children like soiling their self and if they was hurt or if they had any new progress with different areas of their development and show the parents their work. It's important to communicate to the children at their level so they not feel intimated by you, if you wanted to know what the child wants then it's best to ask them as they know what they want, don't want, like or dislike. by asking the child and not their parents it makes the child feel happy, respect, valued, cared about and that their opinion matters to you.

PASS - RR

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Unit 6. AC 4.3: Reflect on your own role in creating an enabling play environment.

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Unit 6. AC 4.3: Reflect on your own role in creating an enabling play environment.

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When creating an enabling environment i helped by making sure that there was nothing that could hurt the children and if there was anything that the children could hurt themselves on then I'd pick it up or clean it up to ensure that they are safe. I moved the chairs to the correct table as some chairs were smaller than others and i made sure that the children were comfortable in the chairs by asking them.

I would show the children positive body language and facial expressions e.g my hands away from my lap in case the children wanted to sit on my lap while doing the activity as some enjoy doing an activity while having comfort of an adult and i never showed an angry expression, sad, frustrated or any type of negative emotion while talking part in  or doing an activity, I would get involved by also for example playing a musical instrument with the children  i would sit at their level when doing the activity with them. I asked the children if they was enjoying the activity and what songs they wanted to play.

I think I could improve on creating an enabling environment by placing the objects that can help the children's development around the room so the children can easily use them without having to ask for it as this could help their Independence.

My strengths when helping to create an enabling environment are that i always ask where an object might go if I'm not sure and if i see anything that could hurt or cause harm to the children then I'd use my initiative  by making sure that its safe for the children.

My weaknesses are organization skills as i occasionally don't know where things that need to go away should go and trying to put the books in a good way so the children can see the books clearly.

I find it hard sometimes to place the room out in a way that will be beneficial for the children and their development because each child is different and if I placed in in a way that didn't help a child it would mean that they are losing out which is what i don't want and I would get nervous if i had to set the room out as I don't want to get in the way of the children's development.

I find it easy understanding why the rooms are there and how they help the children for example putting a chilling area not enclosed and away from other areas so the children would be able to relax and feel not so stressed or frustrated.

PASS - RR

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Unit 4 AC 4.2 

Reflect on the
impact of own attitudes, values and behaviour when supporting equality,
diversity and inclusive practice

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Unit 4 AC 4.2 

Reflect on the
impact of own attitudes, values and behaviour when supporting equality,
diversity and inclusive practice

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While in Placement i would always make sure that i show the children positive body language, which i would do by speaking to them at their level, always making eye contact and by listening to what they have to say. In Rainbows Nursery there are children with all different beliefs, culture and religion, which i respect by not trying to place my opinion or thoughts on to the children as everyone is different and they are all individuals.

In placement their is a young boy who is Muslim, i had noticed that he had this necklace on that his parents believed would help him with his behaviour, which is apart of his religion and culture so i showed respect by letting him keep it around his neck, but i had to make sure it stayed tucked into his shirt just in case another child grabbed it or if the necklace got caught on the toys. When I'm in placement I always ensure that I'm not trying to force the children to believe in what I believe in, as each of the children have their own beliefs which is why I don't place my views, opinions or beliefs on the children or other member of staff.

(12/5/16) REFER
(23/6/16) re-done the referral

23.6.16 - PASS - N.Pardoe.

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After the children had breakfast two of the children went to the toilet, as I went to check if they was okay as they was in there for a while and I was asked to make sure that they wasn't messing about it the toilet, so. As I went to check them I saw that one of the children was trying to get into the same cubicle as the other child and as she had opened the door, she had quickly shut it and during the proses she accidentally caught the other child's hand in the door. I quickly acted and to see her hand and I had gently asked the other child if it was an accident and after she replied I asked if she had apologised for it, she then said sorry for the accident to the other child. After the accident as the child was upset I picked her up and calmed her down by singing songs which she liked to do, I asked the over member of staffs what I can do to help her and they said to place a cold pack and just reassure her that everything will be okay and they then filled in a accident report for the child's parents.

23.6/16 - part unit 3 - 3.1, 4.4, 5.1, 5.2, 5. met - Npardoe

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Harlow Field School work placement  2/11/15

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Harlow Field School work placement  2/11/15

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In work placement I was nervous at first but I quickly settled in to the new environment, the class that I was placed in was 6-10 years old who had serve autism along with ADHD and much more. I had to hold on to the children's hands while walking to the hall for their P.E lesson as some would attempt to run off, after getting to the hall me and the other LSA's opened the door by pressing down what looked like a switch as every door was secured so the children couldn't open them. During the P.E lesson I had to join in with the children, they was told to do certain actions with the music such as marching, running, crawling, stomping their feet and also standing still, many of the actions were easy so they could understand as some may not be able to do what others could due to learning disabilities. During snack time I was asked to sit with a student and feed him his snacks which at times he would wonders around the class and I had to sit him back down to finish his snack but also encouraging him to finish it all, after snack time I had to put their coats on them and also place special soft protective head wear for children who may have epilepsy or may suffer with fits or seizures, which they had to wear every time they went outdoors for their own protection. When outside me and the LSA's along with the teacher would hole their hands because the lower school had to stay in a enclosed space which had swings, slides, a small racing track which had bikes and big musical chimes.

23.6.16 - another good reflection - npardoe