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unit 6  AC 3.4  Reflect on own role in supporting children's behaviour and socialisation within play environments.

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unit 6  AC 3.4  Reflect on own role in supporting children's behaviour and socialisation within play environments.

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I support children's socialisation because once I noticed a little girl was sitting on the floor on her own in which I noticed this I went up to her and talked to her and ask why don't you join in with the skipping but she refused to do so I supported her by offering her if she would like me to join in with her in which she wanted me to so we both went and joined in with the other children so I supported this because she didn't want to play with other children but when I asked if she would like me to she did and then she spoke to the other children. So by reflecting on this is that it is better for you to ask the child what they would to do and also if there is a way in which you can help them socialise with other children and there was and that was by joining in as well so in the future I know if they dont want to play with other children if I give them the option for me to join in they may want to.

I support children's behaviour because when I am in phonics there is this little boy that I sometimes sit with who hasn't properly been diagnosed with anything yet but he has some sort of learning difficulties so I supported his behaviour once because the rest of the phonic class was on the carpet doing their sounds but the boy wasn't listening so I asked him to come and sit with me in which he did so first of all we played witht he toy cars and then I gradually asked him what the sounds were on the board in which he answered and then once he played with the cars I encouraged him to get a whiteboard and write some on the board so we did that for the rest of the lesson. So by reflecting on this I know in the future if I am in phoics with child J I will know how to support his behaviour and that is by him coming to sit next to me and we doing out own activity together with a little activity next to it such as cars.

when I was supporting the socialisation situation I felt like I dealt with it well because I used my persona experiences such as the feeling off being left out isn't a nice feeling so I wanted to make sure that I encouraged the girl to join in and also I used the knowledge of the setting because I used the way they use to deal with these situations.

when I was supporting the behaviour situation I felt like I dealt with the situation well because I gained knowledge and experiences from the other practitioner as I onserve how they deal with situations like that and I used that knowledge to help me support this situation.

10.06.16 - refer - well done Leanne you have provided a good reflection of how have supported socialisation and behaviour on placement but can you tell me how you felt you performed when dealing with such situations. Did you use experiences and knowledge gained from the setting

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unit 3  AC 3.1 Identify hazards to health and safety in the early years environment.

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unit 3  AC 3.1 Identify hazards to health and safety in the early years environment.

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While being in a early year's setting you need to make sure that you are always making sure that you know what is going on and what is in the environment when it comes to health and safety and to do this you need to know what hazards are such as the placement of different objects in the setting and where they are kept for example, in my setting there is a bit where they can play cars and where they can make building on a mat and to keep them safe from hazards such as the bits being left on the floor there are suitable draws that they can then put back in and also when they do play with them I always remind them to make sure that they put it back on the floor as someone could trip over them.

Beware of how the children use the equipment such as the stage and age of the children and what equipment you are giving them such as if you had a room where there are babies you will know that you cannot put any sort of little objects that they could put in there mouth and have the hazard of choking for example, in my placement we are aware that there are only 4-5 years old in reception so we know what equipment they need and are suitable for the child such as the lego some lego we have is big because there is this boy who likes to put things in his mouth all the time so we always make sure if he wants to play lego that he has the big lego and is supervised.

Make sure that you know the health and safety policy and procedures and that you are following them such as wiping the toys down and cleaning the tables for example, in my placement when we do a food activity we will clean the tables before the food touches the surfaces because this could cause health issues such as them becoming ill and then also after the food has been prepared and the activity is over.

Also you need to make sure that the children are aware of the health and safety that are put in place such as walking in the classroom and careful with the water when washing hands and such as in my placement the children know this because there are pictures around the classroom that shows them such as the water one is with the sink and with the water pit and the walking one is just in the general wall where they can see it.

Also having the correct supervision for the children at the age and stage such as in the early years class are constantly as they will need to make sure that they are not getting in harm.

The way you identify health and safety hazards toward the children are by you as the practitioner knowing what types of hazards there are physical hazards, security hazards, fire hazards and food safety hazards.

The way you identify physical hazards is looking out for things that can hurt the child or something that can physically can happen to the children such as a wire dangling down and that the child could get allowed in it and either suffocate or get extremely hurt.

The way you identify security hazards so always checking that the doors are shut so the children can not get out or no one can get in that isn't meant to be in the school premises or also the outside area gates have not been locked so they can gain access to the other playground and could get lost or hurt.

The way you identify fire hazards by knowing or always look to see if there is anything the classroom that could cause a fire or if anything is in the way of the fire exits and also being we're of where the fire point is and where the fire exits are in the classroom and the whole of the building.

The way you identify food safety hazards such as if you are preparing the food or you are watching someone prepare the food to make sure that hands are washed, food is washed, has been cooked right and that no child in the setting is allergic to the food such as in my placement there is a boy that is allergic to egg so to stop this health hazard no egg is allowed to be in the classroom or it will make him sick and have an allergic reaction.

In my placement they carry out risk assessments to identify any hazards that could possibly endanger the children or the staff and they will then set a polcy to stop that hazard from hurting the children or the staff and if they feel like its not working or that something else is wrong they will review the risk assessments and put something else in place to stop the hazard.

9.6.16 - REFER - good work you just need to address how risk assessments play a role here to pass.

10.06.16 - pass - they won't set a policy for this unless it is lacking from the current health and safety policy. Well done for addressing the relevance of risk assessments. N.pardoe

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unit 1.2  AC 3.4 Make recommendations for the outdoor provision for own setting. 

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unit 1.2  AC 3.4 Make recommendations for the outdoor provision for own setting. 

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During my time at placement I have observed that they need more improvement in the outdoor provision including children's resources that they have to help the children's development all together. I would suggest adding a 'jungle gym' as this will offer the child lots of benefits such as the children will further develop their gross motor skills and they will be strengthening their muscles and bones (etc..).

I would also suggest my placemnt get a 'mud kitchen' as this will offer the child's lots of benefits such as fine motor skills as they will be using their hands to play with the mud and put it in the different pots from the kitchen and also this can also help the child further their social development as they can play each other such as making food for one and other and pretending to eat it at a table for dinner or lunch.

I would suggest more bicycles as the placement only has about 5 bikes for round about 25 children so this will benefit the children as they will not have to fight over the bicycles and they all will get at least one or two goes on it a day as there will be more opportunities because there is more bicycles for the children to use and go on.

I would also suggest that the my placement gets a table or two and chairs for the children to be able to sit outside as this will benefit the children because the children will gain a new experience and also give it a change from not just sitting inside a classroom learning and doing activities.

My placement is a new school so they may not have the funding straight away to be able to get these new equipment/resources for the outdoor space but they could maybe ask different companies if they are willing to donate or lower the fund to be able to supply the school with more bicycles, new chairs, a new table, mud kitchen and a jungle gym. Also if this was to happen it could be done over the 6 weeks holidays and also the setting does have space for this such as the field space where the jungle gym could go and then theres little green area in which tables or chairs could go and then the bicycles could go with the current ones.

The reflection on the outdoor provision at the moment that I have noticed is that the outside provision is used mostly through out the day such as in the reception they mostly do free flow in which they leave the door open and then the children can go out there when they would like to and also when its break and lunch tie so they are always using the outdoor space so its a good idea to bring some new equipment and resources for the children. I think I personally do think i join in with the activities such as when its break time or most likely at lunch time I will go outside and join in with eh games and activities that the children are doing, I also join in PE lessons and when there is golden time and they have the opportunity to go outside I am always out there joining in for example, playing sticky toffee, bat and ball, skipping and hoops.

I feel like the child-led and adult- led play is equal as the children have the opportunity to either free flow or play and activity with the practitioner outside such as little games of throw and catch and different little activities like that. Also i feel like there is enough play provided as break time, lunch time, free flow, golden time and also the school has a Wednesday afternoon in which its called games afternoon when the children go outside and play games and with the equipment that is provided.

Overall, this has framed my recommendations because when I am in the outside environment I notice that the children have to wait until they have to go on the bikes so if there were more they wouldn't have to wait as long or ague about it, also when I observe the outside such when I look around such as looking at the filed I always think that would be a good sport for a jungle gym and also the children would love it as well and also it will help with development such as gross motor skills, social because they will be talking about it and coordination. Lastly when i see that it is good weather I think that it would be a good idea to do this activity outside so the children are not always stuck in the classroom doing work.

7.6.16 - REFER - Good work, you have clearly indicated ways in which to improve outdoor provision at your placement and the reasons why, you are almost there. To pass please include some information regarding how the setting will be able to implement this, such as cost, outside development and a timescale for when this could be possible. Finally please provide some reflection on the current use of outdoor provison and if this is sufficient, do you promote outside exercise by joining in with activities? child- led and adult-led play, is enough outdoor play provided? how has this framed your recommendations? N.Pardoe

9.6.16 - Pass - well done you clearly know your placement setting very well and understand ways to utilise outdoor provision. Good work.

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unit 1.2  AC 3.3  Reflect on an activity which supports children's excersize in outdoor space

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unit 1.2  AC 3.3  Reflect on an activity which supports children's excersize in outdoor space

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At my placement I did an activity/game outside on the playground that supported children's exercise which included the children to run on the line on the playground with out stepping off while someone was chasing them this supported their exercise because overall they had to be active and move around to be able to get away from that one person and also it was benefiting in many ways such as gross motor skills, coordination as they had to balance on the line and also just their overall exercise because they are constantly moving and keeping fit.

The children performed well during the activity as I got what i wanted out of it which was to gain skill when balancing, gross motor skills and also general exercise. They also performed well because they got straight into the activity and they did it really well.

I didn't receive any information before the activity from the children or the parents but the colleges as they gave me the idea of to do that activity because it's a nice, simple, easy for there stage and that it didn't need lots of resources but I did receive feedback after the activity from the children such as a couple of them was saying that was really fun, can we do it tomorrow or when can we play it again so by having this feedback from the children i will know that in the future this is an activity that I can definitely do it in the future and that they will enjoy doing it and then from the colleagues saying you did well and that they enjoyed it very much.

I feel like the activity did go well but I wished I did something more like an obstacle course so they would of gained more development in such as jumping, skipping, gross motor skills, coordination, running, wlaking and balancing but i felt like the activity that I did was alright and that it did help the children's gross motor skills, coordination, balance and running skills. But if i would to do this again i would adapt it more as i found it was quite easy for the children so I would adapt it by putting little obstacles on the lines such as when you get to the left line you can only hop, in teh middle line you can only jump and then when you get the right line you can only run or i could shout out different actions that they could do while they are running a way from the person such as shouting run, hop, skip, walk slowly, jump or walk like a bear.

7.6.16 - REFER - Good start however for this reflection you are expected to address how the children performed during the activity, assess how it supported them. Did you receive feedback from the children and colleagues or information from parents, when possible, before you planned the activity to ensure it met their needs and interests? How effective was this activity and your performance in carrying it out sufficiently?

9.6.16 - Pass, well done this is a nice reflection of the activity you carried out.

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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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My own attitude when supporting equality is making sure that I am being equal to all the children in my setting so my attitude is always hard working to make sure that all the children are being treated the same in my setting when i am around so my reflection of this is when a child asked for a drink and I said yes, and then another child asked me for a drink I replied with yes as well as I have let the other child go and get drink so the impact of this is that the children are treated equally. My value when supporting equality is understanding the importance of equality so my reflection of this is that once I let a child sit on the chair as they were miss behaving and not listening to me and then thats when other children started asking me if they could sit on the chair and then I asked the child who was sitting on the chair to sit on the carpet because everyone else was and no one else was sitting on a chair so the impact of this is that because I let a child sit on a chair everyone wanted to sit on a chair. My behaviour when supporting equality is always being considerate of all the children in the class when it comes to equality as I want to make sure that I am thinking of everyone in the class and that is everyone being treated equally and my reflection of this is that I always make sure that I am being equal and fair to the children all the time.

My own attitude when supporting diversity is always ensuring the children that it is okay for them to do what they like and not change because another child said something for example, when i was at my placement child A came to me and said that a few children was laughing at her for what she was wearing (this was non uniform day) as she was wearing Indian clothing I am sure that it was called Pattu Langa which is like a dress and  explained to her that it doesn't matter what people think as you look lovely then I went to the children that was laughing and said to them what was funny and i said to them that she isn't laughing at your clothes so why do you need to laugh at her clothes etc... so then they apologised to child A so my reflection is that i dealt with the current situation and used my attitude to deal with it. My own value of diversity is again understanding the importance of why it is important for children to show their own identity and be themselves . My behaviour when supporting diversity is thoughtful what i mean by this is i always think about things over and over again to see if i am supporting diversity correct and if i have noticed anything happening when it comes to diversity so my reflection to this is going to about the example above about child A so in this my behaviour was thoughtful as i was thinking about what situation is his and how am i going to support this.

My own attitude when supporting inclusive practice is confident when supporting this as when I am outside on the playground and playing games with the children which is sometimes sticky toffee I always ask if anyone else would like to play now or they can join in whenever they would like with use as then they have opportunity to make a decision if they would like to play now or later so then they all have opportunity to as the impact of if i didn't do this would hurt the children because they never got asked. My value when supporting inclusive practice is reliable as I am always ensuring that all the children get the same opportunities to join in different activities. My Behaviour when supporting inclusive practice is yet again considerate as I am always thinking about the other children that are not doing the activity and if i gave them the opportunity to do so.

Overall, if I didn't have the correct attitudes, values and behaviour when supporting equality, diversity and inclusive practice it could of had a big impact on the children as they may not trust me to deal with the situations and that I am just an unfair practitioner so it is important that i always reflect on when I am dealing with these situations by having feedback with the other practitioners that I am working with in the setting regularly.

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Unit 8  AC 3.1  (task 3) Explain what it is meant by 'a language rich environment' 

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Unit 8  AC 3.1  (task 3) Explain what it is meant by 'a language rich environment' 

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A language rich environment means the child being able to communicate with everyone in the setting. So this is meant that the practitioners in the setting always giving the children opportunities to be able to communicate in the setting whenever they want to and to do this you can do activities that include this or just by you as a practitioner giving the child the opportunity to do so such as questions and general talki to them.

For example of this is setting an activity which includes the opportunity for the children to talk which could be the activity where the children have to work together such as football where then they have the opportunity to communicate with either the children on the team and the practitioner when they need the pass the ball, if they are ready to take the ball or even when someone scores a goal and ye celebrate.

Another example is letting them ask questions and even by the practitioner answering questions which include more than one word answer such as "what book are you reading and what is it about" I'm which then they will need to tell you what is about as then you are giving them the opportunity and also once you start the activity or when you finish the activity start it with "any question" and finish it with "any questions" so then they are able to have the opportunity to communicate.

These are some simple ways that you can involve language by which are reading out loud everyday, us word walls, classroom library, put words in different places around the classroom, play with words and also by getting the parents involve to help out at home.

Basil Bernstein is the person who researched the language rich environment and he found out that by children being able to communfate and use different vocabulary that they are more likely to achieve better than the children that haven't had the opportunity to communicate. So by Basil Bernstein doing this reaseach schools in the UK and the USA have now added the aim of making sure that the schools had language rich environment so then the children will be able to achieve better and succeed.

So it is important to have a language rich environment because children are always learning through communication so you need toggle the children the opportunity to e chnalearn new vocabulary and also givin them the opportunity to.

Overall all schools and nursery's must have a language rich environment to be able to get the children to acieve their best and succeed.

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Unit 3  AC 4.4. Reflect on how you manage risk (both your own, others and the children) when on placement.

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Unit 3  AC 4.4. Reflect on how you manage risk (both your own, others and the children) when on placement.

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When I am on placement I am always looking out for any sorts of risks that can effect either me, others or the children for example on placement today (17/3/16) the children were on the carpet using the whiteboard and pens which after they have finished a few children forgot to put their pens back and left them in the middle of the floor which is a risk as anyone in the classroom as they can fall over and hurt them self so i managed this by going over to the pens and picking them up and putting them back in the whiteboard pen tray.

When I am at placement I am always looking out or doing things to stop any accidents happening such as tucking chairs in, picking up coats from the floor, making sure that doors are shut when I have finished being in that room, picking things up from the floor that people can trip over and tiding up spillages that have happened I managed these risks on a day to day biases by looking out for risks and I take action straight away for example if chairs are un tucked i will automatically go and tuck it back in so me, the children and the other practitoners do not fall over it.

To prevent the hazard of tripping over chairs because they have not been tucked in is by starting a routine in which when the lesson has finished I will say or the classroom teacher will say can you tuck your chair in and stand behind it so by doing this they need to tuck their chair in to be able to stand behind it and also my placement has a chair monitor in which after each lesson they go around the class to make sure that all the chairs are tucked in and by doing this this hazard will not be happening in the future as there has been a role that has been put in place chair monitor and also the stand behind chairs after the lesson in which then it will stop either the children or other practitoners tripping over it.

Also to prevent the hazard of pens being on the floor is by me giving the children to responsibility of putting the pens back into the the tray and also by me as the practitioner making sure that they are being lead correctly such as reminding them that they need to put it back once they finished using it to stop this hazards from happening in the future so if there are any vistors, practitioner or children coming into the placement they will not trip over.

3/5/16 - REFER - This is only one example and you havn't really reflected on how you managed it. You have just told me what you did. Please go into much more reflective detail!

6/06/16 - REFER - This is good progress however I need to you talk about how you manage risk to try and prevent the hazards as well as what you had said about actioning when you see a risk. How do you prevent risks from occurring in future? and how does this help to manage risk for yourself, the children, staff and visitors to pass. Npardoe

07/06/16 - Pass  - well done Leanne  you have addressed how you manage risk and ways to prevent hazards in the first place. N.Pardoe

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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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Different ideas that i have have for healthy eating and what my placement could do are having colourful bright posters around the school to promote healthy eating, letting the children make a healthy food such as a fruit salad where they have to prepare the food and include what fruit they would like in their dish, cooking, a balance plate, visit a shop or a farm and do different activities there, have a little patch in the school where they can grow their own fruit and vegetables or maybe get a guest speaker from a farm who know lots about different foods and information about different healthy foods.

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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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My feelings on supporting healthy eating in my placement is that i think i am doing doing as i am always encouraging the children to eat healthy for example, at break i always encourage the children to at least take a snack either it being a pear, apple, carrot or orange and I encourage them by saying "are you sure you don't want a piece of fruit" or "why don't you take a piece of fruit and at least give it a try or take one but out of it" which they then do. Another example I have was at lunch time and this was quite a while go and it was at lunch and a little boy didn't want to eat his potatoes as he just wanted to eat his dessert but as a practitioner i encouraged him to eat a least a mouthful by saying "why don't you have a try or at least a little mouthful" and he kept asking why and i then responded with "because it is really healthy for you and it will make you big and strong" and then he did have a mouthful and a bit and then after he ate some he was then he was able to eat his desert.

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Unit 9  AC 2.4  explain how how reflecting on your work activities helps to  own knowledge, skills and understanding.

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Unit 9  AC 2.4  explain how how reflecting on your work activities helps to  own knowledge, skills and understanding.

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From reflecting on when I'm doing activities it helps me develop knowledge, skills and understanding because when I reflect on myself doing a certain activity i can look on what I have done well in it and what I need to improve on in the future and by doing this it helps me gain knowledge, skills and understanding in certain activities such as my leading and teaching skills to help the children gain understanment in their work and in mine. For example, when I lead my maths shopping basket game I reflected that My skills leading the activity and controlling the activity. My knowledge that I have gained are how to lead the activity and how to keep them involved in the activity. My understanding that I have learnt are what each children are interested in such as if they liked the activity and what they didn't like about it.

Also it has helped me develop knowledge, skills and understanding because when I am taking part in activities and watching activities when they are sitting on the carpet I reflect on what they enjoy and what they don't so when I do plan my own activities I know what they enjoy and what they don't so I know what to join in and what not to join in to keep them interested in the activitys.

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

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

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While being at my placement I have done different activities which has helped my professional development and knowledge including phonics, maths for example I did a shopping game involving money , literacy, PE, games on the playground, history, science, geography, art, golden time, handwriting, reading books, how to greet parents, what policy's and procedures my setting has, what to do if there was a accident, helping the teacher set up different activities. Staff meetings , observations and risk assessments.

By reflecting on these things it has helped my professional development because I have gained lots of new knowledge about how to complete observations and how to reflect on them, how to complete risk assements and how and what different resources the teacher uses in each activy. It also has helped my professional development because when I do activities I have my own little group that I'm always with and this helps me because I know how to confidently lead and teach a small group on my own so when I reflect on how I lead and teached I can see what I do well at and what I don't so I know what to do in the future. So by reflecting it has helped me a lot on professional development as I can see what I have done well and what I can improve on a certain area.

By completing these different activities/lessons it has helped me improve on my lead and my teaching skills towards the children to give them a better understanding of the work they have to do. By doing the observations it has helped me improve on knowing that all children have different learning skills and are stronger and weaker in different areas. By doing risk assements it has helped me notice the little things that could cause a danger that you may not even think about. By having staff meetings it has improved me to talk to different members of staff and what different activities are going on in the school and after school.

By doing observations it helped my professional development oppunitunites because the school now knows that I can do observations so they can ask me when they want me to observe a child. By doing activities it has given my professional development because the teacher in my class are confident with me doing my own activities and leading my own group of children so they often ask me to sit with a group of children and complete an activity with them. And it has also helped me decide what I would like to do in the future and that would be a primary school TA in either year 1 or year 2.

The things I find hard while working in an early year setting is that I have phobia about germs so I find it hard while working with children but while working in a setting it is also helping get over my fears if germs. I also find hard when the children have tantrums as I don't exactly know how to deal with it accept from talking to them in a calm voice etc...

The things I find easy about working in early years settings is communicating with the children, communicating with the staff, keeping them interested in the activity, preparing them for lunch and break and dealing with accidents.

The things I need to learn and improve on are how to deal with children when they have tantrums, my phobia of germs and also by leading them to the lunch hall as I only help them wash their hands and get their coats I never take them down to the lunch hall.

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

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

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My role when managing children's behaviour I would say is that I handle it well as I talk to the child in the calm way if the child is messing around and encourage them to do what they were suppose to do and also rewarding them if they do what they are meant to do such as the peg system when they move the peg up when they do something good and it moves down when the child is miss behaving. So I feel that i handle children's behaviour well but if I do not know how to it I will then ask the practitioner in the setting to help.

Today at placement I went into the coat bit when they were getting ready to go out for break when i saw a girl punch a boy in the stomach I immediately reacted in a calm voice and made the girl go back in the classroom and sit on the carpet while i made sure that the boy was alright which then I asked another child to take the boy to the office whilst I go and speak to the and speak to the girl in the classroom which then i asked her to explain what happened and she did then explain what happened and then i explained to her why it was not okay to hit any other children in the school and i then asked her to say sorry to the boy which then she did and after the boy was alright I asked him for his side of the story which he then told me and i explained to him that he should not be winding the girl or any other children up and i then asked him to apologise to the girl as they were both in the wrong.

Another time when i was managing children's behaviour was when I was helping the practitioner in the morning when the practitioner was getting the class in from the morning i do this by when the child has came in nicely and put their book and bag in the box and they come and sit down on the carpet i reward them by giving them DoJo points which is rewarding system when who ever gets the most points at the end of the week they get a certificate and token which they then can add up and exchange for a pencil, party or a lucky dip prize. So every time a child is sitting nicely, came in the classroom nicely or listen to instruction i will then reward them with a DoJo point.

The things that I feel that I am good at when managing childrens behaviour is when they are messing around or if they are being inappropriate as I know how to del with them type of situations for example, being calm and asking them calmly and softly to stop what they are doing and stop being silly and the things that I feel that I need to improve on or is when the child is having a tantrum as I don't know 100% on how to handle to situation.

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UNIT 9   AC 2.7     State your progress in relation to personal and professional development.

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UNIT 9   AC 2.7     State your progress in relation to personal and professional development.

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At the beginning of the course I didn't know much about child development but I had some sort of idea as I did child development in secondary school.  Now at the end of the term i have learnt lots of new things that I didn't know anything about such as enabling an environment, how many people you need to communicate when working in a setting, the different types of provision for children, UNCRC, professional development and lots if other things and now I feel I like have gained lots of new knowledge. I feel like my professional development is doing well such as when I started my placement I feel like i am a practitioner as I am in my class and that I am always gaining more skills within my professional development. Things that have helped me learn new things are being in a setting myself and my lessons in college.

My personal and professional development within my placement is improving every day as I am learning lots of new knowledge such as how to carry out a risk assessments, how to do do observations, to be more confident while at my placement for example when I have my own group in the class that I regularly sit with and help, talking to new staff in the setting, confidence within the whole placement and lots and lots of more knowledge/skills that i have development while going to my placement and i have also learn't lots of new things while I have been in college including healthy eating, risk assessments, observations, transitions, safeguarding, current frameworks, legislations, policies, promoting good behaviour, being a good role model and many  more this has helped me a lot as i now feel that I am more knowledgeable within in child care and my
placement.

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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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I helped create a enabling environment by making sure that the children can talk to me about any problems they may have and them being able to talk to me when ever they need help and when I talk to the children I give them eye contact so they know that I am listening and I also talk to them in a calm and relax tone. My strength in creating an enabling environment is creating an 'emotional environment' as I have always been a caring and a good listener so I then use this skill to make sure the environment is safe and that the children know that i listen to them for example, a little boy needed help with spelling a word so now I have helped him with sounding out the letters and then putting the letters together to make the word so whenever he doesn't know what a word says he will always ask me what the word says and then we wool hen sound out the word together. My weakness in creating a enabling is 'outside play environment' as I have not yet been outside when the children have been playing such as break time and lunch time when they go outside. The parts of creating an enabling environment that are easy are 'emotional environment' and 'indoor environment' at the moment. The things that I find hard about creating an enabling environment is that trying to make sure that every area is is an enabling environment and if i am including everything that should be included in an enabling environment.

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UNIT 2.1   AC 2.2          Explain how communication affects all aspects of your own practice in placement 

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UNIT 2.1   AC 2.2          Explain how communication affects all aspects of your own practice in placement 

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Communication is a big thing in my placement. Being able to communicate with each other is like supporting each other as they can help you if you need help with something. I communicate with different people such as staff, head teacher (manager), children and parents. I communicate with staff in the morning and throughout the time I'm at the school I do this by turning up the placement before the class starts so I can then talk to the teacher about what we are doing today and how the class has been through out the week for example, when I am in the setting I usually sit with this little girl so every morning I'm in I will always ask how the little girl is doing this week so I would know how she has been acting through out the week. I communicate with the head teacher every morning as the office is near the front where I walk in and then again when I am leaving for example, when I leave the school for the day e head teacher will ask me how my day was and when I'm next in. I communicate with the children in a nice, calm tone when I am talking to them I do this by giving them eye contact so they know that I am listening to them and then replying back in a calm tone when they have finished talking for example, a child told me that someone hurt them I then asked them what happened and keep giving them eye contact so they know that I was listening and once I got their side of the story i then called the other child over and asked them what happened and giving them eye contact so they knew I was listening to them and at the end they both ended up saying that then other one hurt them and the other one said the other one hurt them so I asked them both to apologise to each which they did and they got in with the rest of the day and then I told the teacher just to them her know what happened. I have not yet spoken to a parent just the odd little bits when I open the door if a child was a little bit late for example, when I opened the door one of the parents told me that the child wasn't feeling 100% and I replayed in a nice kind of toned voice so they knew that I listened and will make sure their child will be okay and then after that I would then let the teacher know and then the teacher told me to speak to the nurse to make sure if it was okay for the child to be in just in case it was contagious.

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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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Some reasons for why people communicate in a setting are to maintain relationships, to exchange information, to be able to express needs and feelings, health reasons and safety reasons. You should communicate with staff, parents, different professionals (doctors, social workers, nurses and other teachers) and children.

You should communicate to parents because you need to be telling them how their child is progressing and developing and telling them how they are at the setting and also the parent should communicate to about if there is any transitions the child is going through for example, moving houses, changing schools or parents are separating or even about any health problems.

You should communicate with staff because they may need to know about a certain thing about a child such as allergies or if they are going through transitions so the staff know how to help the child and what to give and not to give the child and also the staff may know other things that's you don't so they can help you with different situations.

You should communicate with children because you need to know if they are okay and that you are giving the child the opportunity to express how they feel and what their needs are, another reason is that you can build a relationship with that child so they can then start to tell you things and start to trust you.

You should communicate with different professionals (doctors, social workers, nurses, speech specialist and other teachers) because if a child was struggling with speech such as they couldn't pronounce different words you would get in contact with a speech specialist and ask them for their opinion on what the setting can do to help the child.

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The first day of work placement I felt very nervous but the. Really excited as it's something that I love to do and would love to do in the future. When I arrived I was very welcomed by all the staff and then the head teacher showed me around the school, the head teacher then showed me to the class where I would be working in and the teacher and the children were all very welcoming.