Chelsea Heppenstall-Ward blog 11186393 by Chelsea Louise Heppenstall-ward

Unit 11 2.3 - reflect on outcomes of observations carried out in own setting in relation to indoor provision

hepp_wchelsea — 2015-11-09 12:16:14 UTC

On Wednesday 4th November 2015, I was at work placement at Millmead Primary School where I work with the nursery. Today was their PE day like it is every other Wednesday.

In this situation I was a practitioner which was demonstrating activities while helping and supporting the children while they are having fun and learning. There were three stations where I was in charge of one of them. Other people in this situation like the teacher and the teaching assistant were involving themselves in the warm up like I was and then were leading a station each. I interacted with the children by communicating with them and helping them understand what they have got to do and if they still didn't understand I would demonstrate or even help them get into the right position to get them started. Everyone else did act appropriately in this situation as they were being professional like you have to be and acting the way you should around children. To improve in this situation I could ask to lead the lesson and actually plan my own activities to do which could help the children learn more but to do this I need to gain a bit more confidence in myself as I'm a very shy girl. In this situation there is nothing I would change as I think the lesson went very well and everyone was pleased even the teachers as they thanked and congratulated me on my good work. I feel that I have gained some confidence in myself as I have spoken to people who I never thought I would have and it has given me some courage to learn more. This situation has changed the way I think as it has made me more confident in talking to people around the school as everyone is so nice and friendly. In this situation I felt very comfortable but I find it hard to explain.

Unit 2.1 AC 2.1-- identify reasons why people communicate

hepp_wchelsea — 2016-01-04 11:58:36 UTC

You communicate with other people for socialisation. You talk to other people especially in a pre-school/nursery/ school to communicate what jobs have been done and what jobs haven't been done, so no-one does the job twice.

You communicate with staff, so you can find out what your doing in class with the children that day and what your going to be teaching the children or even just doing random jobs around the school. You also communicate With staff so you don't get lost. For example: in my placement i communicate with all the staff in the under 7's area. I communicate with the nursery staff more as that's the class I'm in. I communicate with these teachers as they can help me to understand what is happening in the day and where I'm going with the children during the day. For example: one teacher communicated with me to just explain that it is a chill day with the children as e past few weeks, we have been prepping for the children's nativity show.

We communicate with the children as the children need to learn and reach their development skills. We also communicate with children as we need to know if they need the toilet or what piece of snack or even drink they want. Communication also helps with solving conflict between children. For example: today I communicated with two children as one child tripped over another child during tidy up time. I communicated with both boys asking what happened? And asked the other boy why he did it? By asking the children certain questions there disagreement got sorted out as the boy didn't mean to trip the other boy.

We also communicate with parents, so the parents know what happen during their child's school day. Certain things you discuss with parents are accidents, naughty behaviour and progress in their work. You discuss things like this with parents so they know if there child is reaching their potential or even what they can do to help children reach higher. Also because then the parents know there children are happy and they safe knowing there children are being watched and not left alone by themselves. For example: for the past couple of weeks, a girl in our class, her parent is being spoke to every week saying how she is progressing each week which is really good due to her background.

We communicate with people as it is a friendly thing to do which can help trigger happy emotions from everyone. Without communication no one would know what is going on and know if anything is wrong.

Unit 2.1 AC 2.2- explain how communication affects all aspects of your own practice on placement

hepp_wchelsea — 2016-01-04 12:00:37 UTC

As a practitioner you would talk to the staff. You would talk to the staff with respect and appropriately as they are your work colleagues. You would talk to them about what is going on during the day and what duties you have to do. Also you would let them know if your taking the children to the toilet so they know they haven't lost anyone and you also report to them about any accidents that have happened if they didn't see it. Everyone I have said here is what I do at my placement. For example: when I walked into the class today, the teacher just explained to me that it was a chill day as the past few weeks the children have been busy learning the songs for their nativity show.

As a practitioner, you would also talk to the children. You would talk to them sensibly and appropitley as well otherwise that doesn't make you a good practitioner. As well as children that age do learn to copy things you say. You talk to the children all the time, you would talk to them when they are being good and doing something well, you congratulate them. You talk to children when they have done something wrong. You talk to them when they want to tell you something and you also talk to them when you are explaining all the activities they can do that day. You also talk to them when you register them as then you know they are in as they are responding to there name. An example I am going to include is when I congratulated a girl on her singing. I congratulated this girl for her singing because during the nativity when I was watching them perform, out of all 20 students in nursery, it was her voice I heard the most who sang the songs correctly as well. I congratulated all the other too but mainly this girl in particular.

As a practitioner, you also may get the chance to talk to parents. You would advice them of any bad behaviour or even good behaviour, you would also talk to them about how you could to progress the child's development and you would also talk to parents. I haven't yet had the chance to talk to parents apart from a boys nanny because she was helping me when I was leading a class because the teachers were doing something else with certain children and me and his nanny volunteered to help but I'm the one who took the class , she was just there for an extra helping hand.

Unit 6 AC 4.3: reflect on your own role in creating an enabling environment

hepp_wchelsea — 2016-01-04 12:05:22 UTC

Enabling encourage young children to play because the feel relaxed, comfortable and safe around you. When they feel safe and secure they are able to explore and find out about the place they are in and the things they can see and touch.

I as a practitioner helped to create an enabling environment as the children feel safe and happy around me and they know that they will get told off if they do something wrong. The children also feel like they can tell me anything as well emotionally. As a practitioner, I also made sure they had space to move around and enjoy themselves.

The activities that I have took part in with the children are to do with role-play. Within this they get to put all their emotions into their acting and they have the space to move around as its got its own area. The language is appropriate.

To improve on creating an enabling area, other activities instead of role- play should be used as many other activities involve in being physical and also use emotions. You could use team work games for an example because within in this they are being active but also cheering on there team which might make the person doing the activity feel happy.

My strengths within creating an enabling environment is that I am confident within the class I am with and confident in front of both teachers. I also get on very well with others teachers and they are always happy and fun to be around. Also, I am supportive that's why the children feel like they can tell me anything.

One weakness still is confidence. Like I have said I am confident within the class I am however, I'm still not confident enough to read the children a story in front of both teachers still.

I'm not to sure what I find hard about creating an enabling environment but what I find easy is being able to do everything that is asked of me to do. Since being at my placement, I have learnt new things and within the first three days knew all the children's names. I have learnt how to use a laminator and how to use their computers and printer even though they are all basic things but they are not something I've done before. I've learnt how to displays and have helped to display some of the children's work. I have even helped run my own session with a few children to create a display and I only had one demonstration of what to do and to help the children to do because both teachers were focusing on another thing the children had to do. I even do things without the teachers asking me to do for example: prepping the children's snack and drink and even tidying it up after and even going to check there is no letters and even checking there bags for letters.

I have been enjoying my placement so far and hope to carry on learning new things everyday.

Unit 9 AC 2.7: state your progress in relation to Personal and Profressional development since I started in september

hepp_wchelsea — 2016-01-04 12:07:11 UTC

Personally- Since September I feel like I have grown in more confidence in myself as I talk to people I wouldn't normally but I also feel like I can talk to people how I feel and why I feel like this. If I have an idea, I feel like I can express it and not be judged or if I don't understand something I feel like I won't get shouted at.

Professionally- Professionally I have learnt new things like how to use a laminator for example: I didn't know you had to leave the open slot until last and I have learnt how to use the printer in the school even though there is a code on it which I can never remember. I have also learnt how to use the computer to let the children to take out books from the library and how to place them back in as I do it all the time. I've learnt how to act professionally around children not to let them jump over you and I've learnt how to be very supportive of children

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

hepp_wchelsea — 2016-02-01 13:43:22 UTC

Some of the activities I have completed at placement involve painting with a theme. For example: jack and the bean stalk. I have also completed making gingerbread men with the children and taking part in different themed role play. I have also completed a p.e lesson with the child where they were doing climbing ammerators, jumping and rolling on the floor. Other activities include: doing puzzles, drawing and being creative with play dough.

Doing these activities have helped my professional development as I have gained more knowledge on activities that I can do with children myself and has given me ideas of what I can do with other children like my family. Also, it has increased my confidence on these activities as the children enjoyed the activities themselves. For example: painting the themed pictures. The children enjoyed this as they liked the idea of concentrating on trying to copy an original image.

Since doing some of these activities I have learnt how to be creative with different activities. For example: combing two activities together. An example of this would be playing in the home corner while doing maths and English like counting and writing. I have also gained confidence in talking to parents while on placement. I have also learnt how creative children are when they are acting. For example: in the role play area, when I was observing her she was re- in acting someone she knows as she was sweeping the floor, saying you got to eat up the table and saying how long dinner will be.

Yes, being in a nursery working with children there has altered what I want to do in the future. Before going on placement, my heart was set on becoming a nanny but as soon as I started placement I enjoyed the atmosphere and the trust around me. Just being in a room with these children has changed my mind completely on my future as now I actually want to become a nursery assistant maybe even in that particular setting.

The thing I find hard about working in an early year setting, is trying to remember every child's name. I have got used to this now but at the beginning I found it very difficult to remember children's names especially cause two girls looked exactly liked twins but are not. Within the first month I kept getting these two girls mixed up but now I can tell the difference. Another thing I find hard is leaving the setting after work as I enjoy being at work their because the environment is so nice and friendly and is a lovely environment to work in.

The thing I find easy working in this setting is speaking to the teachers. They are so nice and friendly and are always honest. If I have a problem I can talk to them and they feel like they can talk to me. For example: recently their has been a few issues with a child and parents and days on who's picking their child up and they felt like they could open up to me as they except me as one of them even though I'm not qualified. Another thing I find easy is getting into the morning routine. Every morning I walk in hang my coat and bag up and then straight away prepare the milk and fruit before the children arrive. By doing this, I feel more prepared when I go into work and they don't tell me I have to do this i just do it because it's my new routine.

This doesn't really affect my professional development as it is always something I have done since I've been there. I feel that I improve my professional development everyday as we do different things everyday even when it's a themed week

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

hepp_wchelsea — 2016-02-01 14:32:02 UTC

Reflecting on my own work activities helps me to develop my own knowledge as when I go back to re-read it, I can see what I have done previously with children and see what I have learnt and what needed improving. By doing this, in the near future I can look back and say if I have finally succeeded in that area of development or if I can even remember what I have learnt. Also, reflecting on my work activities, I can re-do these activities and see if I can make the improvements that I needed to do when doing that activity the first time. This way I am gaining new and more knowledge of what I can do and what to expect while learning new skills and understanding what I have done right and wrong throughout these activities.

Also, by doing my observations, I could see how I progress on them. For example: the way I have written it now compared to how I write them in the future. Doing observations and actually writing them down is very new to me. I started writing in bullet points and then re-writing it in more detail. However, in the future, I would like to be able to say that I can write observations properly and in so much more detail than now and having it all on one sheet not all different copies.

17.6.16 - Pass - well done. N.pardoe

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

hepp_wchelsea — 2016-03-04 14:30:56 UTC

On Wednesday 2nd March, our placement decided it was outdoor physical education day. For the time we had which was 30 minutes, they decided to base the lesson on catching and throwing.
During this lesson, the children were split into two groups. Each group had two teachers.
As a practitioner, I didn't get to do much as the teacher I was placed with decided to takeover the activity. All I did was participate with the children.

If I was to do this again, I would make sure that I get to take some of the lead role during the activities or even create or plan the lessons. Also, as we didn't have much time, I would see if we could have some more outdoor time so them more activities could be done rather than just one game. Also, more games could of been done rather than just the one we did. For example: pairing the children up into two, this way the pair can communicate and listen together when they throw and catch the ball together. Another thing that I would change, is changing the theme of the lesson, so not just the focus on throwing and catching, adding running or any other movement to it so the children can practice different movements/gestures.

Unit 1.1 AC 6.3- Reflect on own role when supporting healthy eating in own setting

hepp_wchelsea — 2016-03-04 14:45:18 UTC

I haven't really supported healthy eating in the setting really. The only way I have supported it is at snack time. I support here because the children get fruit or vegetables with water.

However, too change this, I could ask if I could plan a few days of work where children learn about healthy eating and why certain foods are good for you and why some aren't. By doing this, the children are learning about good and bad things they are placing in their body. I could get the children to create their own posters or group posters about healthy eating and ask them to put their thoughts and opinions down about it. I could also try and get the children to try different fruit and vegetables and get them to tell me what they think of it ( the children won't know what it is until they have tried it) and if they would eat it again. If the children have never tried it, I could try and encourage them to eat it more at home or even tell their parents about what the children have tried and if they have liked it. Also, more leaflets or displays could be put up around the school or even just in the nursery area about healthy eating so the children will get a reminder every time they see it.

Unit 1.1 AC 6.4- Make recommendations for healthy eating in own setting

hepp_wchelsea — 2016-03-21 10:04:53 UTC

Before i recommend any healthy options to my setting, i should see how healthy they already are. To do this, i can make a tally chart and record every piece of food they offer at breakfast, snack, lunch and dinner for a week. This chart will then show me if they are giving the children the right nutrients they need and if their meals are particularly healthy or not.

To recommend healthy eating i could have a chat with the cooks about the options of food they choose and how they make it healthy. After hearing what they say i could make some recommendations about different healthy recipes instead of fatty foods like pizza. I could also recommend to the cooks to look at food4life recipes and ask them to consider trying some of them out with the children.

Around the school in different places i could place healthy eating posters or even leaflets that are bright and bold so it attracts the children to look at it. It would also have to be interesting for them to want to know more about healthier options.

I could plan and ask about doing a healthy eating workshop for a week. Within this week, children can do some practical cooking, taster sessions, decorating posters, leaflets, team work on different activities, sports and a quiz. This way the children are learning in different styles such as visual and hand-on. It would also interest them as they are doing something different a day and may excite them about coming to school or nursery to do these things.

I could also read books to children about healthy eating and what un-healthy eating does to you. This way they are gaining some knowledge from it. I could also find some cartoons on it to play to the children.

I could ask the staff politely if they will eat healthy in-front of the children instead of fatty foods as children look up to staff as role models, so if the children see this, they will soon copy. I could also recommend this to the parents to do.

These are a few of the ideas i could do to recommend healthy eating to my setting and the children.

RR - Well done, well thought out recommendations. 29.4.16

Unit 1.2- AC 3.4-- Make recommendations for the outdoor provision for own setting

hepp_wchelsea — 2016-03-21 10:45:56 UTC

Personally, i think my placement need to improve their outdoor play equipment for the Nursery setting. At the moment, there is two sheds of different activities they could do but half of them are more to do in summer i think. They do have bikes they can ride but they ride them quite a lot and may get bored of them. However, all the equipment we get out for them to play with, they seem to create their own games with them which is good as it is child-initiated.

In the upper years playground they have a climbing frame circuit but the Nursery children don't go on that playground. To improve the Nursery playground, they could add a little circuit frame for them to play on or even a climbing frame boat or climbing beam. This will help them to develop different skills and will also help them to learn from other children. From this sort of climbing frames, they will learn how to balance and develop gross motor skills and even communication skills if they cheer each other on. The children did have three wooden houses but they have now been taken away as they were breaking and it was very dangerous for the children.

So basically i would recommend that they get more activities they could do in the autumn/winter time as they cannot play in sand or do activities which are more to do with summer.

I feel that the children need to do something new at break times as they will soon get bored of bikes and when it comes to summer they will not want to play on them. So maybe, i could recommend doing more adult-led activities with the children outside as they love doing outdoor physical education. So, instead of doing bikes most of the week or whatever activities we leave out, we can change to doing adult-led activities twice a week or something.

When it is break time, i do join in the activities or games they play as they always come up to me and ask me to play princesses or fairies with them or even help them get the boys when playing 'It'. They enjoy me playing with them. However, if i had to planning for activities i will feel very nervous and scared and feel like i can't do it as it's something i have never done before. I think i would not believe in my-self and my confidence will be low but if i got help i will feel a lot more confident as there is no pressure on me.

RR - Nice recommendations! very detailed and well thought out.

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

hepp_wchelsea — 2016-03-21 11:04:49 UTC

So far, when dealing with children's behaviour, i think i have done well as i have stayed calm spoke to the child in an appropriate manner and asked them politely not to do it again otherwise i will remove them from the area they are in. For example: There are three boys who are always messing around and pushing each other and when they are alone, they are good. They were playing in the role play area and the theme was police. All three boys were police but it came to them pushing each other into other children and upsetting them. It was only two of them who mainly did it. However, i didn't see the children do it the first time but a little girl came up to me crying telling me what happened. So i spoke to her got her head checked and filled in an accident form. From then on i started watching the boys and they were pushing each other about and hurt another little girl. I went up to the boys and got to their level and politely said ' boys calm down and play nicely please, you've just hurt this child now what do you say' and then i said ' if i see this again, one of you boys will be coming to do some work with me'. I said this all calmly and they listened. However, they started to mess around again so i asked one of the children to come and do work with me. From this, these three children have learnt not to mess around in-front of me as they know i wil remove them. Also, there was another child who wouldn't let this little girl in the car that you can get in but would let other children in. To this child i politely asked him to share and let her in which he did. So i think i am doing really well when coping with children's behaviour so far.

However, i have never asked the teachers to give me feedback as i get really nervous about it but when they have seen me do something well they always say i was good or really fantastic that day with something that i have done. So, i might ask them to start giving me feedback weekly and asking them what i could improve and work on.

RR - Well done. Good reflection and example

Unit 9 AC 2.2--Identify own professional development needs

hepp_wchelsea — 2016-03-21 11:21:28 UTC

To improve my own professional developmental needs, i think i could learn more about the background of the children's life or even about any conditions they may have for example: food intolerance. By doing this, staff and parents may appreciate it as i have taken time out of my spare time to look into them. Also, it would be recognised at some point.

I also feel that i should share any knowledge or opportunities i have learnt or gained as i will learn a lot while I'm on placement and will mainly learn from my mentor as they are teaching me hand-on learning.

Every time i go to placement, i think i should start setting myself targets which could be achieved by the end of the week or even the day if it is possible. This will start to get me more involved in my learning. The targets i could do are SMART targets which stands for specific, measurable, achievable, relevant and time-related. By-doing these sort of targets, i can decide what is important in my learning, if i am committed to my choice of doing child care, how i will learn, reflect on my work for professional and personal development. This will help me to become an active learner too.

Every time i set a target, i will need to make sure i review it and update it or even add on to it otherwise my learning is not improving.

Unit 4 AC 4.2-- Reflect on the impact of own attitudes, values and behaviour when supporting equality, diversity and inclusive practice.

hepp_wchelsea — 2016-03-21 11:47:38 UTC

When reflecting on my on role when it comes to supporting equality, diversity and inclusion I feel that I act appropriately and correctly.

My attitude in placement is always calm and friendly and approachable around the children. I would never shout at a child or even think about anything negative towards a child. So I feel as if I treat the children equally and appropriately. I would never choose favourites out of the children as they would feel a bit left out. So I believe my attitude and behaviour is good. When in this situation i do feel comfortable as i know I'm being fair with what i do and say. When i actually talk to the children they all act approximately and sensible. When the children tell me that someone has done something bad i will go and talk to that person and ask them politely and then say are you telling the truth? If that child says no then i will go and ask the child who told me if anyone saw it or did they actually do it? This way I'm acting the same way as i did with the other child to find out if this child did or didn't do what they were blamed of. This is why i feel that i am being equal to every child as i always do this. When i interact with them i will always come down to their level and have eye contact with them. From these sort of situations i have learnt that i am such a calm person and actually can have patience if i put my mind to it in which in my setting i always do. For future situations i know that i can be patience in which is a skill that can be used inside and outside of the work setting.

I also feel the same way when acting upon diversity as i do treat people equally especially if they have different cultures and beliefs. If they do then i respect them. I think one little girl may have a different culture or belief to us due to the fact that she is French she may not. However, i treat her exactly the same as everyone else as she is the same as us just different views and beliefs.

Again i also feel this way with inclusion. If i feel that a child isn't gaining or learning anything from the lesson being taught then when its there free time then i will ask them what they have learnt? what did they enjoy? and i will just ask them questions and maybe even go over the lesson but do it differently. Like this one time the children were doing phonics and i was with the children who don't learn as quickly as the other children and after the lesson there was about three children and i would ask them to go and find something in the class-room that begins with the letter they have just learnt and repeat the sign for it throughout the day. The last week before the half term the children had phonics again and again i was with the children who don't pick up words as quickly. However we were going over the letters they have learnt. However, the child i worked with before knew exactly what the words and signs are and soon got moved into the other section of the class in which they were learning other phonic sounds. So from every week i was doing this game thing with him he has learnt something and maybe practised them at home.

If i was to witness anything that goes against a child's equality, diversity and inclusion then i would jot down the dates and what has happened and leave it for a few weeks but if it carries on then i would go and consult with the manger of the school or someone and show them what i have witnessed and jotted down.

RR - Well done, lovely reflection. Again please wtahc the use of 'i'

Unit 3- AC 4.4- Your role in the setting when managing risks

hepp_wchelsea — 2016-04-12 14:48:58 UTC

I haven't really managed any risks in the setting so far but what i have done in the setting is if any children find anything sharp in the playground, they will come and find me. I didn't really like set this up or anything the children just started doing it. For example one day in the playground two or three children came up to me with really sharp pieces of wood. So i asked them where they had got it from and it was by a tree. I asked the children to give me the wood nicely and calmly in which they did and i placed it where they wouldn't touch or reach it. This was also the same with glass as some children found glass which was by the fence where the public walk. From this i asked all the children to come and tell me or an adult to tell us about what they have found when its dangerous and ever since they have.

Also, while i was in placement i was left alone for like ten minutes with the children as the teacher had to do something quickly and this little girl was too scared to tell me that she wanted to go to the toilet as she was new to our class but she came up to me and said that she just wet herself. I asked her to show me where and if she had any spare clothes and in which she did so i told her to go and get changed or start to as i couldn't leave all the other children firstly because they would be on their own and secondly because a child had wet herself and they could of fell and slipped into it. I told all the other children to stay back from where i was as i was starting to clean the floor. I firstly put gloves on and just started layering paper towels onto the floor. The children did ask why they couldn't play in this certain area and what i was doing? and i did explain why?

However, whenever i see the children's activities which are displayed that day i always think in my head what could go wrong here? or what could happen between two children if they mess around? The one that i think is the worst possible situation i would always hang around. For example: Sometimes they have sand to play with and I'm always near there as the worst situation could be sand going into the eye in which it has happened before where i had to see to the child.

Other than that i have never actually filled out a risk assessment sheet yet.

RR - Well done good reflection if a little informal! Please check the use of 'i' without capitalisation! 29.4.16

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

hepp_wchelsea — 2016-05-03 13:54:48 UTC

Feedback from other people such as: mentors, teaching assistants and other staff can help to develop my knowledge, skills and understanding as i am getting feedback on what i am good at and what could be progressed further, it helps to further your learning and extending my learning and planning goals. This helps me to become more aware of how i am getting on at my setting and what needs changing or progressing and what is good. This also allows me to gain different ideas about what i can do to improve my own personal development as i will be getting positive outcomes and criticism. From this it will allow me to reach my full potential of being a good role model/practitioner. Also, it sort of gives me a reality check as i could think I'm doing really well when really I'm not but I'm pretty sure i am as they are always thanking and complimenting me on the work i do with the children and the help i give when I'm not asked to.

To help me understand why i need help or need to progress something further as a practitioner, i could sit down the teacher and have a conversation with them where i can ask them questions on what i can do to improve further or why they think I'm not improving in a certain area as much as i should be. This means i would need to be specific on what i need to know. Also, i shouldn't react inappropriately as that is not professional and it shows i can't handle what I've asked to be said and done which means they may not help me in future reference. From what i have learnt about myself throughout my days in a setting it gives me a chance to improve and reflect on the issue and progress it further. For example: when i first started my placement i was nervous and had no confidence what so ever. Within the first few weeks the teacher asked me about it and we got to know each other a bit better as it was a new environment for me with people i don't know. From that discussion i have gained so much confidence when working within that setting. I now do things without being asked to and offer to do work with some of the children and Last week, in the mornings, the teachers have been teaching me to do displays and how to remove them from the wall before the class starts which i am proud of as i have learnt something new from my setting which will help me further on in my learning carer

Unit 6- AC 3.4- Reflect on own role in supporting children’s behaviour and socialisation within play environments.

hepp_wchelsea — 2016-06-07 14:15:54 UTC

As a practitioner, I feel that I do this very well. When the children are playing for example: in the role-play area, I am the one supervising it while the other teacher in that area is doing another activity with some of the children. I watch very closely at the children to make sure they are behaving and I sometimes even play with them. If I don't see something happen then a child will come and tell me. After that, I will go and speak to the children involved and find out what has happened.

I also feel as I can identify bad behaviour within this area of play environments as I can always tell when someone is being mean to another child or isn't sharing something. For example: this one time in placement I was supervising the children in the role play area in which at the time was a police department. There was a car made which could fit up to four people in. The children would always argue and cry when someone wouldn't let them in or share. In the end I had to sit by the car as the children wouldn't share and I would have to time each child's time in the car so all he children could get a go. Also, once this little boy didn't want anyone in the car apart from him and his teddy. So I sat with the boy by the car having a discussion with him about why it's good to share things and play nicely with others and ever since then this boy has always shared toys and played nicely with other children as he learnt it was a nice gesture to do.

As a practitioner, i can address positive behaviour by using my manners by saying please and thank-you whenever i need something or have been given something. Another way would be to speak appropriately and nicely with other teacher and practitioners so the children learn and pick up positive words to repeat when they are talking with someone. Also, showing good listening and eye contact when someone is speaking to me can help the children learn good socialisation skills. Another way would be not to allow interruptions when someone is speaking, you wait until they have stopped speaking in which it's my turn to speak.

As a practitioner, i can support a child's socialisation by encouraging the child or children to play with one another so the children learn how to speak with each other and have fun together. Also, role-play is a good option to use when it comes to children socialisation as the child's creative imagination comes to life and children just join in. By doing this, the children are socialising with each other while having fun.

17.6..16 - Refer - Good start, I like your examples, however can you please include information regarding how you address positive behaviour and support children's socialisation. N.Pardoe

20.6.16 - PASS - N.Pardoe