Assignment 2- structured observations first 2 are 1 hour 3rd is longer

Assignment 3- part 1a. Observations of children part 1b. Analyse and evaluate. Part 2. National exam.

• Good communication and engagement

• Enthusiasm

Location: within a school

Salary: Actual Salary Range: £46,831.82-£53,295.45 PA. Annual Salary Range: £51,515.00-£58,625.00 PA.

Contract type: Hours: 37 hours per working week, term time + inset days + 2 weeks-to be worked flexible to meet Academy needs (working 41 weeks per year). Monday to Thursday 8.30am to 4.30pm and 8.30am to 4pm Friday. Contract Type: Fixed Term from 3 June 2024 to 31 August 2025.

Description of setting:

Description of role: The Disclosure and Barring Service (DBS) issues more than 4 million DBS checks every year, providing information to employers and organisations, so they can prevent unsuitable people from working with vulnerable groups including children.

Skills required:

• Active Listening. ...

• Empathy and Emotional Intelligence. ...

• Knowledge of Safeguarding Procedures. ...

• Effective Communication. ...

• Problem-Solving and Decision-Making. ...

• Supportive and Reflective Practice.

  Training required:

  
  

  designated safeguarding leads must possess training in: Current legislation and guidance on safeguarding. Types and signs of abuse. Building a safer culture

  benefits:

  Resilience. Working as a DSL exposes you to some of the most profound and difficult experiences for children and young adults. A DSL needs resilience to manage their role, as well as a curiosity and willingness to learn, develop and understand the changing safeguarding and systemic landscape.

• Living in poverty

• Food and nutrition

• Safe and stable environment

Health factors:

• access to healthcare

• Physical activity

• Sleep and rest

Education factors:

• access to education

• opportunities for indoor play & outdoor play.

Family and relationship factors;

• secure attachment

• Friendships

• Adult care

The key person is primarily responsible for building strong relationships with children and their families, ensuring that each child feels secure and valued. This relationship is essential for promoting the child's emotional well-being and development.

The key person also observes and assesses the child's progress, tailoring learning experiences to meet their individual needs. By understanding each child's interests and developmental stages, the key person can create a supportive and stimulating environment that encourages exploration and learning. Additionally, they act as a point of contact for parents, keeping them informed about their child's achievements and any concerns, fostering a partnership that enhances the child's overall development.

Describe how the EYFS expects practitioners to support Children’s attachment.

Practitioners are expected to be responsive to children's needs, providing comfort and reassurance, which helps to create a secure base for exploration and learning.

To support attachment, practitioners should engage in consistent interactions, showing warmth and sensitivity. This includes being attentive to children's verbal and non-verbal cues, responding appropriately, and fostering a sense of belonging. Creating a familiar and predictable environment is also essential, as it helps children feel safe and secure.

Additionally, practitioners are encouraged to involve families in the process, promoting open communication and collaboration. This partnership enhances the child's sense of security and helps to strengthen the attachment between the child, their family, and the setting. By prioritizing these practices, practitioners can effectively support children's emotional development and attachment.

Evaluate how secure attachments support childrens health, wellbeing and development?

1. Emotional Security: When children have secure attachments with caregivers, they feel safe and valued. This sense of security allows them to explore their environment confidently, which is crucial for their cognitive and social development.

2. Social Skills: Securely attached children are more likely to develop strong social skills. They learn how to interact positively with others, share, and resolve conflicts, which contributes to healthy relationships later in life.

3. Mental Health: A secure attachment can protect against anxiety and depression. Children who feel supported are better equipped to handle stress and adversity, leading to improved mental health outcomes.

4. Physical Health: Secure attachments can influence physical health by promoting healthy behaviors. Children with strong emotional support are more likely to engage in physical activities and have better nutrition, contributing to overall well-being.

5. Cognitive Development: Securely attached children tend to have better attention spans, problem-solving skills, and academic performance. The emotional security provided by attachment allows them to focus on learning and exploration.

• Excepting loosing a game

• Keep trying when get something wrong

• Getting back after falling

Curiosity:

• searching around garden

• Showing interest in new things

• Asking question

Independent:

• Riding a bike

• Zipping up coats

Parental responsibility means the legal rights, duties, and responsibilities that a parent has towards their child. This includes making decisions about the child's upbringing, education, health, and welfare. It’s all about ensuring the child’s best interests are looked after!

According to the law, parental responsibility is typically held by:

1. Birth mothers automatically.

2. Birth fathers if they were married to the mother at the time of the child's birth or if they are named on the birth certificate (for births registered after 1 December 2003).

3. Parents who have legally adopted a child.

4. Individuals who have obtained a court order granting them parental responsibility.

These individuals have the legal authority to make important decisions regarding the child's life!

The responsibilities of a parent include providing care, ensuring the child's safety, making decisions about education and health, and supporting their emotional and social development. Parents are also expected to provide financial support and guidance as their child grows. It's all about nurturing and helping them thrive! !

Authoritarian parenting is a style characterized by high demands and low responsiveness. Parents who use this style set strict rules and expectations, often with little room for flexibility or open dialogue.

Pros:

- Provides clear structure and rules, which can create a sense of security.

- Children may develop strong discipline and respect for authority.

Cons:

- Can lead to lower self-esteem and increased anxiety in children.

- May hinder open communication and the development of decision-making skills.

permissive:

Permissive parenting is a style where parents are very responsive but have few demands. They tend to be lenient, allowing children a lot of freedom and not enforcing strict rules.

Pros:

- Encourages creativity and self-expression in children.

- Parents often have a close, friendly relationship with their kids.

Cons:

- Children may struggle with self-discipline and authority.

- Can lead to issues with boundaries and expectations.

authoritive:

Authoritative parenting is a style characterized by high demands and high responsiveness. Parents who adopt this style set clear standards and limits for their children while also being supportive and nurturing.

Pros:

- Promotes healthy emotional development and self-esteem in children.

- Encourages independence while maintaining a strong parent-child relationship.

Cons:

- May require more time and effort to maintain the balance between discipline and support.

- Some children might still struggle with expectations if not communicated effectively!

Instinctive:

Instinctive parenting is a style where parents rely on their natural feelings and intuition to guide their parenting choices, rather than following specific rules or methods.

Pros:

- Allows for a more organic and flexible approach to parenting.

- Can foster a strong emotional bond between parent and child.

Cons:

- May lead to inconsistency in parenting decisions.

- Some parents might struggle with setting boundaries or expectations.

uninvolved:

Uninvolved parenting is a style where parents are detached from their children's lives, offering little emotional support or guidance. They typically have low demands and low responsiveness.

Pros:

- Children may develop independence and self-sufficiency.

Cons:

- Can lead to feelings of neglect and low self-esteem in children.

- Lack of guidance can result in poor decision-making skills.

hellicopter:

Helicopter parenting is a style where parents are overly involved in their children's lives, often micromanaging and controlling their activities.

Pros:

- Can provide children with a sense of security and support.

- Parents might help their kids avoid mistakes and challenges.

Cons:

- Can hinder children's independence and problem-solving skills.

- May lead to anxiety and stress in children due to high expectations.

1. Nuclear Family: This is the traditional family structure consisting of two parents (a mother and a father) and their biological or adopted children living together.

2. Extended Family: This includes the nuclear family plus other relatives such as grandparents, aunts, uncles, and cousins who may live together or in close proximity.

3. Single-Parent Family: This structure consists of one parent raising one or more children, which can result from divorce, separation, or the choice to have children outside of marriage.

4. Blended Family: Formed when one or both partners in a relationship have children from previous relationships, and they come together to form a new family unit.

5. Same-Sex Family: This consists of two parents of the same sex raising children together, which can include biological children, adopted children, or children from previous relationships.

6. Childless Family: A couple who may choose not to have children or are unable to have children, living together without offspring.

7. Cohabiting Family: This structure involves two people living together in a long-term relationship without being married, which may or may not include children.

1. Changing Social Norms: In the early 20th century, marriage was often seen as a social necessity, with strong societal pressure to marry and have children. Over time, these norms have shifted, and there is now greater acceptance of diverse family structures, including cohabitation without marriage, single parenthood, and same-sex marriages.

2. Economic Factors: Economic changes have also played a role. In the past, economic stability often depended on marriage, with one partner (typically the man) working while the other (typically the woman) took care of the home. Today, dual-income households are more common, and financial independence is more achievable for individuals, reducing the economic imperative to marry.

3. Legal Changes: Legal reforms have also influenced family life. The introduction of no-fault divorce laws has made it easier for couples to separate, leading to higher divorce rates. Additionally, the legalization of same-sex marriage has expanded the definition of family.

4. Gender Roles: Shifts in gender roles have had a profound impact. Increased gender equality and women's rights have allowed women greater freedom to pursue careers and education, which has influenced decisions about marriage and family planning.

5. Cultural Shifts: Cultural attitudes towards marriage and family have evolved. There is now greater emphasis on personal fulfillment and happiness, leading individuals to prioritize finding the right partner and delaying marriage until later in life.

6. Technological Advances: Technology has also played a role, from the introduction of birth control, which has given couples more control over family planning, to online dating, which has changed how people meet and form relationships.

These factors combined have led to a more diverse range of family structures and a shift in the traditional concept of marriage and family life.

7 is average

5 is immediately need support

Social- 4 children together, creating imaginative play together, talking together

Emotional- feel proud of their building, using happy imagination

Questioning and prompting children

Consolidating children's learning by providing extension tasks,

Supporting children to select and use appropriate mathematical resources.

Using differentiation and personalised learning.

• 0 - 12 months.

• Random movements and gestures,

• Remains in one place.

• Foundation for future play.

Solitary play:

• 0-2 years

• Playing alone

• Entertaining themselves during the day

• Exploring the environment

Onlooker play:

• 18-2 half years

• Interested in other children in play

• Playing closely to other children but not joining in

Parallel play:

• 2-3 years

• Choosing similar toys or activities to other children

• Playing alongside other children

• Watching and listening to other children's play

Associative play:

• 3-4 years

• Playing with other children in pairs or in groups

• Choosing the same toys or actives as other children

• Beginning to engage with others

Cooperative play:

• 4-5years

• Playing with children in a group

• Defining rules of play

• Beginning to work together and have shared goals

Shown in practice

Use child-centre approach to choose an assortment of play materials that are age appropriate and considers child's, interest, likes and preferences.

Provide play materials that promote learning and development.

Provide play materials that refect background of children from different cultures.

Implement equal opportunity policy by providing play materials that include all children to use or engage in.

Enriching type of play where babies a young children interact with everyday objects. The goal is to provided a wide range of sensory stimulation to help children discover a learn things for themselves.

Positive for Montessori is that they have freedom to choose the toys of their interests, allows them to develop at their own pace, creates independence. Negatives is that the child’s development may be delayed if needing extra support with it, may choose the same toy, may not explored

Planning- children make plans and follow through on their intentions.

Engagement-children focus on activities that interest them .

Problem solving- children solve problems encountered in play

Use of resources-children gather information and formulate ideas about their world.

Reflection- children reflect on their experiences

• slower paced learning

• Focus on their creativity

• Build relationships with one main teacher

• Maths isn’t done until the child is ready

• Technology kept to minimum

• Religious aspect

Negative-

• non high scope activities are not permitted

• Activities are strict

• Not all parents want assessments at such a young age

• children are active participants in their learning

• Teacher observations allows them to create purposeful learning activity

• Appropriate milestones to work towards

• Child led

• Social skills

• Plan do review

Negative

• Lack of technology

• Doesn’t use typical learning process

• Children may fall behind in subjects they are not interest in

• No standards testing

3 attachment styles:

• secure

• Insecure avoidant

• Insecure ambivalent/resistant

This means that one relationship is more significant than any other and in Bowlby’s studies, he concentrated on this being the mother.

4 specific stages of attachments:

• asocial

• Indiscriminate

• Specific/ discriminate

• Multiple

When starting school have rewards linking to their interests, reading one plans, talking to old school

Getting down on their level, giving physical touch when needed, using calming techniques that work well, using toys which they like. Understanding needs.

Parents: handover at home time, picking up from office, tapestry posts and communication books.

Weaknesses- being more confident and believing in myself that I know what I’m doing, don’t look for people approval when I know something is working and be more confident in doing the right thing to help the children.

Opportunities- having more experience in the school, getting to know the children better each week, training to know new ways to support children.

Threats- not agreeing with someone about how they’re treating specific children.

Co-regulation- the ability to manage other peoples own entertainment sates, emotions, behaviour and attention. This could be a key person.

• Give the child space and remind them you are their when needed

• Use a melodic tone to aid the regulation of the nervous system

• Ensure that there is an area that is modelled for relaxation

In the future you could:

• speaking to parents about how they may be feeling in the morning eg. They had a good night sleep

• Introduce ways to calm when the child is not feeling dysregulated

• Nams emotion in the moment and then ensure that they are talked about during circle time, story time and play.