Observing_Children

Observation on Personal, Social and Emotional development, including well-being and will be analysed into 4 sections. Sense of Community Making relationship Behaviour and Self control Self-care Sense of Community From the observation, Kelly was showing the care he had for his family. The Practice Guidance for the Early Years Foundation Stage (DCSF, 2008, p.40) explains “shows affection and concern for special people”. Kelly demonstrated this by making his intention known to me in the process of making a big secret gift. Family bond is very important for children as they grow. It does not only form a fundamental foundation in a child's live , it also helps them understand they are part of a the big society. Families that have a strong bond of social and emotional attachment with loving care for their children, plant a seed for the child to tread for a valuable future to integrate into the society. After identifying Kelly's initiated interest in observation 1 Appendix, I have planned activities for him to make ,design and post cards to everyone important to him. Also, exploring all opportunities around his interest by allowing him to share photographs of his family with other children and how much they mean to him . I involved his mum in a quick chat about Kelly bringing a picture into nursery and how he ate an apple.I learnt that no matter how much hurry a parent might be, she wont mind supporting in the interest of her child. Chapter 9 Reader 2 (Browne,2009,p.91)points out that “ if a child feels that important adults in their lives care about them .value them and accept them as they are ,she or he is likely to have a high level of self-esteem” . Kelly appears to understand the importance of adult and community around him loving and valuing him which he reciprocates by making a “ special secret gift” to say thank you. Kelly's mum explained to me in a chat about how gifts are exchanged within the family during Christmas and Kelly had always made a card for her since he had join the nursery. I was glad to know that I,as a practitioner was part of Kelly's emotional development and he is now independent compared to when he was in a baby room needing support to make a card during festive period. It is interesting to understand the extent to which his confidence and self esteem as developed. Making Relationship Forming a relationship with other children no matter the background is the basis of a long lasting friendship . Children are so innocent to express their feeling to support others when needed. Kelly was able to associate the need of a new child crying because he assumed he was missing his mum and his intention to involve the child into play and re assurance of his mum coming back was interesting. He understood the wish and feeling of the new child. Practice Guidance for the Early Years Foundation Stage (DCSF,2008 ,p.33)explains “ Respond to the feeling an wishes of others” . Kelly demonstrated this by asking the child question about his mummy , reassuring the child and asking the child to play with him (KU5) Chapter 9 Reader 2 (Browne,2009,p.91)explains that “Resilience is an important aspect of emotional development as it encompasses the ability to communicate with others,to be willing to attempt to solve problems , to be able to control and channel negative thoughts and feelings, and to confident and optimistic that things will work at the end”. One will argue that Kelly appears to demonstrate this quality. He tried in his own way to channel the new child's crying into playing with him. Circumstances such as transition from home to nursery or changing setting can be challenging for children and Kelly identified that. Behaviour and Self -control Kelly caring attitude for animals great. The Practice Guidance for the Early Years Foundation Stage (DCSF,2008 ,p. 35)explains “Show care and concern for others,for living things and the environment”. I will argue that Kelly's ability to show emotional concerns for animals is interesting. It was also an opportunity to explore the snail world . Kelly original interest was to set the animal free thinking it was missing from its mother. Chapter 9 Reader 2 (Browne,2009,p.87) points out that “Social and emotional development involves ,among other things , a growing understanding of how to behave in different situations, the ability to empathize with others, to be self – controlled and develop positive disposition towards learning.” His ability to empathize with the animal shows a developing social and emotional development. Self -care Kelly understanding the importance of persona l hygiene for himself and other is a very good practice.(KU5). Kelly understood the reason why hands need to be washed before breakfast. The Practice Guidance for the Early Years Foundation Stage (DCSF,2008 ,p. 35)explains “ appreciate the need for hygiene” and further explained about “Take pleasure in personal hygiene including toileting”. Washing hands after routine such as play as become part of him. It was interesting to know that not only does he know , he also advices others on what too do before eating. This illustrate that my setting is in compliance with official legislation on welfare provision which notes that ' children learn best when they are healthy,safe and secure,when their individual needs are met'. (DfES ,2008) (KU5) Study Topic 5(p.137) suggests that “children may take more responsibility for their health if the environment respects them ,shares information and listens to them”. I totally agree to this because it was evident that Kelly as shown in the observation understood the reason why hands need to be clean before eating breakfast and was happy to share the information with his friend that liste Part 2 Planning for children's learning is very important in Personal, Social and Emotional development and Well-being. The Practice Guidance for the Early Years Foundation Stage (DCSF,2008 ) clearly support each stage identified in development matters by suggesting ways to effectively practice, resourcing and planning . It explains that “good planning is the key to making children learning effective,exciting , varied and progressive.”. I totally agree as this is my practice . The way I use the information gathered such as observations, children's work really matters in other to be successful . It will be worthwhile to mention the role of collective team work with my colleagues and other professional play in the sustainability of a successful environment. There is an African adage that says “it takes a whole village /community to raise a child”. I support that view so is the importance of collective team work with my colleagues. Parents involvement in planning for learning is fundamental in the process. Chapter 4 Reader 2 (Paige-Smith,2009,p.45) explains 'Reflecting on practice' as described on section of the Principles in Practice card 2.2 (DfES 2007a) which emphasises listening and valuing what parents say and also making use of their contribution for a successful planning. I totally agree with that because their contribution as always been valuable. It gives me a broader insight on what and how to plan and work effectively with them. One will argue that children spen most time with their parent and therefore need time to come into a setting.An example can be observed on a Monday morning when they have spent the whole weekend with their parent. While some children will independently detach from their parent , some will need support from staff to detach . Personal ,Social ,Emotional Development and well being is one of the six areas of learning in the curriculum that I use in my setting. I believe to effectively implement and give all children the best opportunities in Personal ,Social and Emotional Development, I must plan activities to promote development. The Practice Guidance for the Early Years Foundation Stage (DCSF,2008) covers a lot on how,when what to do. I have always been and will continue to act as a positive role model valuing differences and meeting the needs and expectation of children in my care. Developing a positive relationship will foster warm and caring attachment for children and create and plan for opportunities to play and learn. As a key worker. I make sure children are given enough and flexible time to explore. I understand children need time and space to concentrate on activities and repeat experiences to share with their friends. I took time to observe the activities children were most interested to explore indoor so as to plan for the winter season when outdoor weather might not permit play for long, I noticed that Kelly and other children were very interested in the ICT corner. They play share and take turns using the sand timer. Chapter 12 Reader 2 (Feasey et al.2009,p.124) points out that the “the extent to which children will be able to work independently will depend upon the depth of their experience, confidence and disposition to using ICT in science.” I agree with her views because Kelly and other children do not need any form of support to use the applications available on the computer. They also share the view to share with one another independently(PS3). In creating an enabling environment, I make sure the images in the nursery challenge children thinking by allowing them to embrace diversity,special needs and disability ,religious belief and gender. I ensure that hand on activities promoting diversity and equality are provided for children and are accessible form all the time. I support and encourage children to be independent and work with children who are highly dependent for personal care. I provide events and opportunities through experiences gathered to help children develop independence and a positive disposition to learn. As a SENCO, my role supports children with behavioural challenges which reflects in their personal, social and emotional development. Team work is very important as staff consistency when dealing with challenging situations from children matters. I encourage staff to attend trainings so as meet children emotional needs. In understanding the process of learning for children, I have continuously reflected on the measure to ensure the appropriateness of the activities and experiences I offer children. Although it is important to understand that children develop at different stages. During this course , I have learnt that the term developmentally appropriateness must be used wisely so as not to link children age with a particular task they must achieve or must be achieving(CS2). Every child is unique and develop at different level. When planning I ensure that the child interest is really considered. As my setting adopts the adult- led activities -child initiated activities , the role I have to play in this is to ensure that necessary support is given to a child by ensuring that the premises is suitable and resources are provided. A stimulating environment is important to achieve this. In my setting , I ensure all the six areas of learning in set both indoor and outdoor for children. I ensure that my practice promotes free -flow play for children of all ages. Once I have identified an opportunity in a child either through observation, photos, children's work or through parent. I ensure that I plan around that interest to promote further learning opportunities to extend the child's learning. Involving parents in my planning also plays a vital role in my planning. Understanding a child actual level will also help me know how to extend and promote a child’s learning. Identifying Kelly(as shown in observation) now likes apple is an opportunity I will like to extend on. I will plan an activity on apple and what it can be used for. It might also be a good to make him explore the taste of sweetness and sourness so as to understand that not all fruits are sour. I as a practitioner must constantly evaluate my resources and provision given to a child . I embrace the importance stimulating learning environment for children and must continuously reflect on my practice to give the best as defined by the Practice Guidance for the Early Years Foundation Stage (DCSF,2008). It explains on how look,listen and note links with the developmental matters ,effective practice and planning and resourcing. Gathering observations,knowledge and informations about a child will help me formulate a formative assessment record which will help me plan accordingly. I ensure in my practice that at least 2-3 observations,photos or child's work linking to relevant development matters is used appropriately to ascertain that the child's tracking before going into another stage. Some children at my setting attend 2 nurseries while some are preparing to move to a preparatory school. I understand the importance of working together with staffs or practitioners in other setting for continuous and steady learning environment for the child. I and other professionals work well through emails,telephone calls, exchange of children written work,photographs and summary of achievement through parents who give written consent and are willing to take and exchange their children progress using them I also work with children who has English as an Additional Language (EAL). They add so much to my setting with their rich culture. I support children and parents in many ways depending on each child individual need. The Practice Guidance for the Early Years Foundation Stage (DCSF,2008) makes it compulsory under diversity and inclusion. When a EAL child joins my setting, I get as much information as I can . I work closely with the Local Authority inclusion officer and the speech and language therapist to provide a quality environment for children with special needs.Also ask the parent to write down some words in their language that will promote a better communication with the EAL child. One of the very good system I saw been used in another nursery is the “Talking card and album”. A pre-recorded voice of the parent with picture of the child's family is shared with other children which helps the child to initiates communication with other children and want to talk about them(PS1). The system also as different routines of the day which can be recorded in the child's language with visual to help practitioners ,children and the EAL child. The system can be used for learning as it also translates to English. I intend to introduce this into my practice as I observed it work efficiently elsewhere(CS3). Working in partnership with child with language delay is important in a learning environment . It affects their self-esteem and confidence and at times reflects on the behaviour which can be challenging. To manage challenging behaviour that can be come as a result of language delay, I work closely with a speech and language therapist and the inclusion officer through the local authority. As a SENCO, I understand that every child is unique their need must be met individually Referencing Department for Children, Schools and Families (DCSF) (2008) Practice Guidance for the Early Years Foundation Stage, Nottingham, DCSF. Department for Children, Schools and Families (DCSF) (2008) Statutory Framework for the Early Years Foundation Stage, Nottingham, DCSF. Browne, N. (2009) ‘Children’s social and emotional development’, in Supporting Children ‘s Learning in the Early Years, ed. L. Miller, C. Cable and G. Goodliff; Abingdon: Routledge. Paige-Smith, A. (2009) ‘ Parent partnership and inclusion in the early years’, in Supporting Children ‘s Learning in the Early Years, ed. L. Miller, C. Cable and G. Goodliff; Abingdon: Routledge. Feasey ,R.,Still, M.(2009)’Science and ICT’, in Supporting Children ‘s Learning in the Early Years, ed. L. Miller, C. Cable and G. Goodliff; Abingdon: Routledge.