The Child

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  • Topic: The Child, Child
  • Pages : 6 (1965 words )
  • Download(s) : 303
  • Published : October 28, 2011
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As a childminder I work towards EYFS and meet Every Child Matters in everything I do. I would like children in my care achieve as much as they can so I start the learning and development process from torough talk to parents before child starts attending to my setting to find out child’s likes, dislikes, abilities, achievements. Then I do observe, asses particular child and plan activities following his interest, abilities, individual achievements, background. The important part of my observation is child’s response to activities provided to make sure he/she enjoys learning. I look after 3 children at the moment. I see they eyes, they body moving to the music while we listen children music from cd and use music instruments so I can be sure he enjoys. Also I am so happy to see his little achievements e.g. putting hands together when I say “ bravo”,using more and more new words, then putting 2 words together, feeding himself etc. It gives me the feeling my efforts, methods help him learn and develop. In the process of learning and development very important for me is to build warm, trusting relationship with children and work together with parents e.g. by exchanging our observation, information, making the diary on the daily basis, ask parents for comments; by trying to involve parents in children’s learning and development . I try to help a child enjoy learning and achieve as much as he can by making the activities interesting and follow child’s interest, ability, mood etc.; by providing rich and varied environment – we use my setting, parks, library, sure start centre; by encouraging them to care of themselves, by giving children opportunity to choose the activity to help them be active, creative learners. I try to keep close emotional relationship between myself and children as it is very important to help them to stay safe. I have consistent boundaries for behaviour and work with parents to make sure the boundaries are the same at home and in my setting. I have behaviour policy in place and also I discuss behaviour issues with parents e.g. recently I talked to mum about “ what we should do about pushing another children”. I do ensure the suitability and safety of outdoor and indoor spaces, furniture, equipment and toys we use in our daily activities (they need to be clean, safe, age appropriate). I try to keep the boundaries clear about safety issues so children know what is or is not allowed and why – books are great support. To help them feel some sense of control over their day I do give them choices e.g. what they will do or even let them choose not to join in when everybody else is moving do some activites, I do provide plate of different fruit, snack etc. I installed safety gate, door stoppers, safe corners, cupboards locks, electrical cover. However I try to build on children’s individual knowledge and ability to identify safety issues e.g. I thought the child who has been in my care how to get down one step which is between hall and sleeping room in the safety way. I have got first aid kit and fire blanket . My fire alarm is checked regularly and I do practise fire procedure and keep the record of it so children are familiar with the routine in case of fire (we do practise every 6 months). All the people over 16 who live in my premises are CRB checked (as required by The Children Act 2004 and Ofsted) and I do have visitor’s book in place.

Also it is very important to me to meet children physical and emotional needs. I do help children to be healthy: -by building close, warm and supportive relationship
-by providing opportunities to explore, play and learn in safe and secure environment -by making sure they have time and proper environment for sleep (their own cot) and rest (cushions, blanket in a quiet atmosphere) -by providing healthy, home made meals, snacks, drinks – let them choose e.g. fruit, snacks -by promoting healthy habits like washing hands

-by promoting physical activities (we...
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