A (K3C154) The importance of good working relationships in the setting
We work closely as a team to provide and deliver a professional, friendly and consistent environment and care for the children. This involves all of us being part of the weekly planning of activities and independent learning opportunities across the EYFS curriculum. Our planning is incorporated in the six early year’s curriculum stages. Some of these activities will be adult led or with adult engagement but we also provide different stimuli through independent learning opportunities. We also ensure that we provide weekly ‘key person’ time when possible to ensure that we know the children in our group really well so that the children can feel emotional secure with familiar people. The overall environment of the nursery is warm and friendly with many displays of the children’s finished work helping to promote that all the children are valued and given them a feeling of belonging. We also ensure that all areas, activities and equipment within the nursery are appropriate to the children’s age and abilities and that all areas are clear, safe and secure. All activities and equipment are accessible for the inclusion of all children regardless of any special needs or disabilities. • Promotes good and positive behaviour for the children. • Creates a good welcoming and secure atmosphere for children and adults. • Helps the transition for both parents/carers and children into a new environment. • Promotes a professional, friendly, consistent environment in which the children can benefit and learn from. • Act as a role model for the children.
• Creates a positive environment where the children feel valued, safe and comfortable. • Makes you feel valued and enjoy your role.
• Promotes good communication between adults and children. • It encourages and promotes sharing and exchanging information. • It enables honest, open communication.
• The children will feel that their views, feelings and opinions are valued. • Trust and emotional support for the children.
• Will develop the children self esteem, confidence and independence. • Practitioners can share ideas, views, feelings, opinions and develop excellent working practice. • Practitioners can help support each other in times of difficulties.
B (K3C155) Relevant legal requirements covering the way you relate to and interact with children The relevant requirements covering the way we relate to and interact with children are The United Nations Convention On The Rights Of Children 1989, this legislation ensures that children are listened to, shown respect and have the right to make choices (within reason). They must be protected from discrimination and have the right to freedom of expression. The Children’s Act 1989 brings together various pieces of legislation; it covers child protection and the responsibilities a parent must adhere to, as well as ensuring that children’s welfare is of a paramount importance. Some of the ways I uphold the legal requirements within my setting are by ensuring that I treat children as valued human beings, treating them with respect, meeting their needs and by not discriminate against any child or adult regardless of gender, religion, culture, beliefs, ethnicity or disability. No child is excluded and adaption are made such as lowering or raising table tops to allow wheelchair users easy access for disabled children. I listen to what the children have to say and except their opinions. I do not use physical or mental abuse and ensure that no child is put at risk by allowing them to be left alone with any adult within my setting. I always praise children for their efforts and support their learning and ensure that I don not discuss any information regarding the children in my care with others accept on a need to know basis and other professionals, and maintain confidentiality at all times.