The parents/carers know the children best it may be there is a problem or it may be that a child learns something at home that is relevant to their development for example tying their shoes, riding their bike or writing their name. In the environment where I work the parents are welcomed into the classroom for the first 15 minutes of the day to complete activities set out at their child’s table. I feel this gives the parents an opportunity to speak to staff, look at the displays and support their children in their school environment. We also hold an afternoon once a week where the parents come into the school to make games for their children, they are then given the opportunity to play these games with them.
Stimulating safe environment
Children learn using all their senses, if an environment is safe, welcoming and stimulating it provides a variety of different activities that will help a child development. In the environment I work the children’s work is displayed in a bright and colourful way, there is a notice board for the parents to keep them informed of any events and the classroom is set out in a way that grabs their attention, changing with the relevant topics we cover for example the role play areas is changed from a party area to a jungle. Construction is rotated so children are not playing with the same things all the time and children can choose what they would like to play with.
Well planned and organised
Planning is extremely important and should take into account the individual needs and interests of the children. In the environment where I work the teacher discusses the weekly planning on a Monday morning with me and states in the planning what me activities will be. The teacher plans for the different abilities of the children, planning can also change as the week progresses and the teacher discusses any changes
References: 1 Penny Tassoni et al (2010) Level 3 Diploma for the Children and Young Peoples Workforce Pearson Education: Oxford: Page 90 2Class Work Sheet (12.12.11) Unit 3.2 Promote child and young persons development 3.2 A5: Supporting positive behaviour