Meeting Criteria for Early Years Foundation Standards

Meeting Criteria for Early Years Foundation Standards Unit 3 Early years foundation standards are guidelines with in which a childcare facility work, members of staff must be checked by â€Å"Disclosure and barring service†, complete a Health declaration, least one member of staff needs a paediatric first aid certificate and should obtain a level 3 childcare qualification before they start caring for children, one member of staff must have suitable experience with under 2s, at least half of all other staff must hold a level 2 qualification in child care. The children’s health and safety is paramount. Child care facilities must work within the correct adult to child ratio, only permitting the correct number of children for the space they have available. Children under 2 1 adult -3 children Children aged 2 1 adult – 4 children Children aged 3+ 1 adult – 8 children Good. Within the facility provisions must be made for the development of every child, no child is excluded, every child must be supported in fulfilling their maximum potential, the early years stages have a long and lasting effect on the child’s future and ability to start school, no child should be left behind. Each child will be assessed so all of their needs can be met on an individual level and they have a personal plan in place so they succeed in all areas. The plan set in place should be available to parents, cares and any outside practitioner such as health visitors if needed. Every child should have equal opportunity, face no discriminatory actions and every child must be included and fully supported in their learning environment. Practitioners must remember every child is unique, they need to forge positive relationships, offer enabling environments, and plan varied activities as each child learns in a different way and at different rate , every child will have a key person, this person is the point of contact with the child’s parent or carer, they are responsible for helping the child be happy and safe, they are responsible for that child’s care, development and learning, they keep clear notes of the child’s progress and help parents with ideas for their child’s progress at home.( www.gov.uk//policies//early-years-foundation-stage) There are seven main criteria for the early year’s foundation the three prime areas are: Communication and language Physical development Personal, social and emotional development. Then there are four specific areas: Literacy Mathematics Understanding the world Expressive art and design. These core guides must be implemented into children’s everyday environment, communication and language: Children need to talk freely to one another and adults alike, roll play encourages children to interact, asking the children to describe things being big or small, talk about family members being male and female, young or old, encourage them to use descriptive language, and help them understand how it relates to them. Physical development: These activities develop the child’s skills set in handling equipment or showing control and co-ordination this is done with games or dance that involve pushing or pulling or outside games that use ball skills such as patting or kicking, throwing and catching, all of these skills help develop the child’s body and hand and eye co-ordination. Personal, social and emotional development: These skills are the ones a child needs to be confident, to talk and play with other children, to talk about themselves and their own environmen t, to talk about who they are. Doing an activity as simple as â€Å"show and tell† would give the child confidence to talk about something they love or something they have done, if you have children from many different cultures talking about their festivals and traditions encourages understanding of others. Literacy: Children love to be read to so try to use a story that is repetitive, giving the children confidence to join in, or ask the children to make up an alternative ending to a favourite story. Giving each child a word card and going round the room and using those words to build a story would help a child understand the context of the word and phonic sounds to build a word. Mathematics: Children enjoy filling and emptying bottles and containers using sand or water, doing so helps to understand, volume and size, building blocks can help them count, how many blocks can you build up before they collapse. Understanding the world: Children need to know where and how they fi t in, looking at traditions and festivals across all cultures encourages an understanding of self, making festival food , or making a garland worn at a wedding ceremony, helps the children understand the importance of different cultures, they also need to understand the natural world so going on a bug hunt, looking at the life cycle of a butterfly or creating a garden full of food for insects, this would help them understand the things they have seen and why there important to us as humans. Expressive art and design: Children like exploring and using many different materials, clay, play dough, card and paper, they can experiment with how to change their shape and form, use glue or tape and colour. Children like to be imaginative model making is a great way to encourage imagination and develop skills, mixing paint in to a variety of colours, so they can see that you only need primary colours to make any colour you wish. Respecting and valuing individuality Children and families must feel respect for who they are regardless of colour, race or sexual orientation, it’s the practitioners’ job to lead by example the children must understand that everybody is different, everybody has strengths and weaknesses, and everybody is valued. Encouraging manners, caring attitude and understanding will help children become well-rounded young adults. Children should be encouraged to celebrate their cultural differences, and to respect others family backgrounds, this needs to be done in a sharing way, having a world day were the children can look at different countries, the animals living there, the food, maybe ask a parent to ready a native story, it would bring to life the differences giving them greater understanding of where they fit in and how we all fit together. It is important for children not only to share their cultural differences but also their personal differences, some children are good at art some are good at swimming, helpi ng them celebrate their achievements helps children see that everybody is good at something but not all good at the same thing. Doing group activities helps the child learn to work as a team, encourage problem solving, help the children listen and negotiate with one another, or take time at lunch to sit together, talk politely, understanding that eating with the right cutlery and washing your hands before you sit down are all normal behaviour. Activity: Outcome: Awards, celebrate the children’s achievements in and out of care setting Reinforce positive self-image Make a class photo album, ask children to bring photos of family celebrations, and explore the different festivals across the cultures. Bring to life the different festivals and celebrations that happen around the world. Encourage understanding of other peoples culture Give children positive role models such as gold medal paralympians, put posters up around the room for the children to admire Let children understand that being disabled is not a negative and great achievements can still be made Include toys and play equipment that reflect other cultures, such as dressing up clothes, kitchen utensils in the play kitchen, puzzles and dolls By playing with these objects the children will become familiar with different cultures Cook food from around the world. Let the children make and taste different foods that they might not have everyday This activity would stimulate them and get them talking about feeling, texture, smell and taste. Cooking activities also help with measuring and science, and help children to understand health and safety and good hygiene. Sing songs and read stories from around the world, include rhymes and action songs Children love to participate; this activity is great for children whose first language is not English. Positive and negative behaviour Positive reinforcement is a technique used by care givers to modify behaviour, this involves giving positive reinforcement as often as possible, and reminding the children that negative behaviour will have consequences as a carer it is best to focus on the positive but if a negative occurs it needs to be dealt with swiftly and an explanation as to why it is negative behaviour, help the child to develop empathy, the child needs to know it is their behaviour you disapprove of not them as a person, if a child is consistently reprimanded for negative behaviour they will quickly become labelled as â€Å"the naughty child†, an action plan must be made for this child so that positive reinforcement can turn the situation around and positive behaviour becomes the norm. At no time should there be: pain, punishment, intimidation, yelling, degradation, humiliation, shame or guilt this would only hurt and confuse the child. Children need a positive environment to develop their self-esteem, emotional growth and well-being. (www.positivereinforcementforkids.com) Behaviour is not learned once but learned every day. Consistency is the key to dealing with any behavioural situation, children respond to set boundaries and feel safe knowing what is expected of them, let the children know what kind of behaviour you are looking for, with older children they could help set the consequences of their negative behaviour; it would encourage them to be more positive as they have set the rules. As the care giver you need to remain positive at all times it is your professional duty to do so, be a positive care giver, a negative attitude leads to a negative outcome! Consistency is key. Boundaries are needed to establish right from wrong. Children understand the their behaviour has consequences- both positive and negative Reward positive behaviour: give out stickers, or mark with a kind word â€Å"Thank you for being kind and helpful†, â€Å"Your team work was great†. Make the children feel valued and important. Star chart: so the children know that with consistent positive behaviour also comes reward. Praise the child for the effort not just their achievements, praise them for their strengths and remind them everyone is different. If you praise one child use the opportunity to encourage the rest of the group. Managing conflict We all encounter conflict every day, in the childcare environment it’s child to child conflict or child to adult conflict, study’s done at Texas tech uni by Dennis, Colwell and Lindsey show that girls often have child to child conflict that is more often than not resolved within their peer group, whereas boys often have child to adult conflict and that boys look to the adult to resolve the conflict.(www.kon.org/urc/dennis) As the practitioner it’s you job to manage conflict, like many life lessons children need to be equipped to deal with it, Vygotsky: a Russian social development theorist said â€Å" conflict provides a learning experience for children and in doing so they would learn to function better in the social context†, (www.simplypsychology.org) Vygotsky’s theory is not that uncommon amongst child behavioural theorist, his arguments are supported by the likes of Erikson who thought â€Å" life is full of conflict and in order to become a b etter person one must resolve conflict in each stage of life†. Often conflict is cause because of the developmental stage the child is at and they as children have not reached the stage where they have empathy or understanding, or sometimes children act out because it has become their learned behaviour, it is the way they have been treated or something they have seen in their everyday lives due to lack of good role models. As the care giver you need to step back and ask: Why is the child acting this way? What has made the child feel like this? Is it a cry for help? Does he/she need my understanding and empathy towards their feelings? Are the Childs need being met, are they unhappy, scared, confused or frustrated? Are they tired or hungry? Conflict is often born out of a misunderstanding, if identified quickly it can be resolved quickly, children need to feel that their side of the story is heard, as the care giver it is up to you to guide the situation from one of upset and stress on to a calmer and more positive footing, with a peaceful conflict resolution. Bibliography www.gov.uk//policies//early-years-foundation-stage http://www.positivereinforcementforkids.com/ www.simplypsychology.org www.kon.org/urc/dennis

The Effect of Violence in Movies to the Society

The last few years have seen an increase in violence in movies. Action movies seem to get more ‘exciting' than the previous movies each year and therefore, more violence is shown. Many people complain that violence is influencing our country and it's youths which causes many youths to fascinate about violence, eventually experience the fascination of violence for themselves and go crazy – go on a killing spree or something similar. Violence in movies do in some way affect youths and people in society. It affects people's views of themselves, other people, the world and people's thoughts on certain things. Beliefs or values and attitudes may be affected by violence in movies. For example, if a certain person is a racist and believes white people are superior to black people, they may watch a movie which displays racial discrimination, such as ‘American History X', and after viewing violent action against blacks, the person may decide to take action and go out and kill black people. This is an example of someone's beliefs/values and attitudes being affected by violence in movies. It is believed that whatever is seen at the movies, children will praise certain shows and characters featured and try to be like them. They look up to their hero and want to do everything that person does. In an action packed movie, the hero or the ‘good guy' is loved by children and they may try to copy their actions, thus leading to violence. So it is believed that violence in movies will increase physical aggressiveness among children and violent criminal behavior. One method by which violent movies may promote criminal violence is simple imitation. Two surveys of young American male violent felons found that 22-34% had imitated crime techniques they watched on an action packed movie. On the questionnaire I conducted, 60% of the people who participated in the questionnaire said they have an urge to go fight, kill, save people, etc, after watching a movie full of violence and action. This is only an urge, but may still result in the action of violence taking place. Children do imitate the behavior of models such as those portrayed in movies and other things such as television. They do so because the ideas that are shown to them on television are more attractive to the viewer than those the viewer can think up him/herself. This can be seen with the advent of the Mighty Morphin Power Rangers. Young children cannot seem to get enough of these fictional characters and will portray them often. But it is Not only can violence in movies inspire children to take action, but can also inspire and empower potential criminals. Of course, not everyone who watches a Rambo or Terminator movie becomes a criminal. The harm of violent television is felt most by the already vulnerable segments of the population. Alfred Blumstein, dean of John Heinz School of Public Policy and Management at Carnegie-Mellon, notes that â€Å"the glorification of violence on television has little effect on most folks, but it has a powerful effect on kids who are poorly socialized †¦. It dehumanizes them and becomes a self-fulfilling process. † Repeated exposure to violence in movies may make violence seem ordinary or normal to these type of people. Perhaps all sides of the movies and violence debate can agree that reducing movie violence should be considered as efforts to change the conditions that make the children so vulnerable and dangerous in the first place. Maybe ratings of movies should be taken more seriously and be more strict so that children cannot view violence which would pollute their minds with violence and criminal behavior. In the questionnaire, the majority said that the movie ‘The Matrix' entertained them. This is an action film, and when asked whether they have an urge to go fight, kill, save people, etc, after watching an action film contained with violence, 40% replied no. This may show that some people like to watch movies with violence – no matter how it is rated – purely for entertainment and that it would not effect their attitudes towards violence in a negative way. These days, violence in movies are seen to be very realistic. The fighting, the pain, the blood and guts are made to look real. These are all done through the use of computers and digital editing. So the violence in movies may seem real, but in fact it is all fake and have just been performed by the click of a mouse. The question is, why do filmmakers show violence as their main subject in movies and why do they want the violence to seem real? There are many reasons to this. One could be to impress audience, another could be the demand for more action films, or another could be that action movies seem to be more popular nowadays. But the main reason would be to make the movie full of excitement which would most probably make the movie become huge and popular, which would then result in a lot of money for the filmmaker. This is not right and portrays filmmakers as selfish people only looking for money, as they do not stop to think that the violence could pollute children's minds. Filmmakers could say this could be prevented by making the ratings high, but that certainly does not stop children from watching the movie. They may be taken in to watch it with someone older for supervision, or simply view it on video once it is released. Fixing the problems of children and movie violence is not easy. There are many factors that have to be considered and people to be convinced. This problem will, no doubt, never go away and continue to get worse as the years go by. However, there are measures that can be taken to prevent the children from ever being exposed to such things. After all, what is the world going to be like when the people who are now children are running the world?

Video Games Make Me Addicted - Free Essay Example

Sample details Pages: 3 Words: 811 Downloads: 1 Date added: 2019/04/22 Category Entertainment Essay Level High school Tags: Video Games Essay Did you like this example? Lots of peoples opinions on video games are that they cause violence, school shootings, etc, but honestly thats crazy. Theres thousands of articles blaming video games for abuse, bullying and a ton of other things that solely have to do with a man or womans decision to do them. It seems like websites and advocators against video games are just making excuses and making up false claims as basically an excuse for people. Ive read many articles about how bad video games are for your kids and a lot of other articles full of nonsense. My opinion on the matter stays the same, video games dont make people act a certain way and do things and video games arent addictive, its all a persons choice not the video games. People like to claim that playing video games is addictive, but is it really? Just because you repeatedly do something you enjoy doesnt make it addiction, like drinking orange juice for example, just because I drink orange juice everyday doesnt make me addicted. Theres plenty of things I do everyday but it doesnt mean Im addicted to them. In the article Video games arent addictive it says that when someone plays a video game, roughly as much dopamine is released into your brain as eating a slice of pizza. Lots of people like pizza and eat it a lot which makes them happy which doesnt make them addicted to pizza. People would be addicted to countless things if to classify addiction was just to enjoy something and do it regularly. In my opinion as well as many others, video games are not addictive and just something that people enjoy doing. We all hear about school shootings but for some reason we never want to blame the kid who actually did it, we want to blame something in his life for his/her actions, and a typical excuse are video games. People constantly blame video games for teens/adults actions and even the own people who commit whatever was done, blame video games. Many articles, such as Video game violence want to blame school shootings , bullying, and abuse on video games. The video game didnt bring a gun to school, a video game didnt call the girl by the drinking fountain fat and ugly, and the video game didnt hit their wife in the face because she didnt listen to them. The bully, school shooter, or abuser made all those actions on his/her own. It all goes back to the fact that people are just making up foolish excuses for people actions. What does that teach people, that they can do what they want and there is always going to be something for them to fall back safely on? If we keep this mentality everyone will eventually just do whatever they want because they will feel as if they will always have some sort of excuse to why they did it. Possibly sports, video games, pizza, who knows? Like many people, I believe that video games do not cause things like abuse or other forms of violence, they arent the ones to blame, the person who did it is. Another thing people like to say about video games is that they only cause negative things, negative feelings, negative actions but if you really look into it they actually dont. Sure video games could have a few negatives, but so does everything. Millions of people drink coffee everyday, yes there are some negatives like all the sugar and caffeine but apparently we can never look at the positives anymore. What if you have to study for exams the night before and its only 10 but you are ready to pass out but ur exams are important? Drinking coffee helps you stay awake. Also people enjoy drinking it which makes them happy. Playing video games do many good things for you but people never seem to focus on them. According to the article The Neurology of gaming, video games can strengthen brain cell connections. They can positively affect your body in other ways as well, like helping to develop collaboration skills, improving hand-eye coordination, and many other things as well. Also, according to the article The Neurology of gaming, some games designed to help manage things like asthma are more effective than some doctors pamphlets. Video games can affect people positively and can even help them. Video games are not causes to violent acts nor addictive. Critics say that they only negatively affect people who play them but I know that video games affect people positively as well. From improving hand-eye coordination to helping manage health issues like asthma, video games can improve peoples life. They dont cause people to do things or act a certain way, people make those decisions on their own and using games as an excuse for their actions is foolish. Don’t waste time! Our writers will create an original "Video Games Make Me Addicted" essay for you Create order

The United States Outlook on Foreign Policy Affairs Essay

The United States Outlook on Foreign Policy Affairs The United States outlook on foreign policy affairs after World War II was influenced by the fear of communist expansionism rather than establishing foreign relations with each country. The U.S. found itself with a conflict between its profound belief in the constitution and democracy and a need for domestic and national security. In 1947, the National Security Act authorized the creation of the Central Intelligence Agency. Its role was to protect domestic security and oversee national relations. Following World War II the Cold War intensified and the anti communist sentiment consumed our country. The actions of the CIA conflicted with that of the constitution and the morality of†¦show more content†¦He made America stronger than it had ever been seen before and helped in creating the United States in becoming a world power. In 1952, Dwight Eisenhower was elected president and immediately became extremely popular. He also shared Truman’s basic view of American forei gn policy. Eisenhower also perceived communism as a force struggling for world supremacy. Eisenhower and his secretary of state, John Dulles, and his brother Allen, who headed up the CIA, felt that containment did not go far enough to stop communist expansion. A more aggressive policy was established. It was during this era that the CIA began more covert actions within the third world countries. In Operation Success the CIA engaged in paramilitary activity to over-throw the leader of Guatemala, a Russian controlled dictator. This policy has continued through many presidential administrations. President Eisenhower wanted to control the spread of communism and did so by using the tactics of the CIA. In 1958 he presented the Eisenhower doctrine which sent marines into Lebanon to support the residing president. 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