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DEVELOP POSITIVE AND RESPECTFUL RELATIONSHIPS WITH CHILDREN - Coggle…
DEVELOP POSITIVE AND RESPECTFUL RELATIONSHIPS WITH CHILDREN
1) Importance of Positive and Respectful Relationships with Children
building positive relationships is the foundation
Educator - Child relationships matter because it helps children feel safe, secure and confident and through this, they are able to express themselves and engage in activities more actively, and this helps the educators plan further activities based on the child's interest.
Educator - Child relationships also gives children the opportunity to learn how to interact with others, show care to their peers and regulate their emotions and behave appropriately in challenging situations.
For example: when there is a conflict between two children
building relationships with children begin from the moment they enter the childcare centre. It begins with conversations with families about their child and then the educator and child have to spend time building their relationship and maintaining it over time
2) Showing an interest in respecting all children
Educators should:
Treat every child with kindness and respect
Acknowledge and accept children for who they are
Support each child's learning
Respect each child's similarities and differences
3) Regulations and Laws - Relationships with children
United Nations Convention of the Rights of the Child (UNCRC)
National Quality Framework (NQF)
National Quality Standard (NQS)
Service policies and procedures
All services must comply with the Education and Care Services National Law Act & Education and Care Services National Regulations (2011)
4) What is emotional and social development
Social and emotional development focuses on how children start to understand who they are, what they are feeing and what to expect when interacting with
Social development
it is the process by which children learn to interact with others and build meaningful relationships.
Eg: taking turns and sharing toys
Emotional development
it is the process by which children learn to identify, express, understand and regulate their emotions, before identifying and understanding others emotions.
Eg: labelling different emotions and facial expressions
5) Mildred Parten's stages of play
6) Cooperative:
occurs in later preschool years - where children have agreed on goals and roles for their play and they are all working towards a common goal and play together in a more complex way.
Eg: building a train track
7) Competitive:
usually seen in school aged group - when achievement, completing tasks and producing an 'end/final product' becomes more meaningful.
Eg: children playing sports
5) Associative:
usually in preschool years - children begin to play and talk to each other during dramatic play and have assigned tasks but are not working toward a goal.
Eg: one during cooking dramatic play, one child will chop vegetables, another child will make a dish
4) Parallel:
usually common in toddlers and preschool years - where children share/use same resources but make their own creations and having few meaningful interactions
3) Onlooker:
usually seen in infants and toddlers - children are near a group of other children and just observing their actions and often copying them but not engaging in the play
2) Solitary play:
usually seen during infancy and toddlers - tend to play by themselves, unaware of others around them and usually if they want time out.
Eg: reading a book by themself
1) Unoccupied play:
usually seen in young infants - they tend to be looking at their hands or other body parts or cooing to themselves without seeking contact with others or appear to have a purpose.
Eg: making random movements and discovering their body
6) Role of the educator in supporting children in play
Support
provide positive complements
encourage children to participate but don't force
help children if required
Participate
allow children to lead the play
listen to children's ideas and choices
have interactions with children
Environment
plan and provide age appropriate resources and equipment
supervise children
create a safe environment
7) Attachment theories
John Bowlby - came up with the attachment theory
Mary Ainsworth - discovered the different types of stages
Attachment - key points
Secondary attachment = educators and other trusted adults
Primary attachment = main caregiver.
Attachment begins in the first few months.
a strong emotional bond is formed
usually first formed with parents