The play is very important in children’s development. The game teaches them
to be independent, take responsibility and make a decision, build
relationships, work in a team, properly assess themselves and feel confident in
their abilities. In the play children’s personality develops in all areas (emotional,
social, creative). The gplay introduces children to the adult world in the
children’s language, teaches the rules of life, mutual help and interaction.

 

Education and care services can design the environment and the facility
programs to ensure that the individual needs of children are met. In care services children play, learn, eat and sleep, so the environment
of the services should be bright, interesting and memorable. Children should feel
nice and cozy there, so they want to come back there every day. In child care
services children should have rest and feel freedom. Play is mandatory. There are
must be the presence of developing programs, classes and games, which allow the
child to develop his abilities. For each age group, an individual development
programs should be based on childhood characteristics of a particular age.

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It is very important that child care centre has the resources, skills
and knowledge to help children from different cultural and background to get
used to their new care arrangement and it also helps educators to build a
strong relationship with the children and their families. In the child care
centre where I work there are children from different cultural families. Staff
in the centre respects the histories and cultures of local families. First of
all there are many dolls of different nationalities, cultural puzzles, puppets
and display posters that promote cultural diversity. Second of all there are
many educators of different nationalities. Third of all the change to how one
thinks is what educators include into the childcare environment to include
cultural diversity. Such as: singing songs in different languages (Japanese
lessons), providing food on the menu according to religious needs (Halal,
Kosher), providing different presentations from different countries (for
father’s day they invited a guest from Africa, who played African musical
instruments and sang African songs). Finally in this centre staff work
harmoniously with children and families from diverse background, they are
accepting, respectful and reverential about values, beliefs and religious
practices. They think that the more we learn about other cultures, the more we
can put ourselves in other people’s respect.

 

Children’s furniture and playgrounds must be safe. Large furniture that
can fall on the child must be attached to the wall. Sharp corners should be
closed. The process of walking, playing, learning, eating is clearly regulated.
This is especially important in case of active games and nutrition. For
example, hot food should not be poured into plates, when children are near and
given it to them. The toys and equipment must be safe for the children and
match their age.

 

Guidance, relating to expected behaviors and actions is provided by
staff of the care centre. Every child care centre should have behaviors rules
for children to follow them. For example, stop pushing the children, stop running
around the group, listen carefully to the teacher, share, help clean up the
toys. Educators should explain all these rules to children so that children
understand.

In order to extend children’s interests and learning through play child care
educators should use a wide range of things: bright illustrations, puppets,
flat story, books with interesting content, technical teaching things (record
players, projectors), which encourages children to learn, create a micro
environment, saturated with information, positive cognitive emotions, develops
their interest in cognitive interaction with an adult, use creative tasks for children’s
independence.

 

Every educator should try to ensure that the activities in the child
care services are entertaining and interesting, so that each child is involved
in the pedagogical process and receives the benefit from the activity. To do
this, it is necessary to use the plan of activity with specific tasks and
goals, it is good to introduce a ritual of greeting and farewell, which would affect
on the establishment of the atmosphere of trust in the group and on the
development of the ability to interact with peers and the teacher, to create a
positive mood for everyone.

 

Educators interact appropriately with children and provide suitable
supervision. They should treat every child with respect and care. They should show
support and their professional skills in dealing with children and their
parents. Educators should show their interest to the child, it can be seen in
their way to talk, in other words be more confident and friendly. Conversation
with the children gives the educators an opportunity to get to know children’s
world, interests, level of speech development and feelings.

 

The educator should be sure that play contributes to children’s
harmonious development. Play should teach children kindness and help children
to learn and make friends, understand each other. In other words, every play
should bring positive effect on children. It is not allowed to play that affect
children in an undesirable way.

 

Excursions are used to extend children’s interests because thanks to
excursions, love and an aesthetic attitude to nature are brought up, the
cognitive needs of the child are met, and the motor skills and physical
qualities are improved. During thematic excursions, children get their first
ideas about their country, studying the existing cultural traditions of the
peoples living in the country. At the same time, the process of cognition takes
place in a subject-visible, active form, when the child directly sees, hears,
and feels the surrounding world. Sensual experience of children enriched with
bright, emotionally saturated, memorable images, much more impressive than
those that can be seen from the pages of books.

 

Preparation for lifelong learning begins at birth. The daily knowledge
and skills received affect the brain of the child where changes occur that
enhance their ability to learn. Children become able to think critically, solve
more complex problems and weigh complex decisions. But in order to use these
new abilities for lifelong learning, children must be internally motivated.
They should want to learn, because they like it, not just because they want to
be accepted in a good school. Thus, educators should create an environment for
children to be internally motivated to learn, in other words they should be
interested in learning.

 

Organizational policies, procedures and standards facilitate learning
are up to date. Staff work according to organizational
policies, procedures and standards facilitate learning. Programs should continuously
improve and meet accreditation requirements. All staff has regularly training,
meetings where they can discuss their concerns or ideas.

 

The National Quality Framework (NQF) is made up of three
components: Principles, Practices and learning outcomes. Principals are made up
for best practice in early childhood education and care. Examples of each
Principle in the service where I work:

1.      Secure, respectful and
reciprocal relationships (Educators hang out painting of every child on the
wall).

2.      Partnerships        (Educators have a notice board for
parents, they talk with parents about achievements and successes of their child
every day).

3.      High expectations and
equity (Educators prize every child’ success in a center and do not talk about
child’s failures).

4.      Respect for diversity
(Educators celebrate holidays of different culture, they have Japanese lessons,
large dolls of different nationalities, a big welcome poster in different
languages on the entrance door).

5.      Ongoing learning and
reflective practice (Educators talk with parents and children about their
culture).

EYLF practices are made up to support and reinforce children’s learning
and development.

EYLF learning outcomes are made up to allow educators promote skills and
knowledge in collaboration with children and families.

 

 

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