Varie Flashcards
CRBA (Child rights-based approach) - ethical rights
Initiative from UNICEF to describe the quality of care that every child should experience
There are 7 ethical rights, made of 4 general principles of the UNCRC and 3 general human rights principles
4 principles of the UNCRC
* Best Interests: Children’s best interests must always be taken into account when making decision; children should be involved in decisions about themselves.
* Life, Survival and Development: Children have the right to life, safety and health, and to be supported in their development and growth.
* Non-Discrimination: Children have the right to be treated failrly regardless of gender, ethnicity, religion, culture and family background.
* Participation: Children have opinions and points of view that must be taken into account and they should be involved in their community, so that they can grow into valuable members of society.
3 Human Rights
* Dignity: Children must be treated with care and respect
* Interdependence and indivisibility: Children must enjoy all their rights at all times, all the rights are equally important
* Transparency and accountability: Our relationship with children, professionals and authorities is open strong and transparent
Gibbs’ Reflective Cycle
- Description
- Feelings
- Evaluations
- Analysis
- Conclusions
- Action Plan
E ricomincia il cycle
Key Person Role
- Deep understanding of child’s life, background, interests, challenges
- Create a relationship with the child and their parents.
- Ensure environment supports the children + support any SEND
- Carry out regular child observations to track their progress
- Help key children feel included
- Value their views, opinions, creations
- Support the children to be independent learners and promote sustained shared thinking
- Provide a consistent daily routine to make them feel secure
Professional Enquiry
It’s a way for practitioners to analyse a situation or approach and take steps to improve their own practice.
- Consider an issue
- Look at theories or literature, carry out research
- Come out with possible solutions for improvement
- Implement the changes
- Re-evaluate and reflect
Advantages: it sparks a discussion, encourages critical thinking, promotes autonomy in making judgements to continue to learn and grow.
Schemas (CEO-PR-TTTC)
An idea from Christ Athey
Schemas are repeated patterns of thinking and behaviour that children display as they make sense of the world. These can be displayed in phases, or more than one at the same time. They start displaying from birth, then once they master one they move on to the next.
Schemas can be spotted through observation.
Containment (Filling and emptying)
Enveloping (wrapping, covering, themselves or objects)
Orientation (get views from different points, e.g. upside down, high up, being under things)
Positioning (putting toys in a line, sorting by colour or shape, separating food, sitting in particular places…)
Rotational (interest in toys that spin, with wheels, or they spin themselves, watch the washing machine, make circles when making marks)
Trajectory (pushing toys in a straight line, throw, drop, climb, jump, run, love running water)
Transformation (mixing paint, cooking, pouring drink In their food, dressing up, transforming themselves)
Connecting (enjoy building/demolishing/rebuilding, connecting trains, completing puzzles, tie or glue things together
The 7 key features of effective practice (THC-PASP)
From the EYFS
The best for every child (help them reach their full potential, meaning we make adjustments for each, to accommodate their need, SEND, additional resources, changes in approach, etc)
High-quality care (children’s welfare is paramount, having a child-centered approach and create a loving, safe environment where they can build confidence and grow)
Curriculum (We chose a curriculum to decide what we want children to learn: our focuses on independence, resilience, self-regulation, expanding cultural capital)
Pedagogy (It’s the approach a setting follows to support children’s development: balance of adult-led and child initiated, carefully planning the environment, taking into account the child’s interests, providing a wide range of resources)
Assessment (checking how children progress and evolve, based on regular observation and tracking, building knowledge of each child)
Self-regulation (Support children to manage their own behaviour and be flexible in their thinking. The emotional environment can support this = adults model resilience, positive attitude and problem solving; + encouraging creativity, mistakes and collaboration)
Partnership with parents (open conversation to gather information about the child’s life, interests and needs, parents are involved in learning and encouraged to share progress, changes and targets; providing a consistent approach at nursery and at home)
Development Matters and Birth to 5
Development matters is a non-statutory guidance for the EYFS, developed by Julian Grenier, who consulted with various EY professionals. DM sets pathways for children’s development therefore it supports practitioner to understand what a child needs to learn and their next steps
Birth to 5 was commissioned by 16 EY organisations who revised the DM document. It is more detailed
Framework sets aims and expectations for children; it is important that practitioners understand the framework so that they can give their judgement with assessing a child (and possibly provide support as early as possible when concerns arise)
Types of observations (8)
ABC observations (to identify patterns in a child’s behaviour, identify causes and triggers and what strategies can be put in place) ABC= Antecedent, Behaviour, Consequences
Checklist (tracks what skills a child has achieved, which ones are emerging and which haven’t emerged yet)
Movement record (track where the child goes)
Narrative observations
Sociogram observations (to observe what interaction they have ex. Children or adults? Initiated by them? Verbal/non-verbal? Etc.)
Target child (a Longitudinal study with a series of observations to give a picture of a child’s holistic development)
Time sample (follows a child’s interactions, activities, play during specific time frame)
Wow moments
PLODs
= Possible lines of development
It’s about planning for the child based on what we have observed, so we can scaffold their learning and challenge them further. The planning is child-led and it reflects their individual’s interests, child-led play creates teachable moments, which can lead in different directions in terms of learning
Short-term target planning = on the day or within next few days
Medium-target planning = few weeks to a month
Long-term target planning = during the whole time the child attends the room or setting.
Curriculum vs Pedagogy
Curriculum is the plan of that skills and abilities my learners should achieve
Pedagogy is the strategies, the actions put in place to supported children to achieve the learning aims
