The effect of the practitioner on development

Our behaviours can affect children's development in both positive and negative ways.  If we were to be in a "bubbly", happy, enthusiastic mood, then the children are likely to be too, and may learn better which will help their development.  If we were to be in a grumpy, lazy, "can't be bothered" sort of mood then the children may feel like that too as they often look to us to see what to do and how to react.  If we are not in a good mood and we show it, we might create an "atmosphere" which the children feel resulting in them, potentially not wanting to learn and play.  We, as practitioners, need to leave any personal feelings from home outside the setting so that the children do not feel the negative atmosphere.  It is our job to put the children's well-being first. 

Also, if we are rude to other people, the children will copu and may become really aggressive.  If we were to panic about something, eg. a spider, the children may then associate a spider with panic and could develop a phobia which would harm them emotionally.

MP
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MOOD: If we are to come into the setting in a bad mood because of something that has happened before work, for example, family problems, then this could affect a child's development because we may not want to help the children that day or, end up helping them in a way which is not beneficial to them because of our attitude.  Children are also most likely to copy this behaviour.  Whereas, if you come into the setting happy and enthusiastic, then children are likely to want to take part in activities and listen to what you are saying.  Also, if you are enthusiastic, you are more likely to want to help the children develop - and then do so!

TONE OF VOICE:  When we talk to children we need to ensure that we use a certain tone of voice in order to engage them in conversation and interest them in activities.

KG

SPICE and all things nice: The importance of a positive learning environment

(c) www.wexas.com

A learning environment promotes development in the following ways:
Social - it promotes development through having role models, as well as allowing children to socialise with others their own age.  Offering children lots of areas to interact with allows them to choose what they enjoy, mix with others who enjoy it, and have ownership of what they are doing.
Physical - you will have colourful equipment that will attract and engage them, as well as offer the opportunity for practitioners to develop activities to develop their physical abilities.
Intellectual - It promotes development as you will have posters and displays that will catch the childrens' eye, and also teach them eg. There may be a display about the Weather, and children will be able to use detachable cards to describe the Weather.
Communication - Having children the same age as well as the opportunity to work with adults will develop the verbal skills of the children in the placement.  There will be extra resources that the child does not have at home, as well as the chance to engage in activities such as "Show and Tell" which means they speak and listen.  They may play team games as well as play games that will allow them to express their imagination.
Emotional - Children like to have a clear layout to feel secure, and colourful display can improve their mood. The right temperature is important for them to feel comfortable, and having their work displayed, or stickers on the wall (eg. a star chart) will build their self esteem.

EF

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If children have a good learning environment with positive communication from teachers they will grow socially and be more outspoken.  They will want to interact in activities and make new friends.  They will be emotionally stable and resilient as they will develop their confidence.  Practitioners would be able to give them those skills through teaching them how to play and share so they develop their communication skills and learn from patience.  For example, when playing outside on the climbing frame they need to wait their turn for the slide.  They could develop their imagination through role play - pretending that a play house is a space ship.

Through planned activities practitioners create, children develop their intellectual skills and practitioners then continue to develop them through challenges or adapting to make things easier.  ICT can also make a difference in extending their knowledge.

Children will also feel proud of their work if they see it displayed and this may encourage them further in their learning.

MF
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S - A learning environment promotes social development by having activities for children and young people to take turns with and share, eg. a jigsaw puzzle, or snakes and ladders.  Some settings will also have "Golden Rules" where they promote values such as being fair and equal.
P - A learning environment promotes physical development by having climbing frames, bikes or other such resources.  Some settings will have breaks, and almost an hour at lunchtime where children run around and play.  In older settings PE is a requirement on the timetable.  From this children can learn physical skills - but also become more aware of their bodies.
I - Intellectual development is promoted by learning new ideas and being able to solve tasks and problems.  this may be in a maths lesson.  The development promoted will depend upon the age and stage of the child.  They will also develop their vocabulary.
C - Children and young people learn new words and communicate with friends and teachers - often responding to questions they are asked.
E - Children learn about others' emotions and express their own by laughing, crying and smiling.

JB
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A learning environment promotes SPICE because the children will want to learn if the room is spacious.  Children can be encouraged to interact with each other, take part in activities, use their brains to solve problems or give ideas (sometimes about new activities they would like to do).  Children need to feel safe in the setting (which is important because some children have emotional problems).  If children feel safe they will want to explore.

LC
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Children are often within similar age groups, there are activities that fit the children's individual needs, and children are encouraged to enjoy the input and the output of participation.  Intellectually, as they are with practitioners, children work together, they can learn from each other and help each other.  The practitioner will also be trained to extend their knowledge further.  Communication skills will grow and develop and progress into their everyday lives.  Emotionally children are also able to build bonds with others and the practitioners through the consistency of seeing them each day.

GH

Thank you, teacher...

(c) Clip Art

We have been discussing the importance of positive relationships, and how an act of kindness can last a lifetime...

A positive relationship is helpful during a period of change because a period of change can be painful.  By having that one person you can talk to, you can let off steam, you can cry, you can get advice, and this makes the change for a better outcome for everyone.

Last year, in Level 2, my College Tutor (CM), went above board and beyond.  Having a positive relationship with my tutor meant I could turn to my tutor for advice and it changed me as a person as my self esteem and self confidence grew.

However...the person who is offering that relationship needs to be prepared!!

QS

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A positive relationship is helpful during a period of change because it helps the child to settle down and makes the child feel secure and safe holistically - in turn, this allows the child to learn effectively.

SOCIALLY - the child will be able to interact and socialise with other children as well as practitioners, and be better able to express their feelings appropriately.

PHYSICALLY - the child will enjoy participation in activities especially if they are an opportunity to be praised.

INTELLECTUALLY - the child is more settled and relaxed and so is can acquire new concepts and ideas.

COMMUNICATION - this child is able to develop their language and communication skills and problems can be better picked up on.

EMOTIONALLY - the child has a consistent and secure base.

WO
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You can be a helpful support towards both child and parents - this could be to assist the child through "next steps" - or even when they have "flown the nest".  It can sometimes be difficult if a child does not want to form a bond with other practitioners, but these are the people who are best placed to offer advice and understand what is best for the child's individual needs and encouragement to the next critical stages of life.

GH

Irritating Computer Technology...?

(c) Clip art

In the early 2000s the Government poured a great deal of funding into ICT training for staff, offering Literacy and Numeracy teachers laptops, and even more recently, ICT courses are being revamped to move away from Word and Powerpoint, to programming and developing APPS to suit and advance a technological age of learner...but has it really worked?  In my workplace we do not even have a working computer in every room, let alone a smartboard.  As far as the staff are concerned, they are under trained on ICT, and when the wireless drops in and out (ironic when teaching an "Is ICT in schools good enough?" lessons...well...it's just a little irritating!  My students would also agree...

ICT provision is inadequate in settings because schools may not be able to supply enough resources for all children and many children may not be aware of how to use them properly!  Schools can also have problems where the internet is not working or the computer has broken down.  This can disrupt a whole lesson.  It can, however, help certain children - for example, if a child has a hearing impairment then computer-based visual aids may be better suited to their learning preferences.  It can also expand a child's knowledge because they can research anything!  However, you also need to consider the safety of the child, and you cannot monitor every website that child goes on, so overall I believe that ICT is (STILL) inadequate because there are so many things that are (STILL) going wrong!

SA