Hiya, don't forget to take a break if you need it xx
Data protection information
Freedom of information
Disability Discrimination act
Special Educational Needs and discrimination act
Checkout pages 22, 37 & 39, 40 all of which mention data within the UK
eyfs framework
For
K3C173 you could ask yourself how you feel relationships are valuable, if and how they are important to you and then for others.
Then maybe identify how you promote and discuss positive relationships with the children in your setting - using a personal & professional approach - eg: How you work together, talk, listen, support, act and respond.
How you explain getting along helps everyone sort things out, helps everyone in expressing opinions, listen to and hear other's ideas, help in understanding / overcoming differences, difficulties, agreeing similarities and completing tasks if wished - changing things, agreeing to postpone or delay them. Team work, companionship. Protection, safeguarding - self and others, asking for help, assistance, guidance or advice.
In practice this could involve, approachable adults engaging with the children. Children knowing adults that they can turn to when needed. That views, suggestions, concerns, and disputes are all listened to seriously and any necessary actions are taken.
Activities are provided that support individuality and working as a group.
This can all lead on to what the ecm agenda details:
- be healthy
- stay safe
- enjoy and achieve
- make a positive contribution
- achieve economic well-being
Page from
Relationships.org Australia
The minister's cat is an interesting way to look at how you associate this .. bit of a tongue full but 'A positive relationship is a ... relationship could be fun after a drink or 2
lol
Hope this helps, don't work too hard.
xx