Hi, do these help
2.1 - think about how you interact with your parents.
Do you share daily happenings with them, look at children's interests, what children's needs are, aspirations/what they want to do - ie. food, hygiene, learning, activities that are and will be provided?
Is there any paperwork that the setting uses to share with parents explaining this - a daily diary sheet or maybe a 'today' sheet, journal?
units SHC 34 and
EYMP 1 helps look into this
2.2 - means you know how to give time, listen and hear what a child is saying, what they're asking and how you look at all the possible risks and find solutions together, so that any barriers that would otherwise prevent a child from organising and fulfiling their aspiration/goal/target are removed.
This quote from page 6 of the
development matters guidance may help:
• Help children to become aware of their own goals, make plans, and to review their own progress and successes. Describe what you see them trying to do, and encourage children to talk about their own processes and successes.
2.3 The 5 positive outcomes of ecm - every child matters are stay safe, be healthy, enjoy & achieve, make a positive contribution & achieve economic wellbeing.
These outcomes help to see different aspects of life.
When children set their own goals and targets and are encouraged to talk about them with others they can ensure that they remain safe and healthy ie. that risks have been looked at and minimised, that they enjoy the activity and achieve whatever goal was identified eg. build a tower of 10 blocks, go outside and make a den, read a book chapter, write a summary, bake a biscuit for a parent's birthday, plant pea seeds so they can be harvested for eating. By making plans based on targets children make contributions that are positive to their own life and to the lives of others around them ie. people feel valued and self identity develops through a recognition of what role an individual can play in the lives of all, this is one route to a sense of economic well-being, where young children are discovering how they're able to secure their own learning opportunities, be part of a home environment and manage finances or the cost of what they want - be it time from family, friends or a new resource.
CYP 3.7 will help with 2.3
2.4 depending on your setting and if they already have any documentation that supports this, could you maybe suggest/begin developing a format that looked at - date, child name, child age, an interest the child has -
eg. cars, an aspiration -
eg. wants to build a track, a target or goal set on that aspiration -
eg. 'build a track for cars' and how that helps them with positive outomes eg.
A daily diary sheet that took meals, nappy changes, sleeps, clothing, indoor, outdoor interests into account would evidence meeting needs and also help to fulfil this criteria.
2.5 this is about communication, listening and how discussing ideas slowly and calmly means solutions can be found and everyone understands what's involved and what's happeing. Talk about how this happens in your setting.
Children have a right to information and to be safe
uncrc articles 3, 13 sharing knowledge of risks that they might otherwise be unaware of will help to safeguard them and inform their decision making processes Eg. weather and suitable clothing, foods and ingredients, resources and toys, possible trips out and what organisational policy & procedures you might need to refer to. Negotiation to work through conflicting ideas is a possible and explaining the boundaries or restrictions of a setting is another.
unit SHC 31 explores communication in a seetting and ways of expressing needs, it'll help with criteria 2.2, 2.4 & 2.5
Unit SCMP 1 on OCR
Level 3 handbooks on amazon
For older children and personal development it'll also help to know about SMART & SWOT methods of setting identifying, setting and examining goals.
I hope this helps, best wishes for your visit & PD xx
scmp 1
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