C5

[Guest]

Could someone please please help i am very stuck on c.5.5 pc 4

enable children to gain a positive self image, effective use of the local .community.

enabling children with more than one language gain a positive self image, and non-steotypical images ref disability.. how could i explain this ?

 

Also c.54 enable chioldren to regonise and their own feeling with children with more than one language /

 

please help .

 

Dan x

[AnonyMouse_4869]

hi dan, have you had a look at the guidance for this unit? i know it helped me out!

laura

[Guest]

Hi, wrote this a couple of years ago now so it may not help, take a look anyway x

 

Children are encouraged to be responsible, hanging up their coat themselves on their own peg, washing their hands after using the toilet and tidying up toys at home time along with helping to give out the snack at snack time and fetching the book for storytime. The children are allowed choices daily such as which activity they are going to do and which story shall we read. To develop self-esteem children need to feel a sense of having a recognised place in the world, which they belong to, a family, a heritage, a community and the universe. They need to have the opportunity to explore and celebrate these links. We demonstrate our values consciously in all we do and say, including respect for others and self-respect and books, games, posters and toys have an enormous influence (both positive and negative) on how children perceive themselves in their world. At the Nursery we take the time to listen, talk to and praise all the children to help develop their sense of being special, encouraging the children to express themselves freely and to take turns in listening. We continually plan and provide story books and a range of activities which celebrate uniqueness and difference and develop self-esteem and values, including non-stereotypical images relating to gender, disabilities, race and culture. Positive role models are frequently invited from the local community to talk to the children, such as female firefighters, dentists and doctors from various cultures and access is available to community groups where different roles and lifestyles can be explored, e.g. Demonstrations of Signing

 

Communication between parents and staff is the key to making sure each child settles well and is happy. When a child starts at the nursery a member of staff will talk to the child and the parents about the child’s ethnic, religious and cultural heritage and experiences at home using Mr and Mrs and their surname when addressing them unless they specify an alternative mode of address. Staff will use this information when planning and carrying out activities within the nursery to ensure that familiar experiences are used as starting points for learning. Through liasing with a child’s parents and obtaining as much information as possible we have discovered that a child in the nursery is a Vegetarian (inform all staff and cook), also uses English as a second language and has not experienced previous care outside the home. This information is written in his notes. It would be helpful to request a list of English words that the child knows and uses frequently for familiar items and activities from his parent. Learning some words in a child’s home language can aid us when building relationships with the child and his parents.

 

When speaking with a child with English as a second language, we keep speech and language simple, not offering too many choices so not to confuse them, listening carefully to their needs and positively encouraging them to communicate through speech or body language to develop the child’s self reliance, though we must always remember not to assume, a child may be fluent in two languages.