Guest Posted October 6, 2009 Share Posted October 6, 2009 Having just been into my baby room and observed the children having a great time with water play I did comment that they haven't got aprons on. The NN in there who is lovely said "oh I forgot sorry". Also in the past I have had to "teach" new members of staff how to do something as basic as reading a story to a small group This got me thinking about what I would like to see taught at college or on the NVQ. Having worked as a full time Assessor I know what the learners need to do, but basic things such as remembering aprons, how to read a story, how to talk to children, etc. seem to be overlooked. I know they should learn this "on the job" but sometimes unless things are pointed out to them or shown them in black and white, I do find some staff dont have a clue. So in an ideal world what would you like learners to be taught or taught how to do at college??!! Should be an interesting topic!! Link to comment Share on other sites More sharing options...
Guest Posted October 6, 2009 Share Posted October 6, 2009 NOSE WIPING! - an essential skill for anyone working in Early Years Nona Link to comment Share on other sites More sharing options...
Guest Posted October 6, 2009 Share Posted October 6, 2009 A professional approach - I know the pay is low but it annoys me to see staff gossiping and chatting at the start of the day when they should be welcoming the children. Link to comment Share on other sites More sharing options...
sunnyday Posted October 6, 2009 Share Posted October 6, 2009 Easy - a sound knowledge of child development....... Link to comment Share on other sites More sharing options...
Scarlettangel Posted October 6, 2009 Share Posted October 6, 2009 I am just wondering....... was wearing an apron SO important if the children were busy and happy???!!!! Link to comment Share on other sites More sharing options...
Guest Posted October 6, 2009 Share Posted October 6, 2009 Getting them to check when a child has pooed instead of walking around saying "someone smells like they had pooed" ect... just look ok!!!!!!!!!! Link to comment Share on other sites More sharing options...
Guest Posted October 6, 2009 Share Posted October 6, 2009 No, of course the apron wasn't as important as the children enjoying themselves which is why they carried on playing!!! But sometimes a reminder is needed for next time!! But the scenario did get me thinking, hence this thread!!! Link to comment Share on other sites More sharing options...
Beau Posted October 6, 2009 Share Posted October 6, 2009 Don't flog a dead horse! If an activities clearly not working then quickly wrap it up and move on. Link to comment Share on other sites More sharing options...
sunnyday Posted October 6, 2009 Share Posted October 6, 2009 Ah - I'm back.......the ability to read 'upside down' thus enabling you to hold the book so that the children can see the pictures!!! Don't start reading a story to the children until you have read it yourself!!! Don't say - "this is my favourite book" and proceed to read it - when the children are not the slightest bit interested! (Have you picked up the fact that I have an axe to grind here!!!) Link to comment Share on other sites More sharing options...
Chill Posted October 6, 2009 Share Posted October 6, 2009 Awareness!!! of children of staff of parents of environment or to put it another way constant enthusiasm for the profession you have chosen and the impact you have on those around you. Link to comment Share on other sites More sharing options...
Guest Posted October 6, 2009 Share Posted October 6, 2009 Common Sense, the ability to actually think about what is the child getting out of this, what's it like to be a child here if its not acceptable for you as an adult then why is it ok for the children try an activity yourself before doing it with the children etc etc etc!!!! Link to comment Share on other sites More sharing options...
Guest Posted October 6, 2009 Share Posted October 6, 2009 It's ok for a child to 'just be' DON'T LABEL..............children that is (not displays), remember that paper labels have sticky backs, give a child a label and it will stick too, and soon the child will become his/her label. Childrens moods are the product of adults around them, thus their behaviour too. Don't underestimate a childs ability to think for him/herself, to problem solve, to learn. I would estimate that 20 adult directions equates to just one active experience in terms of enabling learning. ( I may have underestimated the number of adult directions here ) Try to emulate the work colleague you admire, be humble enough to listen and learn from them, then strive to be as good if not better than them. Management / workforce- Don't try to change things that you can't, work the best you can with them, but know that if and when you do earn the position to be able to make changes, remember the things you once wanted to change and more importantly why. (this could be day to day stuff or national government policy) In the eyes of the children their parents are their be all and end all, the most important person in their life, respect this and therefore respect parents. (don't give this just lip service) The relationship with the child should grow from unconditional care/love, remembering that they are the product of mainly nurture compared to nature. (I believe). If it feels wrong, don't do it, but be kind to yourself and understand that you are only human. Positive thinking equals positive results. INITIATIVE (Not sure if this can be taught on a course ) If you don't know, try asking yourself the question first before asking anyone else to think for you, if you're still not sure, then ask. Don't wait to be asked/directed, just do. Take time to observe, but at an appropriatte time. DON'T TALK, CHAT, MOVE FURNITURE, OR INTERUPT when someone else is reading a story. (preferably, sit with the children, the washing up can wait) Talk to the children about the story ten, twenty, thirty minutes after it's finished. SMILE Get down on floor level. Run, skip, jump, laugh, have fun. You are lucky to have these children in your daily working life, not the other way around. Be proud and happy when the children move on (to school, next room, other transitions), not sad and clingy. Be proud that you have helped prepare them for the natural transitions we all face in life. I could go on..................................................................... Peggy Link to comment Share on other sites More sharing options...
Guest Posted October 6, 2009 Share Posted October 6, 2009 wow good reply peggy! Link to comment Share on other sites More sharing options...
catma Posted October 6, 2009 Share Posted October 6, 2009 Remember the organisation of the setting is for the child's benefit - not yours. Cx Link to comment Share on other sites More sharing options...
Guest Posted October 6, 2009 Share Posted October 6, 2009 ENJOY THE CHILDREN! - if you don't, you're in the wrong job! It still seems that childcare is considered an "easy option" when careers are discussed with 14 year olds Little do they know................. Nona Link to comment Share on other sites More sharing options...
Guest Posted October 6, 2009 Share Posted October 6, 2009 maybe we should get in touch with Cache, C&G, EDEXCEL etc and give them a few hints, tips and pointers!!!! Link to comment Share on other sites More sharing options...
Guest Posted October 7, 2009 Share Posted October 7, 2009 getting down on the childrens level at all times when speaking and listening, letting children speak more than the adult what worries me with this training is that if they are doing the core training in a setting then the student is only going to be a good as the setting we are a good setting and i much prefer my girls to train at college getting hands on in their work place but at college they are able to mix discuss issues other practices good or bad thoughts please Link to comment Share on other sites More sharing options...
Buttercup Posted October 7, 2009 Share Posted October 7, 2009 just a few years ago or maybe a few more when i did my nneb we did 6 days at college and 4 days in placement. at college we spent all day doing things like setting up a water play activity and discussing what the children would get out of it and then had to observe children using it in the setting. the old days (makes me sound ancient) were definatly more play based. Link to comment Share on other sites More sharing options...
thumperrabbit Posted October 7, 2009 Share Posted October 7, 2009 what worries me with this training is that if they are doing the core training in a setting then the student is only going to be a good as the setting we are a good setting and i much prefer my girls to train at college getting hands on in their work place but at college they are able to mix discuss issues other practices good or bad thoughts please I often thought about this when doing my NVQ a few years ago - we weren't taught how to do anything and was told that's not the point of an NVQ that you do what your setting tells you to do. How do you know what they tell you to do is right?! I must admit now, I don't really rate NVQ as a good qualification, NNEB people seem to have had more thourogh training. Link to comment Share on other sites More sharing options...
Guest Posted October 7, 2009 Share Posted October 7, 2009 Exactly my point thumperrabbit it really is only good if the setting is good im an old NNEB and did 2 years training my girls doing a cache level3 at college has had some very good training and meeting others as i have said has been invaluable to her Link to comment Share on other sites More sharing options...
Recommended Posts