Reflect on own role in relation to the provision for promoting the personal, social and emotional development of children in own setting

Qualification: NCFE CACHE Level 3 Diploma for the Early Years Educator
Unit: Unit 3.12: Promote the personal, social and emotional development of children
Learning outcome: Be able to implement an opportunity which promotes the personal, social and emotional development of children
Assessment criteria: Reflect on own role in relation to the provision for promoting the personal, social and emotional development of children in own setting

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As an early years practitioner responsible for the care and development of young children, it is important to reflect on my role in relation to the provision for promoting the personal, social, and emotional development of children in my own setting. This reflection requires thought and consideration with regards to how I interact with the children and their families, as well as what activities I provide that promote a positive learning environment.

The first thing I must consider when reflecting upon my role is how I interact with the children. It is important that I create a safe and supportive learning environment where each child feels valued and respected. To do this, I must be aware of my own body language when speaking to a child; maintaining eye contact shows that they are being listened to while also providing them with a sense of security. Additionally, I strive to use language which is appropriate for the age group that I am working with; this helps ensure that all instructions are clear and concise so that each child can understand them. By creating a safe atmosphere where children feel comfortable enough to express themselves freely, they can build their self-confidence whilst also developing their communication skills.

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When it comes to activities which promote personal, social, and emotional development in an early years setting, there are many options available depending on the age group being catered for. For younger age groups such as babies and toddlers, activities such as singing songs or playing games that involve movement or pretending can help encourage early physical development along with developing social skills like turn taking or sharing toys. For older preschoolers story time is a great activity for encouraging language development through discussion about plot points or character traits whilst also teaching about empathy by exploring feelings expressed within stories. Games involving problem solving within set rules are also beneficial for helping develop life skills such as compromising or understanding consequences. These activities provide an opportunity for children to learn more about themselves while engaging in meaningful play activities which give them a sense of accomplishment when they complete tasks successfully.

In conclusion, reflecting on my role in relation to the provision for promoting personal, social, and emotional development of children allows me to identify areas where improvement may be needed or recognize strengths which can be built upon further. Being aware of how best practice can be applied allows me to create an environment which provides opportunities for growth both mentally and physically so that each child has an enjoyable experience during their time at my setting. Overall this leads towards ensuring positive outcomes both now and into future stages of education or work life experiences by providing a strong foundation from which these skills may continue to develop further throughout their lives.

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