A child-centered Approach
In order to maintain high standards in early years setting, the Child-Centered Approach enables a child to make choices and linkages among ideas that promote communication. According to the Child Development Center (2014), here, the instructors observe how children play and go along with their activities but do not direct it. This encourages children to exploit their creativity and also enhances their communication skills. As such, an indicator of this approach is the creativity that often manifests itself in the created works of structure and art that children engage in.Materials and equipment
Materials and equipment form a critical part of a child’s learning. It is through these materials and equipment that a child can engage in creativity work mentioned above (Head Start, 2014). Some of the quality indicators here include the presence of materials such as painting tools, drawing materials, crayons, smart boards, sand tables, equipped playgrounds and games items. It is through these materials and equipment that children are able to make discoveries about their world.Health and hygiene procedures and standards
Health and hygiene procedures are critical in the development of a child. They ensure that a child is in good health. This is indicated by a number of things. One, children always wash their hands after visiting the toilet and before and after they eat (Head Start, 2014). Children keep their uniforms and items neat and clean, and also engage in compound clean-ups where they collect and dispose of dirt in garbage bins.Relationships with parents and carers
The relationship between the staff and a child is critical. Teachers assume parental roles once they children step into the school compound and this calls for politeness and being nice to them (Chan, 2010). Teachers need to make friends with the children so that they can create an atmosphere that is at ease, which in turn enables children to feel free and do their best. Staff need to listen to the concerns of the children and provide direction. Systems of observations, assessment and record keeping
Systems of observations, assessment and record keeping help in tracking the progress of a child in the learning process (Bredekamp, 2014). Schools use continuous assessment tests, both theoretical and practical. The records of such assessments are kept to track the progress and improvement of the child over time.
References
Bredekamp, S. (2014) What Does Research Say about Early Childhood Education? Head Start, 2014. Retrieved on 07 June 2014 from http://eclkc.ohs.acf.hhs.gov/hslc/tta- system/teaching/eecd/curriculum/planning/edudev_art_00421_081806.html
Chan, M. (2010) Developing Inclusive Relationships Among Early Childhood Staff. Every Child Magazine, 2010; 16(1): 24.
Child Development Center. (2014) What do we Mean by Child Centered Approach? Retrieved on 07 June 2014 from https://www.iusb.edu/children/child_centered_link.php
Head Start. (2014) Child Health and Safety. Retrieved on 07 June 2014 from http://eclkc.ohs.acf.hhs.gov/hslc/standards/hspps/1304/1304.22%20child%20health%20a nd%20safety..htm
Head Start. (2014) Materials and Equipment. Retrieved on 07 June 2014 from http://eclkc.ohs.acf.hhs.gov/hslc/tta- system/teaching/eecd/learning%20environments/materials%20and%20equipment
Kids Matter. (2014) Growing Together in Relationships. Retrieved on 07 June 2014 from http://www.kidsmatter.edu.au/families/about-behaviour/getting-along/growing-together- relationships
