Your child s well-being, learning and development

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1 For parents children starting or who are in a nursery Århus Kommune Børn og Unge Your child s well-being, learning and development Engelsk, English Status and development meeting regarding children who are 9-14 months old

2 Children in a family day care and in a nursery Children in a family day care and in a nursery You are invited to a meeting regarding your child s well-being, learning and development. The meeting is optional and will typically last minutes. The purpose is to discuss what is most important to both parents and staff and the basis for the conversation will be that some things are the same for all children and some things are different. The meeting will end in a decision regarding who will be doing what things to support the child in the best way possible. Themes of the meeting The meeting will revolve around the following six themes: social abilities language development cultural ways of expression and values versatile personal development body and movement nature and natural phenomena A theme will contain three pedagogical learning goals which describe what the staff is working on achieving in their pedagogical approach. For every learning goal, there are indicators of where the child is in its development. The indicators are seen in bodily expressions, actions and linguistic expressions. Both you and the staff can naturally include other indicators. You will be evaluating the child s well-being, learning and development towards the learning goals by applying one of the following four phases: not means that the child cannot master the learning goal or active support and from another person. The child exhibits a very limited active interest and leaves the initiative to another or gives up because it is unable. from another person means that the child is critically dependent on somebody s. This could be another child or an adult guiding, holding, supporting, inspiring or actively helping. means that the child by its efforts is way to reach the learning goal. The child is practicing and does not need from others. means that the child masters the learning goal well. 2

3 1. Social abilities The child is practicing social abilities when cooperating, playing and handling the social playing rules. The child is building and strengthening its social abilities others when exploring the community. Within the friendships, the child feels what it means to be others and the child learns to assume social responsibility. The goal is for the child to develop the abilities to not The goals can be noticed in many ways, among others when the child be attached and handle separation waives, smiles or cries when parents leave and come back wants to be on somebody s lap, be comforted and snuggle leaves and returns to adults it knows frequently be part of a community looks at what others look at and what they are doing copies other s actions initiates contact others communicate feelings provides a response using different facial expressions provides a response using different body positions and movement provides a response to others using sounds, laughter, crying 3

4 2. Language development (both mother tongue and Danish) The child communicates sound, facial expressions and words. The child thinks and regulates its behavior by language and develops a conscious relationship to the world around it. The child strengthens its ability to think in abstract ways by using language The goal is for the child to develop the abilities to not The goals can be noticed in many ways, among others when the child establish linguistic contact points, reaches and pushes its way forward laughs, claps and makes sounds and single words gives and takes objects communicate other people it knows is in a dialogue others by sounds and words moves the head when saying yes and no provides responses to body expressions and intonation handle the form of the language makes short similar coherent sounds and single words copies the melody of the language in what it hears provides a response to typical words and expressions from the everyday routine 4

5 3. Cultural ways of expression and values The children s culture consists of games, stories, songs, drawings, rhymes, nursery rhymes, riddles and jokes which are all different types of expression. Children often create their special cultural expressions as part of a community others. Children will also help each other answer questions as for instance How you are friends and not getting along or What is right and wrong? The goal is for the child to develop the abilities to not The goals can be noticed in many ways, among others when the child participate in cultural activities reaches, looks and points when being read to moves its body to music and songs looks at and mimics other children s movements 5

6 4. Versatile personal development The child is inquisitive about what is happening around it and demonstrates that it wants to be seen as the person it is. The child seeks recognition, reflects itself in and tests itself by letting it be kn what it likes and dislikes. The child feels what it wants to do, what is good for it and protects itself by setting boundaries. The goal is for the child to develop the abilities to not The goals can be noticed in many ways, among others when the child have empathy for others repeats sounds, movement and facial expressions when sh by others smiles and makes sounds at its reflection moves towards or reaches for others assume the initiative makes eye contact responds to contact reaches out its hands be physically robust looks, reaches out, pushes away when presented a new stimulus tries multiple times crawls or moves their bottom towards new surroundings 6

7 5. Body and movement The child s senses and motor skills are active. This creates the foundation for being healthy and robust. The child creates its experiences, knowledge and communication through its body. The child learns and develops especially in terms of motor skills and the development of senses and movement when it is physically active and pays attention and practices its movements. The goal is for the child to develop the abilities to not The goals can be noticed in many ways, among others when the child To participate in everyday routines moves its body in accordance what is happening smiles or cries from kn smells, sounds and body language chuckles at surprises and expresses protest sounds as a rejection to use its senses laughs when the body is moved provides responses by facial expressions or sounds to impressions that are visual, make noise, smell, can be felt or tasted laughs at physical contact. Cries at bodily strain Have control of the basic movements can stand up and carry its weight can walk when supported, push its way forward or crawl can sit up out support and stop a fall its hands when tilting to the side 7

8 6. Nature and natural phenomena The child s experiences and explorations in nature are dominated by play both bodily and sensory. When the child senses the shifting seasons and looks at the animal and plants, the child will experience how nature works. The child uses its senses in nature. The goal is for the child to develop the abilities to not The goals can be noticed in many ways, among others when the child receive experiences in nature looks at and turns its body towards sounds and phenomena in nature smiles and reaches out. Cries and covers its face its hands sees, listens, smells, tastes and touches 8

9 Dialogue wheel the child s resources, skills and development directions be part of a community communicate feelings be attached and handle separation establish linguistic contact communicate other people it knows receive experiences in nature handle the form of the language Have control of the basic movements participate in cultural activities to use its senses To participate in everyday routines have empathy for others be physically robust assume the initiative Social abilities Language development Cultural ways of expression and values Versatile personal development Body and movement Nature and natural phenomena The check marks from the previous pages are transferred by filling in the fields on the dialogue wheel starting from the middle moving out towards the edge in the following manner: Innermost field: cannot Next field: Next field: Outer field: can can can 9

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