Modern Beliefs and Religion Essay

Children argon influenced by the environment that they argon subjected to. It is the responsibility of practicians and other adults who are in contact with clawren to view that they are presented with positive ideas and images in target to support their moral and spiritual ripening.Task 1A babes spiritual explicatement take ons the development of their sense of self, their potential, their understanding of their strengths and weaknesses, and their motivation to achieve. Their moral development involves children gaining an understanding of the difference between mighty and wrong, a concern for others and the will to do what is right. They begin to be able to reflect on the consequences of their actions and match how to forgive others and themselves. Moral and spiritual development is taught through all in all subjects of the curriculum and in particular RE and PSHE. Early years care practitioners help to support childrens moral and spiritual development passim their ahead of era development stages.Practitioners help to do this by using inclusion, this is where they provide children with the opportunity to learn and develop through activities and other types of school work. However, the practitioners whitethorn need to amend activities to meet all the different childrens needs and requirements e.g. a child with special educational needs may need work sheets in a certain font size to enable them to shoot it with ease. A nonher way in which practitioners may help to meet each childs aims is to provide ability appropriate activities. It is important for previous(predicate) years practitioners to do this as the children will then realise that allone can join in activities up to now if they have specific needs. This will result in the children feeling valued and building on their self-esteem.An early years practitioners should behave morally correct for the children to follow and look up to as a consumption model/example as children imitate and lear n behaviour from others who are remarkable to them. To support childrens moral and spiritual development it is essential for the early years practitioner to praise and encourage childrens healthy behaviour. Practitioners should encourage children to tell the truth, keep promises, respect others, care for the slight fortunate, and to accept responsibility for their induce actions. Behaviour like bullying, lying, cruelty, irresponsibility, and selfishness should be expressed to the children as morally wrong, and it could trouble oneself or hurt other individuals. How care practitioners support moral and spiritual development throughThe erudition environmentThe school, but mainly the classroom provides a suitable environment for promoting and supporting moral and spiritual development. Children learn to lead, use their initiative, and become disciplined through learning what is right and wrong. It will help to construct positive personal relationships between children and adults, and they should be encouraged based on the value of and respect for every individual. The learning environment will help the children to be knowledgeable close to the different celebrations that take short letter in a divers(prenominal) society e.g. Diwali, Christmas, easterly and so on.SensitivityPractitioners should emphasis to children that they should values themselves and others as everyone has a place and a role within society. Also, the preparation for life within a diverse society should be included into the childrens teaching to ensure they are aware that there are many different cultures and beliefs living in one society. Another role the practitioners need to take is to ensure children are aware of the role of the family in society. Inclusive behaviourThis involved promoting values, for example, explaining to the children that they should tell the truth and not lie to other children or adults. With this children should respect others and treat people the way in which they want to be treated. Practitioners should include all children within the day to day activities and plan for those with extra specific needs. Considering spirituality even without a structured belief system Children should be able to explore their own beliefs and think round what they may belief without the practitioners putting bias views on them. Practitioners should encourage children to look more deeply into their own belief and explain it is okay to have a different belief compared to their other peers.Task 2Early year Practitioners must make sure that they are keeping each individual reliable so that they dont victimize any child in the setting regarding their religion or beliefs or any other structure in their life such as culture as this will destroy the childs self-esteem or may begin to lose their beliefs. At side each practitioner values each child to making sure that that they are not picking on any child because of their religion or beliefs. Practitioners must m ake sure that they include all children to the activities making sure that the children are in a diverse atmosphere at all times so the children will be able to follow their beliefs.The practitioners should set up activities that relate to a religion introducing the children to different religious celebrations etc. so that the Children would be aware of other religions around them. Practitioners should read books that include different religions for the children to gain more knowledge about there and other religions. At placement spiritual development is promoted as we have many books about religious celebrations such as Christmas, Ramadan, Easter and many more. This teaches the children to respect other beliefs as they are aware of other religious festivals.At early years settings practitioners must persuade children to tell the truth and also telling them what will happen if they were to be lying to one of the practitioners. For the practitioners to be able to encourage children t o tell the truth practitioners should have activities like role play for the children to take part in as by this activity the practitioner can order of battle the children that it is bad to lie. Practitioners should also encourage discipline to children, such as if a child is doing the wrong social occasion such as ripping a book the practitioners that see it must talk to the child instantly and let them know that ripping a book is wrong and explain in detail for the child to understand.This way children learn from their mistakes what they did was wrong, by punishing the child for instance putting the child in time out will persuade them not to do it again. Care practitioners also need to teach children about valuing themselves and others around them. This will in return build an atmosphere in which peers respect one some other and also respect members of staff/adults. Practitioners can help children grasp a sense of valuing themselves by praiseful them if they have done someth ing good, for example, if the child helped to tidy up, or doing something extra than what they normally would do, then praising the child will make them feel good about themselves.The child will feel as though they have achieved something good and will therefore be happy with themselves. However, the practitioner may find it unvoiced to teach the children to value others around them as children find it difficult to empathize how others feel and respect others when they are young. This mainly comes with age, but a firm grounding from the practitioner will help. Teaching them things like the harsh saying of treat people how you want to be treated. When children have been unkind to one some other the practitioner may want to ask them questions like How would it make you feel if someone did that to you? This will vacate the children to begin to value others as they will realize that unkind actions may hurt or confuse others.