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Benefits For Children When Specific Needs Are Met

  • Rohan Dawson

All Children are individual, having different interests and learning in different ways. As practitioners, we must recognise this and modify so that children become happy and confident individuals who are prepared to learn.

Just as we all have our very own unique fingerprint; we also have our own unique personality and needs. The 'Development Issues in the first Years Foundation Level Document' shows that although there is an expected development range, because all children are unique, expected development age groups often overlap. The collection of development implies that children will establish skills in a particular order - learns to walk before they can bounce, but because the rate of development differs in every child, some children will learn skills sooner than others. It's impossible to say that by a certain years all children will meet certain criteria. We have to examine and understand each individual child.

Factors impacting on development can include:-

  • Family record - children have different degrees of connection, opportunities and experiences.
  • Illness - long stays on in medical center may affect cultural skills.
  • Disability - needing 1-1 support or special equipment to handle certain activities.

The 'Phillipines Multigrade Instructors Handbook' on the Unicef. org website defines the necessity of children

'Children are unique - no two will be the same. They need to be grasped by their parents and educators in their uniqueness and their personality must be well known. ' From the planning we do, each child will profit in their own way from these activities.

Planning an activity where all children must take part at the same level is only going to deter children from learning - it could be too problematic for some or too possible for others and neither child will enjoy taking part. A three time old who doesn't take a seat still will not learn if the game or activity is too long and they're expected to sit and listen closely for extended periods of time. Instead, by getting to know the kids and planning activities which are relevant, it will keep them involved and help them to attain their next steps.

As well as planning activities, we have to think about how we connect and guide them through the experience. By requesting questions dependent after their learning needs, the outcome is they have got all participated in the overall game and made steps towards their learning journey.

e. g a number activity - recognising and naming quantity 1-5

Some children can name some numbers. Others may be able to match lots. Children in the same group who already have this knowledge could be asked "can you find the number 1 more than/less than?"

The results is all of them are taking part and have a sense of accomplishment, but at their own level. Activities become significant to each young one and in turn they become successful and inclined learners.

Within Early on Years, children learn through play. A number of activities must be on offer. Some children are incredibly confident possessing a pencil and attracting detailed pictures. Others may attract a picture resembling a scribble in a little tray of fine sand using their finger but will be able to tell you what it is. Both activities are essential to that particular child. These children have had their needs fulfilled by being able to scribe their creativeness in various ways and can have a feeling of achievement so they can move onto the next stage.

Although practitioners can plan almost all of the activities within the surroundings, it's important to hear the children. What are they interested in? Can this be another subject for the Nursery or something to make that day? Whichever it is, by listening to their interests they will feel valued and will study from both your conversation and by other children becoming involved the play.

Treating children as unique individuals and building up positive, caring associations not only helps them to become willing learners, but also comfortable people throughout their lives. They'll feel that they are being paid attention to and you will be willing to have a go at jobs that are primarily challenging. They will become sociable and have positive relationships with the peers.

Describe How the Concepts of Anti-Discriminatory Practice can be Applied in Practice

Before we can practice an anti-discriminatory environment, we must understand what 'discrimination' means.

The Oxford Dictionary states:-

Discrimination - make or see a differentiation as a basis for unfair treatment.

Whatever our personal tips of view are, we should ensure they are not employed within the Nursery environment and we work towards all children sensing safe and sound.

Article 31 of the 'United Nations Convention on the Privileges of the Child' says

All children have the right to relax, play and to join in a wide range of activities

We must give all children the chance to be contained in all activities whatever their race, religion, potential and gender. They have to receive the support had a need to reach their full potential, whether this is providing special equipment or getting support to work at the activity target.

In practice making all children feel pleasant and valued can be carried out in several ways:-

  • Greet all children getting into the environment in a warm and friendly manner. Use their labels, ensuring the pronunciation of the name is appropriate.
  • Arrange the Nursery so that all areas are accessible to all or any the children. When a wheelchair is used, can the child manoeuvre themselves to access all the play and amenity areas?
  • Respect allergy issues. When planning for a baking/cooking activity, consider the elements being used to ensure people that have allergies can still participate. Also think about practicalities at snack/lunch time. Arrange tables differently so the risk of an allergic reaction taking place is minimalized. Get this to typical, even if the child is not there so that other children do not discriminate.
  • Celebrate all social events, not merely those of our own religion or religious beliefs of the institution. Eg. Diwali or their own way of celebrating birthdays. These should not simply be celebrated at the time the child is within Nursery but on a regular basis. Parents coming into the practice are a good way to train children about different religious events, attracting costumes/food and conversing about how precisely they commemorate and what this means to them.
  • Offering an array of toys and games and activities, pushing both genders to participate. Don't discriminate in case a boy wants to dress in girls dressing up or a girl wants to experiment with in what is mainly a boy's activity area.
  • All adults, whether staff or guests should be good role models, behaving in a professional manner to all children.

By carrying out all these techniques, children and family members from all strolls of life will feel welcome, valued and reputed, both inside the Nursery and within the institution community. Children will build positive interactions. It will help to stamp out discrimination as children will figure out how to value and understand one another.

Describe Why It Is Important to Plan Activities that meet the Specific Needs of Children

As all children are unique, we must support each child to attain their learning goal. To do this we need to follow the 'Observation, Planning, Analysis' pattern.

The very first thing to do is plan activities to help us to examine the children. Having a general theme within the environment, with plenty of activities for this theme helps us to comprehend where each young one is currently, in different areas of development.

Eg. The theme is 'Humpty Dumpty'. The activities and their evaluation results might include:-

  • Can they interact the rhyme? Or say the word at the end of each range?
  • Colouring mattress sheets - Just how do they contain the pencil and with how much control? Can they sketch Humpty Dumpty on top of the wall?
  • Cutting activities - lower about the brick or Humpty Dumpty to stay on the wall. Are they able to operate the scissors with good control?
  • Can they create a wall using bricks? Can they name the condition of the bricks and Humpty. Just how many bricks does they use to make the wall membrane?

As well as having a well planned theme to examine key areas, tons of play areas must be on offer eg. Water, sand, report and tinker table

This helps us to observe the kids in 'free play. ' Which area do they spend a lot of time in? Do they maneuver around Nursery individually or stay static in one area? Do they play on their own or initiate play with others? How do they play with the playthings? Because children are observed during free play, they don't know the examination is taking place and do not worry about the results.

By making observations in various ways we can evaluate their current knowledge, talents and how they play. We can understand their stage of development in different 'Early Years areas. '

  • Personal, Community and Emotional Development
  • Physical Development
  • Communication and Language
  • Literacy
  • Mathematics
  • Understanding the World
  • Expressive Arts and Design

Their 'individual next steps' may then be produced to help them develop new skills and achievements.

As the pattern starts off again, so does the look. Activities can be designed, which is often adapted so these are relevant to each individual. Planning also ensures the right equipment is available so that the children can take part. By using or leading an activity, we are helping the child to learn and meet their next level of development. Continual observations and assessments are made, ensuring they develop their learning and skills.

Explain how the Specialist can Promote Children's Physical and Psychological Wellbeing within the Early Years Setting

Within the first years establishing, children need to feel safe and secure. For some, they may never have been away from Mum or Daddy before and the original experience can be traumatic. Parents also have to know that their child's physical and psychological wellbeing is key to the experts.

A amount of strategies should be put set up:-

  • Each child to have a key worker. The kid will feel secure if indeed they have a familiar adult they can play and communicate with. The Key staff member will work 1-1 with the kid introducing those to new activities and activities, helping those to make choices, providing them with encouragement and compliment. A Keyworker is also very important to the family, as this is the first person they come into contact with and can reveal their child's knowledge, passions and concerns.
  • Helping children to understand their own thoughts and the ones of others. Talking about why they are feeling that they are.
  • Talking about the result their own activities have on others.
  • Giving space in the environment where children have the area to learn with the playthings and concentrate on activities.
  • Be good role models to create a calm and happy atmosphere, where other children are also happy in their play.
  • Encouraging children to take risks, which work for their get older. With support children will attempt new experiences.
  • Having rules and restrictions within Nursery. Children learn and feel safe when they recognize that rules are set up plus they understand the results if they are constantly not adhered to.
  • Making sure all toys and games are safe and in good repair.
  • Encourage physical play - playing outside, helping to tidy up, acting out nursery rhymes/songs.
  • Eating healthily - Offering fruits and milk/water for treat.

If we can take these things up to speed, each young one will develop to feel safe and happy.

'Supporting Every Child' section of the 'Every Child Matters' Document areas:-

All children possess the right to:-

  • Stay Safe
  • Be Healthy
  • Enjoy and Achieve
  • Make a positive contribution
  • Achieve economical well being

By treating each young one as a person, they not only become successful learners who want to work hard and achieve, nonetheless they may also be confident in their interactions, with individuals and their own peers. Whatever role they take, they'll feel valued and their full probable will have been reached.

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