Every child is born unique; they have their own characteristics, personalities and interest. They developes at different rates, but do follow an identical development routine, i. e. one young child may begin to walk 9 months whereas another child might not exactly get started to walk until they are really 17-18 weeks.
There may be many factors that also come into the equation when a child is developing, i. e. If a child is born early or at term, if the child has any special educational needs or other disabilities which a kid needs extra support for, weather there has been any long or short term illness, and the surroundings that the child is in, this consists of the Childs cultural environment, also stress.
A Childs expansion and development is inspired by their learning and their affected by people and the surroundings around them. The EYFS report Development matters show the four styles that the Eyfs underpin all advice, these are:- A unique child + positive human relationships + enabling environments = learning and advancements.
When planning for a child it is advisable to get all the information on the child as is possible, ask parents for information, as they are placing their most cherished procession in the security of your good care. Take notice of the childs free play to find out their desires, dislikes, advantages weaknesses, where you can support the kid in their learning and environment. Anylise your finding using the four themes, principles and practice from the Development matters document. This helps to learn where a child is on the learning path, consider ways to fortify their current learning development, showing assistance from positive associations and enabling environments to be able to plan for the Childs learning and trends to match their needs. Being a practioner you will get to learn each of your key children and can find different ways to work with the child alongside their planning. By following planning, observations, evaluation triangles you gain knowledge of the Childs real stage of development, their interest and their unique needs, it will stop the you from planning activates and resources that may be too much or possible for the child, or that the child does not find interesting. Activities that are too much can negatively have an effect on their self confidence and self-confidence, as they'll not feel in a position to get it done. Activities that are too easy won't keep their attention and they'll weary quickly.
By doing the observation, analysing and planning triangle it can help constantly review the Childs progress and share with the parents as required by the EYSF at two points, the leading areas between 24 and thirty six months of age and at the end of the EYFS in the EYFS profiles.
The EYFS reduces the regions of learning into perfect areas and specific areas,
Prime areas are key, work together, and undertake to aid development in all other areas
Personal, public and mental development
Communication and language
Specific areas include essential skills and knowledge for children to take part successfully in society
Understanding the world
Expressive arts and design
When planning activities you need to ensure that you are meeting all the children's individual needs and requirements therefore the children are treated equally. Adding into practice the equal opportunities which are essential.
Equality, the practice of dealing with every on equally
Diversity the practice of recognising and valuing specific characteristics and differences
Inclusion an approach that makes sure that all children can take part to a full extent of their environment.
A worldwide file that governs similar opportunities for many children is "The National Convention on the Right of the Child" this record describes all basic human rights that all children have entitlement to. All early years arranging practitoners must follow this convention and empower the kids in their care and attention.
The world made a guarantee to children almost 25 years back "that we would do every in or capacity to protect and promote their to survive and thieve, to learn and increase, to make their voices heard and reach their full potential. "
The convention defines a child as a person below the age of 18, unless the laws of a particular countries has set the legal years for adulthood young.
Young children often don't realise they have rights so it is up to people to be sure that they know that they are doing, one of the privileges relevant is the befitting all children to possess their views and viewpoints paid attention to and their best interest at heart.
The EYSF requires all establishing providers to get implemented an insurance plan and procedures to promote the equality of opportunity of children in their treatment, and show support for children with special educational needs and disabilities. This coverage also needs to cover how the individual needs of all children will be attained.
All staff must have read and have knowledge of their settings similar opportunities polices. All children should get the same matter and attention rather than all treated exactly like this can be discriminating against them. A setting up and their staff should offer an inclusive environment as this will issue discrimination which can only help to build a positive environment where children and their own families will feel well known and respected, making them want to come back.
The equality function 2010 changed all existing equality legislations and it is set up protect people from discrimination. If children are discriminated against it can get them to withdrawn and could have an impact on their development by creating delays. There are various ways that children could discriminate against, a few of these are because of their gender, social course, physical appearance, competition and culture, it'll lower their self-confidence and confidence and they'll commence to question their values. You need to treat everyone the same whatever their gender culture etc. This does indeed not just connect with the children but to their families too. Any one working with children has to issue their own views and values and not show any prejudices to the children or their families so they want to go back to the setting. To make a setting welcoming to children and their families welcome signs should maintain multiple languages, personnel must have a teeth and a confident greeting when children and their families enter the setting up, this creates a happy environment, learning a few words in the children's own terminology helps build strong associations.
Support children in their own selections, when it comes to ethnic /religious special event these should maintain place whether a child of that religious beliefs / culture is in the environment or not, ask for folks that are from that culture or religion to come in and help promote to an increased standard so that the children get a fuller picture of the culture / faith or festival.
Help children to feel they will come and speak, encourage children to generate on their unique figure and feel comfortable in themselves, aiding them feel positive about their qualifications which in turn can help them gain emotional well-being. By promoting good diversity children could be more accepting of other who are different from themselves.
Children trust the people that take care of those to keep them safe and love them as do their parents as they are giving their most precious prize possession to look after and keep safe and happy. part of looking after a unique child is promoting their well-being, making them feel safe and sound in their environment. Key personnel are crucial as a first point of contact for the initial child and their family. The main element employee spends time on a one to one with the kid learning the needs of the kid supporting them as they figure out how to spend some time without their parents, and learning all about their interest, the key staff member also helps support the parent in talking to them about the exercises and likes and dislikes and looking to follow them. Setting up have to be set out for the children's era and developmental stage, ensuring the environment is suitable and safe for the kids. Staffs ratios are a legal requirement, in the age group 0-24 a few months the ratios are one employee to every three children, from 24-36 months the ratio is one employee four children and from 36-60 the children are more indie and have a better knowledge of their own basic safety therefore the ration is one staff member to eight children, at this years children should get rules, restrictions and activities that get the kids to listen. Road safety Stanger danger understanding to personal protection should also be introduced at this age.
As children develop they could be given the opportunity to learn about keeping safe themselves, encourage the kid in making decisions give the child the power to say no if don't want to become listed on in. Promoting freedom can be an important part of growing and learning and becoming a unique child. And environment should be lay out within an appropriate manner for the kid. I. e a kid of 0-12 weeks will require the gadgets in reach to allow them to selected themselves as they become mobile the environment should be set out so resources are in the child's level and they can get them easily. A choice of healthy treat should be offered, from 12-24 calendar months the surroundings should be accessible to the kid and they should be voicing viewpoints that ought to be listened too, from 24-36 calendar months children should be choosing what they want to play with, communicating is getting better and children should be having their ideas asked and paid attention to they must be carrying on to help setup and tidy away to promote independence and help with children pursuing rules and limitations. From 36-60 a few months children should enjoying independent choices they should be involved in the setting using and communicating, ask the children what they would like to play with involving them in aiming their environment, at exactly the same time setting boundaries.
Setting should following the children's take action 1989 which stimulates empowerment for children, making sure that they are involved in decisions that make a difference their health. Making sure that the children's feelings and views are paid attention to, ensuring specific needs for the kids and young families are found, that children have their contest, culture, terminology and religious beliefs are appreciated and reputed and making sure that the well-being is of paramount importance.
By using many of these when working with children you come to discover that all children are unique and by getting together with all of their individual needs you are making sure that they are really in a happy protected climate where they can develop and find out at their own speed sense confident at doing this with the all the love support and resources that they have to do it.
By meeting the initial Childs individual needs will help the kid in five of the "Every Child Things" outcomes. In being safe, being healthy, enjoying and getting, making positive contributions and achieving economical well-being.