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QUALITY

Meeting Specific Needs in Lessons for Children

Assessment 1

When planning lessons and activities for children we must ensure that all individual needs are found. To have the ability to do this first of all we have to check out factors which may have an impact on their development or needs.

Affecting factors can include stress, disability, health problems, birth defects or home environment. It will be the role of the child's key worker to evaluate individual children and examine their needs and help them conquer or solve any issues which may be influencing their development or development. These observations are best done during the child's leisure time when they are more peaceful and not feeling pressured. We can learn a whole lot when a child does a task they enjoy or are playing. Once our observations have been made we can use our findings to plan future activities. Individual observations and assessments have to be made for each child as development varies in all children.

Activities need to be based on what the child is able to achieve and should not be too hard to allow them to complete as they will feel pressured and it may affect their self-assurance. We must also make sure that the activities are not too easy as the child won't feel fully stimulated and could become tired. Using activities founded around a child's loves or interests is a great way to get them interested and involved.

Differentiation must be utilized when looking to meet specific needs, including specialist equipment when needed, visible aids, adult interaction and learning products when conducting an organization activity will ensure that of the kids can be included. Using differentiation will also ensure that all children can meet the overall goal of the group process despite this being done in different ways.

When planning for specific needs of children we must make sure we are the practice of identical opportunities. The United Nations Convention on the Privileges of the kid talk about 'All children have to have their views and viewpoints listened to. ' By making sure we take this into consideration we can work with the kid and plan activities predicated on things they enjoy you need to include their own culture or beliefs. The individual academic institutions 'Equal Opportunities Plan' must be read and followed to make sure all children and their own families feel included, it will also help the children to refine their own identities.

If we follow every one of the above programs and ensure that each child is singularly evaluated then we can make sure that they are attaining all their goals and goals and are completely happy and stimulated in the responsibilities they are commencing, this will also aid the development and growth of the child both independently and within an organization.

As well as ensuring all children's individual needs are attained we must also ensure that we aren't discriminating against any of our children. Discrimination occurs when an individual or band of children are treated less favourably than others. This can be due to gender, disabilities, faith, race, culture, appearance or even sociable class. If a child does feel discriminated against then this may cause them becoming withdrawn and it could cause development delays. According to the Development Issues in the Early Years Foundation Stage (EYFS) '. . . children have the right, spelled out in the United Nations Convention on the Protection under the law of a kid, to procedures which enable them to develop their personalities, talents and abilities regardless of ethnicity, culture or religious beliefs, home terminology, family qualifications, learning difficulties, disability or gender. ' (EYFS)

There are several ways in which we can ensure that were including all children in all of your activities and the first rung on the ladder in doing this would be to read through the Equality Action 2010. This work defends children from discrimination through their college life up to the age of eighteen. The Function expresses '. . . . it is unlawful for a university to discriminate against a pupil or possible pupil by treating them less favourably. . . ' (Equality Act 2010). This Work changed nine major Functions of Parliament and almost one hundred sets of restrictions. The Act addresses all classes in Britain and Wales and academic institutions handled by Education Government bodies in Scotland. Whilst reading through the Take action we learn far more about how precisely equality can be given in institutions and a far more defined description in regards to what counts as equality.

As well as making ourselves experienced in this Act there's also several things that people can introduce in to the school and class setting. Welcome indicators in a number of languages and not just English would be a good plan as it shows before entering the school that all nationalities are welcome. The training of spoken greetings for different nationalities would also make the institution and staff run into as more friendly and approachable.

Different ethnicities and faiths commemorate all different festivals and celebrations throughout the year and by doing whole class projects on these we'd not only be benefiting the average person students from the religions but we'd also be educating the complete class. The inclusion of gadgets and video games from throughout the world is another great way to teach about various ways of life.

We must also make sure when planning lessons and activities that we include subject areas which don't just discuss our very own beliefs and preferences as this too would be portrayed to be prejudice to people students whose values were different. Relating to Albert Bandura '. . . behaviour is discovered from the environment through the procedure of observational learning. ' (Albert Bandura 1977). Therefore if we as key staff are seen to be exhibiting and checking out new and different cultures and means of playing then it will encourage the kids to explore these too.

The addition of disabled children must also be looked at when planning and we must make sure that the correct provisions are in place, such as ramps for wheelchair users and items such as large print out cards and linens for those visually impaired children, aesthetic products and picture cards must also be accessible for those children with non verbal communication. If we can follow the guidelines which our specific academic institutions have as well as the Equality Work 2010, good sense too, then we have to be educated in the planning of our own lessons and activities to ensure all children are included at all times.

All activity planning must be done to ensure every one of the individual needs of the kids are found. To have the ability to do this effectively we firstly need to look at the age groups of the children we will work with. The age range will fall into the categories of, delivery - twelve months, 12-24 a few months, 24-36 a few months and 36-60 months. Once we have identified the correct age bracket we can think about our activities, whilst we could doing this we must also ensure that we are giving selections to the children as this will help using their decision making and self confidence.

For the birth-12 month age group where the child is not mobile, positioning a selection of toys of their reach is the best solution. For 12-24 weeks when the children are starting to walk and discuss we can place different game titles and tasks surrounding the setting and communicate with them and give them a selection of what they would like to do. Again this is used for the next 2 age mounting brackets but we can grow onto it by asking them to choose, unpack and tidy away their own activities as this will extend them and promote more independence.

Whilst we do have these years brackets as a guide we must understand that children will establish at their own pace and might not exactly always fall into the set suggestions. Therefore we must assess every individual child and ensure that they are given suitable jobs with they'll be in a position to complete either separately or with a little guidance and help. The child must never feel overcome by the duty or activity as this will affect their confidence. We're able to also again use differentiation for this.

Communication will form a sizable part in making sure individual needs are found even as we can speak to the children and have if they're enjoying what they are doing and also finding out what their needs and wants are can help when planning future activities. Using communication to aid our planning will also advantage any disabled children as we are able to discuss with them ways that they feel we're able to make activities easier and more enjoyable for the kids so their individual needs are also achieved.

It is of paramount importance that people fully meet the individual needs of the children in order to gain further knowledge and skills which will help them develop and develop.

Within early on year's settings we should make sure that we promote the children's physical and mental physical condition, there are several ways that this is done. Firstly we need to look at security, not merely the part of keeping the kid safe and from danger but making them feel safe in their new environment and with being segregated off their parents. The child's key employee will maintain charge of this. The key staff member will have to build a good and trusting relationship with the child so they feel safe in their care and attention. Dealing with parents on this would be very beneficial to make the changeover and separation easier. Finding out needs and wants of a child will also improve learning them as individuals and help build up a good romantic relationship.

Safety must cover keeping the kid safe within the setting and away from harm. The key worker will need to ensure all years appropriate playthings and games are being used at all times to reduce problems such as choking hazards.

When we go through the physical wellbeing of the early year's children we should also look at the key staff member to child proportion to be sure the child gets the right amount of attention. Whilst the children are under 24 months we must ensure that the ratio is one key employee to three children, this is because of them having no sense of danger and necessitating extra care and attention and observing. As the children get older and even more mobile the proportion reduces, at 24-36 months there is merely one key employee required for four children, it is because the children are becoming more 3rd party. At 36-60 weeks the kids are much more independent and know about danger and dangers.

Emotional wellbeing can be marketed in these early years in different ways. One of the biggest things we can do is to permit the kid to make selections and decisions for themselves. Using a selection of video games and letting them pick their own is a superb way to do this, also allowing an option as it pertains to snack time is beneficial as it helps bring about self-reliance and decision making skills that they will need in later life. We must also supply the children the right to say 'no' to certain things as this will enable them and enable them to be more resilient individuals.

Other ways we can promote the physical and emotional well being of most children include introducing protection lessons and talks. Lessons such as kitchen and bathroom protection are important. Teaching about road basic safety and 'stranger threat' and appropriate and inappropriate ways of touching and talking to each other will also be very beneficial.

If we execute and promote all the above to our early on year's children they will have a good, strong and sound foundation which can only help them greatly in later life.

References:-

  • Albert Bandura (1977)
  • Early Years Base Stage (EYFS) (2012)
  • Equality Work (2010)
  • The Children's Work (1989)
  • The United Nations Convention on the Privileges of the Children
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