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The role of the practitioner in meeting children's learning needs can be shown in practice in many ways.

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Introduction

E1: Collate evidence which describes the role of the practitioner in meeting children?s Learning needs. A1: Include a reflective account of the role of the practitioner in supporting the learning needs of children The role of the practitioner in meeting children's learning needs can be shown in practice in many ways. Practitioners would meet children?s learning needs by following the United Nations Convention on the Rights of the Child. By following this practitioners would also be supporting the rights of children. According to UNICEF, Convention of children?s rights, ?UNICEF?s mission is to advocate for the protection of children?s rights, to help meet their basic needs and to expand their opportunities to reach their full potential. UNICEF is guided in doing this by the provisions and principles of the Convention on the Rights of the Child?. See Appendix 1. Every child and young person, whatever their age is, has a comprehensive set of rights. The convention gives children and young people over 40 substantive rights. UNICEF also says that, ?With these rights comes the obligation on both governments and individuals not to infringe on the parallel rights of others.? Supporting rights of children help to meet the children's learning needs by giving the children access to their rights and making sure that all settings implement their rights and needs. In the setting, it would be the practitioner?s role to make sure that children are founded on respect, regardless of race, colour, gender, language, religion, opinions, origins, wealth, birth status or ability and therefore apply to every human being everywhere. This also links up with Equality and Diversity.According to Jennie Lindon (2006), ?Young children in the UK are being raised in a society with many sources of cultural diversity?. In early year?s settings, they need to support equality and diversity, they would do by allowing practitioners to work and create a positive learning environment. Practitioners would promote Play materials, books and other resources, by offering them in a constructive way and by reflecting on how young children learn about culture and cultural identity. ...read more.

Middle

According to the BBC News said that, ?Almost half of parents (49%) said their children did not play outside because of fears about "stranger danger". See Appendix 3. Without parents allowing children to play in the outdoors children are losing out on the benefits of play. According to Bjorklund, 1997; Bruner, 1972, ?Play provides a non-threatening context for children to learn about their world and gain skills necessary for adult life? . This tells us that through interaction with the environment during play, children are able to gain control with the development of a range of manipulative and motor skills. They learn new skills and concepts, discover the world, and learn about themselves and others through their interactions in a variety of social situations. ?Play also facilitates language development, creative thinking and problem-solving, and helps children deal with complex and competing emotions? (Dempsey & Frost, 1993; Wyver & Spence, 1999; Zeece & Graul, 1993). According to Nursery World, ?Children with regular access to playable spaces are much more likely to enjoy childhood and grow up healthier and happier. We need to build parents? confidence to let their children play out, by tackling the real barriers such as traffic and the lack of good places to play?. See appendix 4. E4 Include examples of different theoretical models of how children play and learn E4 the speaker from Burnley told you about applying theory to practice and this criteria needs you to consider how theories of play and learning help us to support children's development. Give exmples from placements. Evaluate the impact of these factors on children?s lives today. How have the current issues changed play? Advantages and disadvantages these issues bring. There are many different theoretical models of children?s play and learning. One of these is Piaget, play and imitation, this is an important part of Piaget's theory. Piaget believed that play is almost an adaptation to children without any attempt to adapt to reality. ...read more.

Conclusion

After looking at the assessment the SENCO may do a statutory assessment. This is to build up a complete picture of the child's special educational needs so that the SENCO can decide on how those needs would be met.An educational psychologist is also an important part of the agency as they would also provide specific advice or a report about the child's special educational needs. The advice may be based on the senco?s earlier work with the child. The SENCO will do their best to ensure that all the staff that are informed and updated about children on the SEN register and that all have an understanding of how best to help the child. A SENCO will help individual staff draw up IEPs if appropriate ensure they are regularly reviewed, and keep everyone informed and involved. The SENCO will also work closely with support staff and outside agencies, therapists and other professionals to ensure a child's needs are met. As the special educational needs Co-ordinator (SENCO) Is responsible for the day to day operation of the school?s SEN policy, they may ask other agencies such as educational psychologist who may answer requests for advice from teachers. The SENCO also has the co-ordination of provision, including liaison with all teachers involved in maintaining the SEN register for all pupils with special needs. The Educational Psychologist may also consult with staff, parents/carers, observe the child and undertake direct assessment with the child. Using their knowledge of child development and learning, the Educational Psychologists would help identify educational needs, give advice to teachers, other agencies and parents/carers, and contribute to planning the support of a pupil's learning. An Educational Psychologist would contributes to the assessment process in response to the concerns and issues identified by those who are already involved with a child. The assessment process would informs future teaching and support measures which promote a child's progress and general well being. Examples of when an educational psychologist might become involved include when a nursery child requires extra planning in the transition to primary school etc. ...read more.

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