D7
Diversity means when you do not treat every one the same because of their gender, race, age, disability, learning abilities, cultural background. Everyone is different and because of this you should treat them equally because everyone is unique. Inclusive practice means helping each child take part in an activity no matter what their age, disability, gender reassignment, race, religion, beliefs or sexual orientation is.
At my placement to respect diversity I acknowledge that at parents evening every child’s parent will not be able to speak English, so while giving the children letters to take home, I reminded the children to tell their parents to tick the box off the language they speak at home to highlight if they would like a translator at parents evening because my teacher needed to know the information.
At my placement due to having a disabled child, the teacher always has to keep in mind that the child is being included in each activity and his additional need is being met. While setting up an activity I had to remember that I am including the disabled child in every activity because if I did not do this then I would not be keeping I mind the child’s rights, for example the activity I set up was making mother day cards, I made sure that the child had space to put his wheel chair I also made sure that the child could reach all the objects that were needed. If I did not keep these things in mind the child would think that he is not wanted or he is a hassle, the child would not be happy and the parent would not be pleased either. According to this website each child is unique and should be treated equally regardless of their disability. It also explains how children should not be judged about were they come from, how their family is or what language they speak, because if this is the case then the child’s rights are not being considered.
D8.
Tassoni, P (2007)
Child Care and Education.
Heinemann Publishers
Level 2
Tassoni, P (2007)
Child care and education
Heinemann publishers
Level 3
Meggit, C
Child Development An illustrated guide
Heinemann publishers
Tassoni, P (2007)
Child care and education
Heinemann publishers
Page 18
Level 2
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C1.
A few of the transitions a child might go through which could affect a child’s development is moving house. B1).Due to the child being at a young age they may miss their old house, miss their old friends, or may find it difficult to settle in to the new area. According to this website: “The decision to move house is, after all, taken by the adults and the child feels powerless because he or she cannot, and should not, influence that decision.”
Another reason may be a death in the child’s family it could be of a loved one this may be an issue for the child because he or she is feeling and upset and may have questions which she wants to know the answers to. Changing school is a transition that is upsetting for children because they do not have a choice for them selves for example it is not their decision to move.
According to this website: “Children who change schools frequently are more likely to have behavioral issues” B1) The parents may notice that the child was very popular in the first setting, were as the child has become distress in the new setting, this is due to having low confidence and low self esteem the child might feel upset surrounded by new people and not having any new friends to stay with. A transition could also be caused by separation between parents; a sibling passing away, the child may feel lonely. There are many things that could help a child feel better for example while moving schools the new teacher could give the child a buddy so the child doesn’t feel lonely. If a child’s family member has passed away then the child may be able to get extra support by talking to someone professional about how his feeling could be improved, also it might help if the parents talk to the child more often and make him or her feel like he or she is not dealing alone.
A transition might be that a child is getting bullied; the child’s socializing skills may not be developing because he or she may have low confidence, low self esteem, the child may not like interacting. According to this website: (19/11/2011) “There are severe consequences when a child is being bullied, for example the child’s academic performance has decreased, the child social skills are not being developed because he or she does not talk to anyone.”
B1.
A practitioner should talk to a child if he or she thinks that the child might be down or upset about something, for example a transition which has happened. According to this website: “it is important to listen to children and encouraging them to talk to you and listening so they can tell you how they feel. For example at my placement there was a child who was very upset she wouldn’t tell anyone what was wrong with her, one day while she was in the quiet corner alone, she was reading a book that was about a child getting upset because no one was listening to her because her mum had a baby boy and all the attention was on the new baby. I asked the child to explain what had happened in the book, she told me the description but also added that she felt like that to, instead of me just letting it pass by I thought I should ask the child why she felt like that because she was very upset from a few days know, she felt happy telling me and she said that her mum was expecting a new baby, she also said that she was scared her mum would not enjoy spending time with her after the baby was born, I was very upset to hear this and asked her why she thought this, she said she didn’t know but she loved her mum and didn’t want to lose her, I explained that her mum would not forget about her because her mum loves her very much. I also decided to tell her about how my mum had a baby and I was very excited I explained to her that for a short period of time I thought as well that when my mum would have the baby she would not spend time with me, whereas this was not the case, I told her that my mum spent a lot of time with the hole family when I was younger and I also told her that I loved having a new member of the family. She was very happy and started to talk about how her little brother or sister would look and what she would like to name him, after talking to the child I understood that she felt a lot better and felt happy that I had a talk with her, I also tried to help her by reading story books about siblings to the class so she would not feel alone while this transition took place.
A practitioner should try to and talk to a child to understand how he or she is feeling, for example, talking to a child before something important is going to happen such as at my placement there was a child who was very upset because he was moving to a different year group, I noticed that every time the teacher would talk about the class moving from year one to year two the child would get very angry and upset and not behave well, after realising this I took the child in a private area and asked him why he was so angry, after a while he decided to tell me and said that he does not want to move to a different class because that means his teacher will change, I explained to the child that change is natural and I new how he felt I also told him that he was not going to be moving all alone the rest of the class will be moving as well so all his friends will be with him, the child told me that he likes the teacher because she is kind to him and he is worried that the new teacher wont like him, I explained to him that this will not be the case the teacher will be very kind . I also asked him if he would feel better if the teacher would talk to his new teacher and tell the new teacher about how he is feeling, the child was happy to hear this and also said that he would like it if the old teacher would still visit him. I told him that he will see his old teacher a lot because she will be in the same area as him but just in a different class. I realised after comforting him he was very happy and had less tantrums. I asked my teacher if it would be okay for the child to watch a video on children moving classes and schools and the child also then wrote down how he was feeling about moving after he had watched the video. According to this website: (19/05/2011) “No matter what the circumstances, the most important way to prepare children to move is to talk about it and to ask the children to write down their feelings too”. This quote explains how talking to children can benefit them is makes the child feel that they are not alone.
B2.
Observation is very important it allows practitioners to understand a child’s strengths and weaknesses. By looking at the different things a child does the, CCEW can compare it to other children, for example the teacher might realise a speech difficulty because the child’s vocabulary is lower then average were as the surrounding children are using terms such as amazing, fascinating, beautiful est. according to this website: “by observing a child a practitioner can understand young children and find out more about them as individuals.
If a practitioner did not do know how to do an observation then she would not know if a child had any difficulties in development for example speech difficult or would not know if the child is dyslexic. Observation also helps teachers understand if the child has any potential special needs or disabilities.
If a practitioner observes children then he or she would now how to plan a lesson according to the child’s needs. If a practitioner does not do any observations, then she or he will not know what the child’s good at and what the child is not good at.
Tassoni, P (2007) Level 2 explains “while observing child you might spot that a child looks unhappy or worried or that the child is having some difficulty joining in with other children”. By observing the practitioner should set out activities that help children, by not observing teachers do not learn how to set out activities that are placed for the child’s development.
All children learn at different paces so by giving the same work to all the children might be easy for some were as it might be difficult for others.
According to this website: “Each child is a unique individual. Children develop as they grow and learn new complex skills. The sequence of development is the same for all children. An individual's ability progresses at different rates depending on inherited characteristics and the nurturing that child receive”. For example at my placement each child develops differently were as some children might be using long sentences and long vocabulary, others might use short sentences and use small words and have a small range of vocabulary.
This quote explains how children learn at different stages and are all unique, this means that each child’s ability should be observed because if not the practitioner is setting out unrealistic goals and expectations, which may stress out the child. Children might find it hard to reach the milestones which have been set out.
A.
All practitioners should understand what stages of development a child should be at; if the practitioner does not understand which stages the children should be at, then he or she may have high expectations for the children and then this might make the children stressed out. For example, if a practitioner didn’t understand about children’s development and their milestones, for example a practitioner without any knowledge of children’s development could plan for a 1 year old child to write in sentences, however this would be impossible for them because a child aged 5-6 would only be able to do this and even they may struggle. Therefore, if practitioners do understand children’s development then they will be able to plan according to the children’s needs and they wouldn’t set them unrealistic tasks and activities and they’d also be meeting the children’s needs. If practitioners don’t understand children’s development, they might have low expectations of the children and what they are capable of; this is also not good because it will not help the children to be stretched to the best of their ability. If the practitioner does not understand the ages and stages a child goes through then he or she will not be able to understand if the child is meeting his or her milestones. A practitioner will not be able to meet the child’s needs, if they do not understand the ages and stages that children go through because they won’t know which stage of milestone the child is up to. At my placement there was an 8 year old boy and he was unable to correctly spell even the most basic of words such as bat because he used to get his letters round the wrong way. Due to understanding and learning about children’s milestones and their development here, my teacher and I was able to identify that the child could potentially be dyslexic because by the age of 8 a child should be able to spell basic words correctly and they should also be able to put the thoughts in their head down on paper. By observing the child the teacher and I teacher were able to spot that the child wasn’t reaching his milestones at the correct rate and this could be a sign that he was dyslexic. Without the teachers knowledge of children’s development and the ages and stages they go through and my knowledge too, we wouldn’t ever have been able to pick up on the fact that the child was potentially dyslexic and we wouldn’t have been able to meet his needs too, we would be giving him the wrong work to do and he would just continue to struggle. This website: states that it’s important for practitioners to have an understanding of children’s development because the teacher should have a realistic expectation of the child’s development because behaviour depends on there development stage.
A*
Every day routines are helpful for young children, they set out a guideline as to what the child needs to achieve; it also helps provide a secure base for children’s development and learning. At a nursery if there is a routine or a timetable it would help the child to settle because they know what they will do during the day, this is because the children know that they have a adventures day ahead of them and feel comforted and reassured because they know what to expect throughout the day. Whereas if the children did not know what they would be doing because the nursery doesn’t have a routine for the children, they might feel like nursery is boring and they may not feel happy because they’re constantly on edge and anxious about what they will be doing throughout the day. Routines are important for children when they’re at school and nursery because by seeing a timetable of what they will be doing and at what time, they will also be able to recognize and acknowledge what activities they’ll be doing throughout the day as they’ll already be in a routine. This is important because the children feel like they are a part of the class and feel welcome because they know what is going on, whereas if the children do not know what is going on because the setting doesn’t use a routine, they will not feel welcome and they could feel scared, anxious, worried and upset as they don’t know what to expect when they’re at the setting.
When reflecting on the importance of routines for children, some children might feel scared if they do not know what they will be doing when they go to nursery because there’s no routine so there’s no structure, they are going to feel scared while they spend their time at school, whereas if there is a timetable/routine they might feel happy and excited to do that activity which wants them to socialize with others more and wants them to come to school more because they enjoy the activities and they know what to expect. According to this website: , “Routines help establish security and peace in a child’s life. Children will thrive with schedules that are easy to understand and accomplish, yet flexible enough to change if circumstances warrant. Good routines will keep a child’s life and stability organized and will establish an environment of tranquillity for the staff and children at the setting.
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