D5+D7) There are many diverse needs that children and families face at the nursery. These can range from having Special Educational Needs to being a child that’s come over from another country. There are also many ways that a child’s social development can be effected, either by positive or negative influences. An example of a situation that will have a negative impact on the social development of a child is their parents getting divorced. This can have a negative impact on the child and their social development as the child may be stuck in a custody battle between both parents. If the divorce is not amicable then that can lead to a breakdown in communication between the parents and the child being caught in the middle. This can lead to the child becoming reclusive and withdrawn from activities and children in the nursery. The child may also get upset frequently and may find it difficult to communicate his feelings particularly if the child is of a young age.
Practitioners can help the child, by making the child feel welcome when they come into the nursery. This can be done by welcoming them warmly when they come into the setting, and maybe giving them some one-to-one, and talking to them about what the may do during the day. This can help as it might take the child’s mind off from events going on at home. Although this is the case it is also important for the practitioner to understand if the child wants to be left alone. This is because the child may use this time to reflect or just have some quite time.
Another way that the practitioner can help is by having a meeting with the child’s parents. This meeting can be used to raise issues about the child, such as the fact that the child is becoming withdrawn and reclusive. The practitioner can get the family in contact with outside agencies, such as family support officers, who can help them deal with the situation at home, so that the child can benefit from it.
Another negative influence that can affect a child’s development can be bereavement in the child’s family. If for example a very close family member passes away then a child may become isolated as they may have been close to that person. The child may also show unusual behaviour, like they may not be as sociable as they usually were and may also stop eating. They may go the other way and instead of becoming isolated they may become more aggressive and lash out. This can also result in lack of concentration on the child’s part. This behaviour can lead to becoming isolated from his/her friends.
Again the practitioner can help by talking to the child’s parents and possibly directing them either to a website, which can give advice to parents on how to deal with their children if they experience this.
There are however many positive influences that can have a good impact on the child’s social development. One example can be having a new pet. This can have a positive impact on the child’s development as they will have a responsibility to look after the pet, which they may take and pride in. Also as it belongs to them they will more likely take better care of it. This can affect their development as they will properly talk to their pet and if it’s a dog take it for walks, where they can show it to others. Also they may use it as a starting point for a conversation with their friends or teacher’s.
A practitioner can use this as a talking point during circle time. The practitioner can call the child in front of the class and get the child to talk about their new pet, and answer some questions. This can make the child feel included as it is their pet. Furthermore the practitioner can include the other children by getting them to talk about pets that they may have, or if they do not have any, ask them what kind of pet they would like. This can be beneficial to the child’s social development as they will all be talking about their pet, and really listening to what the other child has to say.
This can be the same when there is a new sibling in the house. The child may become protective of their sibling and talk to the child. The parents can also involve the child by asking him/her to help with the bottles, nappies etc so that the child becomes more involved. Again the child in question may want to share this information in the classroom and so can at circle time tell the rest of the children what their sibling is like and show a photo.
However although this is the case, sometimes when a child has a new sibling they tend to feel left out, and begin to not like the new baby. In preparation for this, the practitioner can maybe read a children’s book, and tell them the advantages of having a baby brother/ sister. This can be beneficial to the child’s development, as they understand the changes happening in their house, and learning to accept them.
D6) Snack and meal times can be seen as a great opportunity to support the social development of children. There are many ways that practitioners can do this effectively.
One of the ways is giving children turns to give out the plates and cutlery. This can support a child’s social development as they learn to count the number of children on their table. An example that I witnessed in placement was practitioners talking to the children about their lunch. The children were told and asked about healthy eating. They also spoke about the different colours of food that was on their plate e.g. orange carrots and white mash potato. This can effect a child’s social development as they are encouraged to think of words to describe their food. Also they are talking and learning about healthy eating.
B1,B2) There are many ways that observations can aid the practitioner in terms of assessing where the child is at, and then getting the appropriate support for that child.
Observations can help practitioners assess the progress which children are making, which can help them decide where children are in the learning development and then plan what to do. This can be beneficial to the child, because then the work is directed at their level, and so will be able to complete the work more confidently. By aiming the work at children’s individual level can help them, as in time they can slowly start to move up if they are improving.
Another way observations can support the development of a child, is that if a practitioner who is observing sees that a particular child is gaining a lot from a certain activity, then the practitioner can note that down, and then repeat the activity with that child. This can help the child because they are more likely to learn in an enjoyable environment.
Observations can be shared with parents, which can help the development of the child, because if the practitioner tells the parents that their child enjoyed a particular activity, and that they gained a lot from it, then the parents can continue the activity at home, and so the child will have another opportunity to do the activity. The parents can also observe how their child got on, and then communicate their observations with the practitioner. From this information, the practitioner can then decide if they think the child can move up, or if they think the child is at their right level.
A) Children grow and develop at different rates. While their pathways through childhood differ, most pass a set of predictable milestones along the way, some of which were highlighted above. Due to the fact that every child develops at different rates it is therefore important for the practitioner to have in depth knowledge regarding the issue.
This is because the practitioner may have unrealistic expectations of a particular child just because they are at a certain age. This can be disadvantageous to the child because they would be required to do work that is not at their level. As a result they will not learn anything .Also it may be that the child has some sort of an additional need, such as dyslexia. Dyslexia is sometimes goes undiagnosed in children, and so they go through school without getting the support that they require. If a child is dyslexic and they get work that is beyond their capability, it can result in the child getting a low expectation of them and not striving to better themselves. Therefore it is essential that practitioners have the knowledge of when they think something is not right, and getting advice or help from outside agencies.
A*) There are many reasons why everyday care routines are important in early years group settings. One of the reasons is that it provides a secure base for children’s learning. This can help the children as they are aware of what is happening as they are familiar with the routine. This allows them to freely explore their surroundings and familiarise themselves with everyone. This can lead to learning opportunities for the children, because if they are free and confident then they are more likely to learn along the way. This has been proven by many studies that have supported the idea that children learn through play. ‘’ children are more willing to participate’’ (http://EzineArticles.com 16/1/10)
Care routines are also important for children who have special education needs, such as autism. Studies have shown that children who have autism are more likely to respond and have a better day if the activities are organised. It has been shown that children with autism react badly when routine is changed. Therefore it is important for care routines to be upheld. Another reason is that if there is a routine in the day, then the day will be more organised and so it is better for both staff and children. As the day will be less stressful and more enjoyable
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(6-01-2010) ‘’ children are more willing to participate’’
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Cohen, L. Manion, L. Morrison, K. (2007) Research Methods in Education. 6th Edition, Routledge, Abington, Oxon.
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Certificate Child Care and Education 2nd edition , Penny Tassoni
ful and more enjoyable.