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

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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. Jennie Lindon (2006) also said that, “It is vitally important that children can see themselves and their family reflected in play resources, visual images and books. Good practice includes reviewing the messages given by all your resources and the experiences you offer. In a steady fashion, you have a responsibility to extend young children’s understanding beyond their own backyard”. See Appendix 2.

The role of the practitioner would also be taken in account of the Health and Safety role in the setting.  This would be shown in all settings while taking in account of children’s learning needs. The practitioner would take account of all the different legislation and meet them when meeting the learning needs of children. According to HSE, “Health and safety in school is about taking a sensible and proportionate approach to ensure the premises provide a healthy and safe place for all who use them, including the school workforce, visitors and pupils”.

One of the legislation, practitioners would follow when meeting learning needs is safeguarding. In the Early Years Foundation Stage (EYFS pg22 to 40), “The Welfare Requirements make it very clear that everyone involved in the care and education of young children has a role to play in safeguarding and promoting their welfare”. In an early years setting the practitioner would have to be familiar with the many factors that affect how children develop, learn and respond. This could be from Neglect, Physical abuse, emotional abuse etc. The role of the practitioner would prevent this from happening, by treating each child equally.

Another way that the role of the practitioner would meet children’s learning needs is by following The Early Years Foundation Stage. According to the Department of Education, “The EYFS is a major influence on practice as the EYFS framework received high levels of support from all practitioner groups, and there is a broad consensus that it influences many aspects of daily practice, and improves the quality of experience for young children and their parents”. All settings are required to use the EYFS to ensure that parents can be confident that their child is receiving a quality education which supports their children’s development and learning. The EYFS is split into four principles. See Appendix 3.This helps to guide the work of early years' practitioners. The first principle, According to Department of Education is, “A unique child which accounts for every child in the setting, as children are constantly learning”. By having the role of the practitioner supporting children’s learning needs, it allows them to be be resilient, capable, confident and self-assured. The second principle is, positive relationships”, by having this put in place in the setting it allows children not to be dependent on the practitioner but to learn to be strong and independent. The third principle is, enabling environments”, which the Department of Education says, “children learn and develop well in, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers”. The final principle is Learning and development”, this is important as children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities.

A1: Include a reflective account of the role of the practitioner in supporting the learning needs of children


In my placement there were a lot of children whose home language was not English. The practitioners took steps to provide opportunities for the children to develop and use their home language in play and learning. They also supported their language development at home, by giving words that they took home and learnt etc. Practitioners also ensured that the children had enough opportunities to learn and reach a good standard in English language while following the EYFS; this ensured the practitioner that the children were ready to benefit from the opportunities available to them when they went moved to the next year. I supported the children by giving them one to one time, encouraging them to use their letter sounds, and referring to pictures if they couldent sound out the word. I also communicated with the parents, by translating what the school was asking the child to do and how the parent could support them. By doing this I was making a good relationship with the parents, which allowed me to work more with the child and encourage them to learn english.

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It is very important to ensure health and safety in the setting, In my placement a child crawled on her hands and knees right across a high horizontal bench, which was an activity. Another girl watched and then tried to copy. She was unable to crawl on her hands and knees but found that she could get across by walking. By looking at observations of these children, we found out that the children were motivated to take risks, by imitating each other, for example; they wanted to learn to hop, climb, run, ride a tricycle etc. From looking at the ...

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