These things are examples why diversity is used, to multi-task each child’s background.
Indeed Tassoni (2007) stated that diversity is about understanding that children come from variety of back grounds and family structures.
Arrange activities to encourage children with special needs to particular full with other children.
This means providing ramps for wheelchairs users e.g. a corner with 2 walls for support, a chair with a seat belt or a wheelchair with a large tray across the arms.
How to promote diversity
-creating a multicultural setting banquet
Promoting a special day for children to share their cultures to the rest of the environment
E.g. setting up an own clothes day for children to reveal their cultural dressing
-Discussing stereo types
E.g. finding information about cultures before having a say and making a judgement
Because a stereo type is someone that puts everyone in a general category
E.g. all black people are rude.
-Visit a community centre
A place were different types of people go in there spear time and tend to communicate. A community centre may sometimes be open for everyone or for a specialised within the greater community.
E.g. youth clubs, religious community centres, community centres specialised for people that have special needs and other reasons.
-Encourage critical thinking
Making sure all pupils are engaged in there lessons and participating in each activity strategies that increase the probability of a desirable outcome….thinking that is purposeful, reasoned and goal directed.
E.g. tom doesn’t get along with Jim so because they sit together in English he decides to put he’s head down and doesn’t take part.
-Acknowledge different similarities-
E.g. finding things that different kinds of backgrounds do that are similar
E.g. Muslims and Christians both believe in the day of judgement
-Religious tolerance:
Is willingness to accept and permit religious beliefs and practices which disagree with one's own
it is letting other religious beliefs into a place. Majority of the people may believe in the same religion. It doesn’t mean that all religions are true and the same, but all the other religions have the right to hold and practise their beliefs.
E.g. Virgo Fidelis is a catholic school but it does also accept people that are Christian and Muslim.
-Visit another worship house
E.g. Visit an environment that you are not keen and find out more information.
E.g. you are Christian and you got to the most and find out more info on Muslims, who they worship and find out the things behind their special days of celebration.
Inclusive practise means the intergradations of children with disabilities into regular classrooms.
It also means the way you meet children’s or family’s needs in such as ways not make them feel excludes.
Article 3 of VNRC
“All children have to be included in all activities”
No discrimination is permitted
Inclusion is the law!!!!!
Disability discrimination Act 1995
Law designed to end discrimination
By law, children’s services are required to show they are planning and acting to remove barriers to discrimination.
Disability rights commission
“Set up in April 2000 to oversee the legislation”
Children’s act 2004
“States that our aim should be to provide access for all children to same range of services “
The role adults should play in promoting diversity and inclusive practice.
In order to meet children diverse needs and help all children make the best possible progress, practitioners should:
Provide a safe and supportive learning environment, free from harassment, in which the contribution of all children and families is valued and where racial, religious disability and gender stereotypes and all expressions of discrimination or prejudice are challenged.
E.g. each child should feel safe at all time and not be harassed, bullied or being judged for there colour, culture, background, history also all children should have a contribution in each activity.
e.g. Chelsea I don’t like you because you are black and black people are rude←this is discrimination and being a stereo type because everyone is being put into one category and being judge the safe but every person in the world is different.
Value the fact that families are different, that children may live with one or both parents, with other relatives, carers with the same sex parents or in an extended family.
E.g. consider the fact the child’s family may be different, which may cause the child to act in a different manor so we have to put our self’s into their shoe or realise why the child may be different than others.
E.g. Jessica lives with his mum and her girlfriend and during lesson time he tends to say she has a girlfriend.
Work with Parents to identify learning needs and respond quickly to any area of particular difficulty.
E.g. working with parents to identify if a child has any difficulties in any particle area and needs special help, so a form of improvement could be mad
E.g. tom is struggling in maths because he has dyslexia
Plan for each child’s individual care and learning requirements including the additional of different
Provision required meeting particular individual needs
E.g. planning activities that will help a child to understand and soot the individual needs
E.g. tom is a kinaesthetic learner and Emily is a visual learning so for them to learn they will have to be tort differently enable for progression to be made.
Tassoni,(2007) states that diversity is all about understanding children are from different backgrounds, cultures and family structure. It also responding positively to the differences and valuing everybody. This means all children should be treated and valued the same. No child should be discriminated because of their culture, colour or what they may believe in.
Arrange activities to encourage children that have special needs, so that they can participate with all the other children. It may mean you have to provide something for them to use e.g. a ramp or special chair that has too seatbelts.
Inclusion law
Disability act
Act 1995
-law was designed to end discrimination against people
-by law children’s services are required to prove that they are planning , stopping and trying to remove barriers to discrimination
Disability’s rights commission
- Set up in April 2000 to oversee legalisation
Children’s act 2004: States that our goal should be to promote easy access for all children to the same range of services.
D8:references
Tassoni P (2007) Child Care education
DFES (2003) together from the start DFES publications, Nottingham.
C1: Identifying the possible effects of transitions on the development of children
How to support children through transitions in their lives
Transition is when you move from one place to another.
Transition means a period of change (Thornes, P.99, 2008)
In childcare terms, a transition occurs when a child moves from one situation to another .children of all ages experience transition.
Common transitions in children’s lives include:
-attending a setting for the first time such as nursery, preschool, primary school or secondary school.
-moving within setting e.g. baby moving from baby room to toddler room, or from class to class.
-new living arrangements
E.g. moving house, a new addition to the family or lost (someone pasted away)
- Teens moving from school into a job.
The negative things that transition can cause
-Damage self-esteem
-Security
-Lose confidence
Children’s emotional developed may affect the child’s communication. This is because the child’s self-esteem may decompose and they may feel insecure in the new environment. The results on these things will affect the child in a negative way because it will be harder for them to learn and build up there learning and socialising skills. This can also affect the child’s speech because a child needs to speak to build up there speaking skills and when a child feels insecure they often don’t speak.
A child’s behaviour may also have a change to it and they could become very aggressive and angry all the time, which could lead into a break down and the child could be a safety hazard to the other children.
What us parishioner should do to help a child going through transition
- They should sit down with the child and have a one to one conversation, so that the child can really open up and express there feeling a how they feel.
- Set up different activities to help the child to socialise with others and build up their self-esteem .you mite want to do this because the child may not talk much, so the best way is to use different objects or things in the activity.
- Find out the child’s likes and dislikes, so you can have an idea about what the child’s is all about and the kind of person they are
B1: Describing the ways practitioners can support children through transition
What practitioner can do to support children through transitions?
-They should sit down with the child and have a one to one chat [they should emphasize the child’s needs and feelings], so that the child can open up the emotional feelings because children often do not like to express their emotions to a several amount of people and also talk to the child about what they like and what they dislike, so that us parishioners can put it into consideration and make changes to fit the child’s needs.
-Set up activities that will build up the child’s self-esteem (confidence). you mite want to do this because the child may not talk much, so the best way is to use the different objects or things in the activity. E.g. set up an activity like circle time for each child to express their feelings.
-Reassure the children, the families and the people who are involved are kept updated and they know what’s happening. Make up a routine. E.g. if a child is being observed make sure the guardian of the child knows every thing that is being done.
-Make sure the safety of the child is always put first and that every child is included no matter the circumstance because it will make the child feel unsafe and unloved because it may lead to the child’s behaviour to change. E.g. Chelsea always does bad things and is rewarded and shelly that does good things gets told off all the time.
-act safely to insure that confidential stuff is kept confidential, otherwise you may out your job at risk or the child may be at risk. E.g. when a child is being abused or a child says something that is harming them and making their life at risk note it down in a book at if necessary pass it on to someone hirer than your self
- Always make sure you illustrate the benefits and the challenges the child may face about transitions. E.g. if a child has just move houses accept the fact that the child may change and ac different.
B2: Explaining how observations can be used to support the development of children
Observation means to watch a child and to take down notes about the things they do.
Children get observed so that we know if the child’s on the right track or not and if they need any special help or support. It’s also to know the stage of their development and to also keep a record of the child’s behaviour.
Observations used to support the development of a child
- Planning and track of the child’s social, cognitive and physical development over a period of time.
- Plan activities that are suitable for the child’s age group and good for their development.
- Supporting the strengths and interests in an area where you know the child is doing well and keeping record of it.
- Planning appropriate and physical activities for the children also to develop their holistic development in learning.
- Give extra support to an area where their child’s needs are not too good and help to develop more skills about it.
- Share specific examples of the child’s behaviour to parents, colleagues and specialists.
How to write an observation
Name of child: Billy
Social setting: maths class room A120
No of children: 1
Sex: female
I observed Billy sitting down at a table. Billy was holding glass using his left hand and he poured 25mml into a test tube. He said oh no I have poured too much into the test, so Billy poured out 5mmls out .after Billy had finished he had said “yeah miss I done it now”.
To support a child’s development you can:
-Role play to make children express their feelings in different ways, group discussions this helps because you can find out what the child likes doing.
-reading helps with the grammar and speaking, learning new words , but make sure the book they read is suitable for their age e.g. “magic key”
- Out door activities like foot ball this gets children socialising with others because they have to work in a group also (this builds up their self-esteem)
A: explain why it is important for practitioners to understand the pattern of development of children from birth to 16 years.
In a child’s life certain things are going to change like their body and they mite not know what to do at first or how to handle these situations. If a child has a disability it is slightly harder to handle these situations , because they cant support themselves , so they need to have special care and someone there to always be the to accompany them. E.g. if a child is disabled and it starts developing their body (they start their period) someone would have to be there to clean them each time and make sure that are not leaking of blood.
Practitioners need a knowledge and understanding of the pattern of children to learn the aims to understand the definitions given to the learning organisation. They need to be able to know how to handle each situation
Growth means your body changes and you start to gain weight and become taller e.g. you are starting to grow and you could be eating more or it could just be the bones inside you that start to grow.
Development means you gain skills and control of there bodies e.g. they learn more and they start to become stronger.
Pattern of development:
Medical conditions-special educational needs SEN
Milestones development
Behaviour e.g. they start to change
The reason it is important for practitioners to understand the expected development is because:
-you can identify any difficulties or disability a child may be going through.
- You can follow the sequences of social and emotional developments in a child e.g. observe a child once a week to see if there behaviour has changed or their emotions.
- Help to access a child’s current stage of development e.g. if they are no as good in something as other things then you should help them to improve.
-when a child goes into puberty it is important for the practitioner to understand what signs the child will show. It is important to have more knowledge of how to handle any situation. E.g. sally has just started here period.
Ways to help children gain knowledge on the development
• Offering appropriate activities and experiences to the children of all ages and disabilities could help them to gain confidence.
• Monitor the children’s progress by comparing their recent stages of development with the expected development pattern.
• Identify any difficulties the child may experience or anything they may not understand.
• Follow up their social, emotional and behavioural development in case you feel that their needs to be changes and help them with that.
• Help to assess a child’s urgent stage of development, as in keep a record of maybe when they wet themselves.
• It’s important to have the knowledge and the understanding of what to do when a child starts puberty just in case any situations unfold or come up.
Why is it important
To know what is going to happen at each stage in a child’s life is important. If this isn’t implemented then you won’t have an idea what could happen to the child. The child could have a medical condition or even have emotional depression. For medical conditions SEN (special educational needs) you must help them and make sure they get as much help as you can offer. It is ideal for them to have a certain pattern that they can get used to otherwise they wont always know how things go. For example a child aged 2 should be saying at least 1-3 words. But if none is spoken they must be referred to a therapist because there could be a problem.
• Milestone development.
It is important to see how a child is developing. The child could be overweight or underweight and this can affect the child in a very negative way this will not be easy. The child needs to be fit and healthy they need to be able to have a healthy diet and a continence but regular eating pattern.
Attending to the child’s emotional needs and behaviour is important because there could be something wrong but they may not say because they are embarrassed, scared or shy.
Children in their teens
Children that are 13years + start their period.
When female teens start their period they can have a mixture of emotions like, being happy then getting angry over little things or being annoyed. When you notice this you must attend to it and take action by giving them TLC and helping them through their period. Teenagers experience a lot of pain when they have their period; some more than others. Most teenagers don’t take being on their period very well. Every teenager is different so they could have more to their period pain, such as medical conditions. For example they could have experience of vomiting, severe back pain etc. therefore you must watching out for these signs are important, sensitivity is much needed when teenage girls are going through this.
However not all teenagers suffer from period pain either way you must give them space if it’s needed.
A* - Reflecting on reasons why everyday care routines are important in early years group settings.
All children’s everyday care routines are important these include the basic needs such as: feeding the child, putting the child to sleep, nappy changing and toileting, they personal hygiene and health and safety
• Bathing a baby is important care routine and a responsibility. This includes washing the child’s hair, skin and teeth. If these things are not done for the child then the child will end up being dirty. The more you help the child with these things the more they will learn how to do it, so that they know how to look after their body from an early stage and age.
If you don’t take car of a baby these following things may occur:
-smelly hair if you don’t wash it you can get headlise
-dirty skin if you don’t wash your skin, which you can catch rashes and may even get worse and cause other things
-rotten teeth because it will build up with plack
• Washing a child’s hands is important, because they could catch germs. When a child is playing outside and a parent calls them in for their dinner, they are most likely to walk in straight without washing their hands, this could be dangerous because they are putting deadly bacteria and germs on the food they are about to eat. Using bacteria and germ removal soap is a good way to get all the dirt’s of. E.g. if you don’t wash your hands and you have something left on your hand and rub your eyes your eyes will burn and could get worse.
• Brushing and combing a child’s hair is a also another important routine, this is because if the child is young they are likely to pull on their hair, so you need to keep it in shape and also if the hair is not washed and combed for days they could catch hair infections, head lice or nits. If you don’t brush and comb your hair you may catch something or it may become very hard. E.g. if you don’t comb your hair you can get dread locks.
• Sleeping is important for a baby, because they need time to rest. It’s good to have a sleeping pattern for the baby, so that you can also have time to yourself. The recommended night sleep for a young child would be about 8 hours or more. Young babies should sleep maybe an hour or two in the afternoon, but this could mean they may fall asleep a little later at night. Babies need more sleep than adults as their body releases a hormone that helps them grow when they sleep. Lack of sleep can affect the baby by causing the baby to be moody and decrease their ability to concentrate. E.g. if a baby goes sleep maybe 9,11 and 2 there sleeping pattern will be messed up
What they can help with
Routines help children feel secure they also prevent children from becoming over tired and hungry. In addition the children always have something to do so their not bored. It is important to have routines but there should be some spare time so that the children can do what they want to do.
Realistic timings are important you have to make sure
Providing a secure base for children’s development and learning opportunities
Learning opportunities
When you have a routine the child will gain more learning opportunities of how do to things and they will be aware of what activity they have to do. This enables secure base level for the child to be working at. When children develop from age to age their routines will tend to change. For example if a child of 4years is doing a activity including cutting and gluing they may be using plastic scissors and they will change to metal scissors as they get older. Another example is when the child has an eating pattern it may change and they will be hungry and a different time.
Their learning opportunities will rise as they get older because they will be learning new skills and they will be able to learn things longer as they grow up. For example if a child of 5 years can only learn up to 20mins then when they are about 7 to 8 years old they will be able to learn for longer like 30mins+.
Negative side of routines
Routines do not always go to plan they can overtake its time limit or not last long that is why you should make observations and estimate how long the child can do a certain activity for. Therefore realistic timings should be made, because some young children who take naps tend to be unsteady when they wake up from a nap. So more time would be needed for waking them up and they will need time to be active again.
Evaluation
My evaluation is that care routines are a positive way to handle a child because you know the time of when are where to do things. They enable you to do different things and also give the child activities and different genres of things to do in their day. You will also build up a relationship with the child and Learn to know what they are like. However care routines don’t always go to plan because time can overlap or a certain activity or job may not take as long as you thought, as a result to this estimated time must be written down carefully
