Importance of Meeting Child Individual Needs

Importance of Meeting Child Individual NeedsUNIT 1 A UNIQUE CHILDEXPLAIN THE BENEFITS FOR CHILDREN WHEN THIER INDIVIDUAL NEEDS ARE METCHILD DEVELOPMENTEvery child is a unique individual with their give birth characteristics and temperament.Development is a continuous complex interaction of environ psychical and genetic factors in which the body, brain and behavior become more complexBabies and children mature at different rates and at different times in their livesBabies and children ar vulnerable and become resilient and confident if they have stomach from othersearly relationships potently influence how children develop and having close relationships with c atomic number 18rs is very importantA SKILFUL COMMUNICATORBabies are curiously interested in other people and in communicating with them using eye contact, crying, cooing and gurgling to have conversationsBabies and children are sociable and curious, and they explore the world through every(prenominal)(prenominal) their senses.Babies and children develop their competence in communicating through having frequent, pleasant interactions with the people, in contexts that they understand.Children learn to communicate in many ways, not just by talking, but also in a non-verbal ways such as gestures, facial expressions and gaze direction, in drawing, writing and singing, and through dance, music and drama.A COMPETENT LEARNERBabies come into the world ready to learn and are especially tuned to learn from other people and the cultural and material surround.Play and other imaginative and creative activities service of process children to make sense of their experience and transform their knowledge, foster cognitive learning.Language, thinking and learning are interlinked, they depend on and promote each others development.What children can do is the starting point for learning.Children learn better by doing, and by doing things with other people who are more competent, rather than just being told.EFFECTI VE PRACTICEUnderstand the process involved in babies and children growth, development and learning.Support babies and children to develop a positive sense of their own identity and culture, this helps them to develop a positive self-image.Encourage, listen and respond to babies and childrens communications, both non-verbal and verbal. note the different ways in which babies and children learn, and be aware that learning is a process that cannot be rushed.Recognise that babies and children attitudes and dispositions to learning are influenced by the feedback of others.DESCRIBE HOW THE PRINCIPLES OF anti DISCRIMINATORY PRACTICE ass BE APPLIED TO PRACTICECHILDRENS ENTITLEMENTS all children are citizens and have in effect(p)s and entitlements.Children should be treated fairly disregardless of race, faith or abilities. This applies no matter.What they think or sayWhat type of family they come fromWhat language (s) they speakWhat their parents doWhether they are girls or boysWhether they have a disability or whether they are rich or poor.All children have a equal right to be listened to and valued in the settingEQUALITY AND DIVERSITYAll children have a take aim to develop, which is helped by exploring and discovering the people and things around them. Some childrens development may be at risk, for exampleChildren who are disenable and those with special educational aimsThose from socially excluded families, such as the homeless or those who live with a parent who is disabled or has a mental illnessChildren from traveller communities, refugees or asylum seekers and those live diverse linguistic backgrounds. All children are entitled to enjoy a full life in conditions which will help them take part in orderliness and develop as an individual, with their own cultural and spiritual beliefs. Practitioners ensure that their own knowledge intimately different cultural groups is up to-date and consider their own attitudes to people who are different from themselv es.Attached Playroom Day Nurserys Inclusion and bear upon Opportunities policyPROMOTING ANTI DISCRIMINATION PRACTICELEGISLATIONThere are various pieces of legislation in place to promote equality and reduce discrimination. These implicate the Disability Discrimination Act 2005. The Special Educational Needs and Disability Act 2001, the Race Relations (Amendment) Act 2000, Convention on the rights of the child (UN, 1989), The humankind Rights Act 1998, The Sex Discrimination Act 1975 (as amended), Employment Equality ( Sexual Orientation) Regulations 2003, the Equality Act 2010.The declare oneself of this legislation is to promote equality of opportunity for all, regardless of age, sex, sexuality, disability, race, religion or any other difference. However, whilst legislation is important beca usance it protects people, the one thing it cannot do is change peoples attitudesEveryone has internalised layers of expectation based on personal upbringing and experiences that operate o n a conscious and subconscious level. A key worker acknowledging the extent of the baggage that they may bring to an environment is a vital first step along the road to anti discriminatory consecrate.PUTTING INTO PRACTICEAnti discriminatory practice can be defined as an approach to working with young children that promotesDiversity and the valuing of all differenced A setting whose practice is anti discriminatory will celebrate and value differences in identities, cultures, religions, abilities and social practices.Self esteem and positive group identity A setting will recognise the impact of discrimination, the social inequalities and their effect on young children and their families. Such a setting will identify and remove practices and procedures that discriminate.Fulfilment of individual potential A setting will value children and adults for their identity element and ensure a sense of belonging that promotes self esteem. It will respect where children come from, what the y achieve and what they bring to the learning situation.The full participation of all groups in society A setting will appreciate the importance of what is learned and what can be unlearned in the early years and recognise the wider aim of early education to lay the foundations of a more just and equitable society.Early years practitioners also direct to assess the discrimination that occurs in society and their own setting (consciously or subconsciously) and the effect it has on the children.In PracticeMoving towards successful anti discriminatory practice involvesUnderstanding that diversity is comprehensive and that we all have cultural backgrounds and multiple indignities that are derived from various sources, including our families, our peer groups and out own unique set of individual experiencesExamining our personal prejudices and how they operate, and committing ourselves to unlearning our prejudicesPromoting positive value for families, communities and staffGathering a r epertoire of strategies to ensure settings are welcoming, non threatening and stimulating places be, where children and families are valued because of their differences and not in spite of themDeveloping the awareness, confidence, skill and knowledge to challenge and educate effectively, for example, the child who thinks black skin is dirty or the staff member who makes assumptions about a disabled childs inability to join in and activityInvolving eachone in dynamic and constructive dialogue and processConstantly monitoring, evaluating and adjusting practice and proceduresFlexible thinkingAmong the attributes that we especially need to develop and strengthen are assertiveness, the ability to communicate effectively and the ability to empathise with others, The aim of anti discriminatory practice is not to generate discomfort, mesh or negativity, although we may well encounter these feelings along the way.Treating children the same isnt the same things as treating them equally. T o treat children equally we have to recognise that society does not leave behind a level playing field and we may have to take a variety of unequal factors into account to meet their universal entitlement as rising citizens.All children stand to benefit from enabling, ensuring environment where achievements are valued in the broadest possible terms and individual potential is respectedAnti discriminatory practice strives towards all the children and the adults in a setting developing and maintaining high self esteem and being proud of where they come fromOne important rule is not to expect to find easy or right answers to everything. This is an area where a little knowledge, if generally applied, can be as dangerous as none at all. While some knowledge can be desirable and useful, it is counter productive if it leads us to assume, fro example, that families from a particular culture or religion will have identical interpretation or application of this ideas, or that one child wi th Downs syndrome or cerebral palsy will have practically the same needs or (dis)abilities as another.This process which involves getting to know people and children on a personal and professional basis and avoiding pre judgement and firm expectations. This approach will often demand creative and individual solutions.DESCRIBE WHY IT IS IMPORTANT TO PLAN ACTIVITIES THAT MEET THE INDIVIDUAL NEEDS OF CHILDRENAs every child is different, it is important to think about, plan for, and interact with the individual, as well as the group as whole. Considering the range of childrens styles, social interactions an personalities.Some are quiet others are noisySome like to spend time by themselves others are the life of the partySome are shy others are outgoingSome are active others are quietSome enter into new situations easily others like to stand back and watchYou need to ensure children are confident, happy and engaged in learning, their individual needs must be met. You have to be consta ntly alert and responsive.The importance of run across individual needs is well established in recent guidelines for early childhood practitioners. The English curriculum Guidance For The foundation Stage (GGFS) states that we should ensure that all children feel included, secure and valued and treat children as individualsPractitioners tune into children through observing them, inter playacting with them and listening to what their parents/carers have to say about them.EXPLAIN HOW THE PRACTITIONER CAN PROMOTE CHILDRENS PHYSICAL AND EMOTIONAL WELL-BEING WITHIN AN EARLY YEARS SETTING person-to-person, Social and Emotional development are three create blocks of future success in life. They are close linked to each other and often bracketed together as one area of learning and development.Personal development- how we come to understand who we are and what we can do, how we look after ourselves.Social development- how we come to understand ourselves in relation to others, how we make friends, understand the rules of society and stomach towards others.Emotional development- how we come to understand our own and others feelings and develop our ability to stand in someone elses shoes and see things from their point of envisionPractitioners work hard to ensure that children are happy in their learning and development and it helps children if parents are genuine partners with practitioners.All Saints primary school and Playrooms Nursery use (SEAL) Social and Emotional Aspects of learning.WHAT IS SEALSeal is a school programme that fight schools and plans to help children and young people to develop social and emotional skills. They are also essential for all adults and are important for early-years practitioners and staff in schools.HOW DOES IT WORKWhen a school/Nursery implements SEAL it will consider all aspects of school life and consider how social and emotional skills can be promoted. This might involve reviewing several school policies developing learning op portunities that explicitly help children to learn the skills and to apply them.(www.bandapilot.org.uk) website with ideas for assemblies, staff development activities, learning opportunities a guidance booklet and resources to use across the school dayChildren must be provided with experiences and support which help them to develop a positive sense of themselves and of others, respect for others Social skills, and a positive disposition to learn.EARLY SUPPORTIt is important to identify the need for additional support as early as possible. Without it children will not get the help they need at the right time, in the way that is right for them.Early support for children includes listening to families and taking part in a sensitive two-way exchange of information.For children with the most severe and complex additional support needs you need to plan jointly with everyone who is in contact with the child. This will coordinate support and promote learning as effectively as possible. sub tile when and how to call in specialist help is one important element of inclusive practice.EFFECTIVE PRACTICEEncourage children to recognise their own unique qualities and the characteristics they piece of ground with other children.Make sure that you actively promote equal opportunities and anti-discriminatory practice, ensuring that all children and families feel included, safe and valued.Ask parents whether there is need for and special services and equipment for children who ma require additional support.Support children to make friends and help them to think about what makes a good friend.Ensuring the needs of every child are fully met, counterbalance when temporarily you need to spend more time with a child who is new to the setting or whose behaviour is giving rise to concern.Keeping a focus on the childs needs when a parent also has significant needs.Maintaining records suitable for sharing with colleagues in an inter-agency team while acting as a point of contact for a c hild and their family.