Individual Needs of a Child

Individual Needs of a nipperAlysha LloydEarly Years Level 3Unit 1 A Unique ChildIt is very obvious that entirely minorren mountain learn, besides not all s go throughrren learn in the identical centering, at the same(p) date or at the same rate learning is an soulfulnessist subroutine and wherefore not every babe get out be learning in the same way or at the same rate. To admirer infantren learn it is very classic to meet infantrens various learning necessarily which substructure lead to to a greater extent effective and expeditious learning. Meeting a childs diverse learning necessitate means identifying call for, excogitateing idiosyncratic goals and objectives for a child, selecting or designing enchant supports and operate, and then choosing the best learning shot. Combining and evaluating these things based upon your case-by-case child pass on allow you to create a individual and more competent learning wait on for that child.As a practitioner, you pick out a indebtedness to your key children to provide appropriate activities for the age and period of discipline of all(prenominal) child to help them develop further in all atomic number 18as growth, developing and learning. Each child needs individualised c ar and this is what the EY strives to achieve with the focalise on A Unique Child. With all those unique children in your key group, you have to take into consideration that when you conduct an cock-a-hoop-led bodily process you may have set an overall aim for the practise, yet each child will not respond to the activity in the same way and will need an individual outcome and therefore, it is important to think about, fancy for, and interact with the individual, as soundly as the group as a whole. You have to consider the range of childrens styles, loving interactions and personalities Some atomic number 18 quiet others argon noisy Some like to spend clock by themselves others are the life of the party Some are start others are outgoing Some are active others are taciturn Some enter into new situations easily others like to stand congest and watchThere as well other things to take into consideration, for example, ethnical and lyric poem backgrounds, life experiences, temperament, interests, skills and talents that can all shape how a child learns. payable to all these possible contri just nowing factors, all practitioners should use a process called differentiation which means that activities, preparedness, resources and environments should be adapted to hold the individual needs of a child and allow them to participate and gain the most from each experience.Once you have taken the childs unique needs into consideration and applied this to your planning and how you conduct your activities, you will see how each child will benefit in their learning. The benefit of meeting a childs individual needs means that each child will gain the most from each activity and therefore are more likely to learn and develop at a more efficient rate based upon their needs. The amount a child will learn and gain from an activity will be affected by what the activity has been based upon it has been advised that practitioners should follow a cycle of planning, manifestation and assessment. Children often learn and develop best when they are doing something that they enjoy, so if you take note them doing this, assess their skills and capabilities, you can then plan whats best following for that child. This process will benefit that individual child, as the next activity planned for them will be something they enjoy participating in, are able-bodied of achieving and are therefore more likely to learn more from that activity. staff should place observation, planning and assessment at the heart of their utilisation and this process should be seen as a continuous cycle in backup babies and late childrens development. Once you incorporate this cycle into your daily plann ing as a key worker, you will quickly see the benefits in your key children.An essential part of your responsibility for meeting childrens individual needs will require all children to be interact clean and equally and to make sure there is no discriminatory practice happening. When anti-discriminatory practice is spoken about is important to be awake of triad very important terms Equality, Diversity, Inclusion comparability meaning that everyone is treated equally, assortment is recognising individuals characteristics and differences and inclusion makes sure that all children can participate fully in their environment. Discrimination is taken very weighty inwardly early years desktop and many laws and acts have been created to nurse children from discrimination as a whole, the most famous being The Children carry 1989 and The Convention on the Rights of the Child (CRC). These acts are now used as guidance to make everyone aware that the rights that must be realised for children to develop their full potential, free from hunger, neglect and abuse. Its a new imagery of the child a vision of a child as an individual and as a member of a family and community, with rights and responsibilities appropriate to their age and stage of development.In order to provide an inclusive child care setting that watchs diversity and does not discriminate against children and their families, the setting should ensure that the following things are taken into consideration and applied to all areas of practiceAccessibility equality parental childrens activities are accessible to all parents all children, devising sure everyone can equally participate heed little of the capabilities, culture or background.Realisation of diversity activities in the child care setting help children to realise that they are part of a world where massess backgrounds and experiences are diverseProvide positive images Materials on display in nursery should help overcome stereotyping expectations by displaying all sorts of children from different cultural and ethnic backgroundsCelebration celebrations of multicultural festivals and events should take place in settings regardless of whether children would celebrate them at home. Activities reflect the diversity of background of all of the families correspond in the communityAvoiding stereotyping Restricting girls from being more adventurous and bumpy and boys from being more sensitive and caring. Stereotyping can restrict possibilities in the in store(predicate) development by limiting expectationsMake each child smell individual Appreciating children for who they are and celebrating the characteristics that do make them differentTreat all children equally but not the same adapting the way you work with children to suit their needs therefore make sure they have the right opportunities. For example, adapting your activity for two children who are capable of different levels of achievement.Staff members mu st argufy their own views and beliefs and not portray any prejudices to the children, as the way in which adults treat children and behave can have a huge influence on them. Children should be encouraged to identify their own unique characteristics and those that are similar to other children. This will help them to feel convenient inwardly their own skin and value their own individual characteristics. They will also feel more positive about their own culture and background, gaining ablaze well-being. This is also good practice in promoting diversity, as children will be more accepting of others who are different to them. Diversity should also be promoted throughout the nursery environment, so children should play with different toys from different cultures, they should celebrate a range of festivals and cultural celebrations within their setting and their also should be a range of photos and displays to help promote and celebrate diversity. It is highly important for staff to c onstantly promote diversity so that children are comfortable within their own skin, can celebrate their cultural background but also not be prejudice against others.It is essential that practitioners are aware of promoting childrens sensible and emotional well-being. The emotional wellness of children and young people is increasingly recognised as being highly important to the welfare and future prospects of individuals. Children and young peoples emotional health is a cornerstone of all the Every Child Matters outcomes. Children who are emotionally level-headed achieve more, participate more fully with their peers and community, engage in less risky behaviour and cope better with the adversities they may face from time to time. Emotional health in puerility has important implications for health and social outcomes in adult life ( psychogenic Health Foundation. 1999. Bright Futures. London Mental Health Foundation). The development of emotional health starts before a child is bor n, and the first two years of life are a exact period for laying the foundations for emotional health throughout childhood and into adult life. Emotional health is nurtured primarily in the home, but we know that practitioners and services can and do make a difference.To help promote the health and well-being of all children, acts have been write so that everyone can concenter on the importance of what is best for each unique child. The Children Act 1989 was written to help promote induement for children, making sure that they are knotty in decisions that can affect themselves. The main points of The Children Act 1989 relevant to working(a) in early years areThe well-being of the child is of dominant importance children should be safe and untroubled within a setting and this should be a feeling shared with parents. When children feel safe and secure it is more likely that they will feel more happy and have a better emotional well-being.Children should have their own race, cu lture, language and religion valued and respected this can be researchd through the celebration of diversity and individuality.Childrens feelings and opinions should be listened to making them feel like they are important and special, linking in them to feel secure and safe.Provision should be made to meet the individual needs of children and their families communication between staff and parents to ensure all childs needs and interests are catered for therefore a child can get the best care available allowing them good emotional and material well-being.Keeping children safe is essential in promoting a childs physical well-being and once a child feels safe within their environment, they will feel more secure and surefooted to go and explore independently. Practitioners can promote well-being within settings by giving children the chance to make their own choices and decisions. Giving them these opportunities allows children to develop self-confidence and awareness, as well a s learning to manage feelings and behaviour. The EYFS A Unique Child promotes children as independent learners this can begin from an early age as young as babies, exploring news things using their senses and as they become older, children can be given the opportunity to learn about keeping themselves safe. Practitioners can empower children, giving them choices and encouraging them to make decisions. This should include when children decide that they do not wish to participate in activities. This opportunity to say no will empower a child and enable them to become a confident individual. This is important for their personal confidence and emotional well-being. Promoting independence and decision making from an early age and continuing this throughout childhood will hold to a young person and adult who is confident, independent and assertive.As practitioners we have to be aware that all children are different and unique and this cannot be overlooked. If we do not take this into con sideration it can have a large impact on not that the learning and development achieved by the child, but also their emotional and physical well-being. The EYFS theme A Unique Child with the individual child at the heart of course of instruction and planning, is a key part of all early years settings, therefore benefiting the value of each child. Whilst considering each child as an individual, we not only take into consideration their needs but the ideas of anti-discriminatory practice, helping their emotional and physical well-being.Information SourcesDepartment of Education and Early Childhood Developmenthttp//www.education.vic.gov.au/Documents/childhood/providers/regulation/childindivneeds.pdfAlberta Educationhttp//education.alberta.ca/media/448912/Chapter3.pdfEducation Scotlandhttp//www.educationscotland.gov.uk/Images/12assessment_tcm4-637896.pdfUNICEF Convention on the rights of the childhttp//www.unicef.org/crc/index_protecting.htmlThe national Strategies of Early Yearshtt p//www.foundationyears.org.uk/wp-content/uploads/2011/10/SEAD_Guidance_For_Practioners.pdf