E1 One of the practitioner’s roles in meeting children’s learning needs could be to understand and work with other practitioners and staff. This can help to provide different learning opportunities to individual children because each child is unique as practitioners should take into consideration all diverse learning needs, for example there are many activities that could be changed to suit individual children. The practitioners’ role would therefore be to plan and resource an environment that is challenging and helps children learn in many different areas of their learning. The role of the practitioner in supporting the learning needs of children is they have to complete regular assessments on their development and learning to identify their progress and plan their next steps to help the children achieve further. The Early Years Foundation Stage (EYFS), (2012) states that the role of the practitioner is crucial in observing and reflecting on children’s spontaneous play, building on this by planning and providing a challenging environment which supports specific areas of children’s learning and extends and develops children’s language and communication in their play.
The teacher must ensure they are reaching all of these different types of learning styles. Everything should revolve around the child and its individual needs. This is also known as the ‘holistic approach’. In the early years setting this approach to teaching focuses on the child’s needs and interests and uses it and teaches them what they are required to learn and helps the child to discover their full
health and safety, fire drills and missing children. Keeping up to date with training in safeguarding issues encouraging learning and development of children and young people assessing observations to identify additional support needs a child or young person will need [CAF] which is a common assessment framework, this system enables multi agencies to access and add information about children. 1.4 All agencies dealing with children and young people up to the age of eighteen must seek to promote their welfare. The child / young person is the centre of everything
TDA 2.3 Communication and professional relationships with children, young people and adults In my assessment I will be looking at communication and professional relationships with children, young people and adults in schools as well as identifying and describing the key points linked to this topic. 1.1 Describe how to establish respectful, professional relationships with children and young people When building relationships with children and young people, it is vital that you adapt your behaviour and communication accordingly. You need to be able to make yourself approachable, as some children can find it difficult to connect with adults. This is why demonstrating effective communication skill can be just as important as offering support. Establishing ground rules and mutual respect at the start of any relationship when working with children is vital, this will be the foundation to successfully interacting with all children regard less of their age, culture and abilities.
LEAD PACTICE IN PROMOTING THE WELL BEING AND RESILIENCE OF CHILDREN AND YOUNG PEOPLE. 1.1 A child`s well-being is of great importance and Understanding what affects children’s subjective well-being is vital if they are to be encouraged and supported to be active participants in society, their community and family. The evidence shows that a low level of subjective well-being is associated with a wide range of social and personal problems. Children need to be given the conditions to learn and develop. This includes cognitive and emotional development, fostered through access to play in the early years and high quality education in school, and physical development, for example through a nutritious diet.
For individual learning styles to be met, within a good learning sessions a teacher will ensure he/she takes a multi-sensory approach to teaching, this way each learner can work to the best of their ability. Initial assessment and contracting before any learning takes place will ensue that learner needs are highlighted, therefore suitable support and lesson planning can take place. Inclusive learning is also about promoting a supportive and motivating learning environment that addresses the needs and barriers of all learners. For example, learners with wheelchairs need have appropriate access to the classroom and other facilities. Task 13 Strength and limitation of teaching and learning approaches Strengths and limitation of teaching and learning approaches are when a teacher implements all inclusive teaching
Involving young people in planning and reflecting on their own learning through assessment, evaluation and personal learning planning is essential and this is the responsibility of all practitioners regardless of the learning setting. Universal support will help young people to identify and plan opportunities for achievement through activities covering a full range of contexts and settings, whilst meeting individual needs and providing effective learning activities that address barriers across the curriculum in every context and setting. Additional Support Some young people will benefit from additional or targeted support, tailored to their individual circumstances. This could be at any point of their learning journey or, for some, throughout the journey. 1.2 explain the role of practitioners in providing impartial information and advice to children and young people 1 Young people are informed about how information, advice and guidance services can help them and how to access the services they need.
Resubmission : Unit 5: The principles underpinning the role of the practitioner working with children E1 The practitioner’s main responsibilities in working in a professional relationship with children in schools is making sure children are listened to and valuing their opinions. Children should feel secure and valued because it will make them feel that they have a sense of belonging and including them no matter what their race, religion, abilities, disabilities or culture is. Listening to children is an important part in a relationship with children. If a child has any worries or concerns they should be able to talk to the practitioner because if the practitioner isn’t approachable the child may be suffering and feel they have no one to
However, we can aim to offer each unique child equality of opportunity suited to their individual needs and requirements. We as staff need to understand the needs and requirements of each individual child. For each child to have equal opportunities, settings they learn and play in must ensure that they and their families are fully included in the setting, taking into account the diversity of the children and families who come to the setting. Inclusion is the process of making this happens. Working towards inclusion involves striving to remove barriers to children and their families.
1.4 Explain common barriers to integrated working and multi-agency working and how these can be over come. Multi-agency working brings together practitioners from different sectors and professions to provide an integrated way of working to support children, young people and families. It is a way of working that ensures children and young people who need additional support have exactly the right professionals needed to support them. Integrated working focuses on enabling and encouraging professionals to work together effectively to deliver effective care for children. Children in their early years may have a range of needs and the way that we work together as practitioners can have a positive impact on their health, development and learning.