Field Experience Case Dilemma As a future early childhood teacher in the making, working with children is something I enjoy and I look forward to everyday. Moreover working with children is something that you have love but also learn the right techniques to be an excellent teacher. As I am currently enrolled in EEC2271, which is a class that focuses on working with young children with special needs and their families, I get to go into a special needs class setting and observe the class. Upon observing the classroom setting, I have noticed a child that has caught my attention while observing; his name is Nelson. Nelson is a 3 year old boy and is autistic.
For example, learning environments and learning activities are adapted to ensure that all children are able to access all areas of the curriculum and all children have the same learning opportunities. All children are encouraged to be active participants in their own learning. This means that all children have and can make the same choices in a setting and the needs and interests of all children are considered and catered for. This ensures positive, successful learning outcomes. Services and practitioners counter conscious and unconscious discrimination that may prevent children from thriving, and their carers from being able to fully and actively participate in the setting/services.
When Sam got into certain situations he remembered what Reggie taught him while taking Kung-Fu lessons, Sam was taught how to mediate. Mediation was very helpful when things are not going right in your life you can clear all the negativity out of your mind and concentrate better on how to reach your goal which is what Sam did. Sam states, “But Carla could be tough, and she wasn’t the least bit intimidated by three teenage boys who sometimes resented being pushed so hard”(124). It’s very important for young kids to have positive influences in their life, because they can sometimes drift off into the bad elements of life with the existence of peer pressure its very easy, but when mentors are in place its easier for the kids to get back on track, because the seed has been planted. Having mentors in Sam’s life helped reinforced what he had realized, he didn’t want to be a statistic in
I also suggested to the class teacher that in future activities there may be pictorial instructions to help and support children understand the rules of the game. This child was able to create a sentence verbally and recall this to the adult who then scribed it. He also showed excitement using facial expressions when his sentence was read back to him. Pupil C: This child found difficulty in sounding out the letters; however he showed determination throughout the game and was able to match all words from the flash cards to his base card. Even though he was the last child to find all words on his base card this did not faze him and he persevered until the end.
Age Characteristics Up to 9 months By nine months babies are still shy with strangers but will show their affection to carers. They will enjoy being with others and playing simple games like peek-a-boo. 1 – 2 years At this age children may show separation anxiety from adults close to them. They may choose a particular object such as a teddy or blanket to comfort them and play becomes more fun with other children and they will mostly be cooperative. Children can now be easily distracted to avoid unwanted behaviour.
Inclusion and the Common Core Introduction to Inclusion To fully participate in an inclusive education program in your school means to allow all students to attend general education classes that are accepting and supportive learning environments for all students regardless of any disabilities or exceptionalities. When a student is welcomed into a neighborhood school it means to be a part of the school community and may now contribute in as many aspects of regular school life as desired. There are many benefits of inclusion into an age appropriate class and many schools are now incorporating the inclusive program into their school program and community. It is important to support the public education system and to fully incorporate
Diversity is a visible and non-visible thing. These could include personal characteristics that are also protected under discrimination legislation. By recognising each and everyone’s individual needs we are able to have a positive and productive working environment in which everybody will feel valued. Within my workplace we have to be aware of everybody’s Individual needs not just the staffs but also the Students that we teach and look after. As every child have their own needs.
3.6 Promote equality, diversity and inclusion in work with children and young people Area 1 1.1 Human Rights Act (1998) The Human Rights Act was mainly put into place to ensure equality for adults and also to support them with bringing up their children. This legislation ensures that each individual has exactly the same rights as everyone else in society. Some of these rights are: Having the right to follow any religion or belief The ability to go into education Prohibition of discrimination Following this legislation in my setting promotes equality as discrimination is not allowed. Therefore, I ensure I speak to everyone in the same manner and treat them equally and fairly. Also, this makes people from different backgrounds feel welcome and comfortable within the setting.
We have to see that our own beliefs are not causing a barrier between us and the children. ‘Inclusion isn’t just about access for disabled people: inclusion is about all of us irrespective of impairment, age, sex, religion, cultural background etc. It is about everyone being recognized and valued equally.’ ( DESSA) In the work setting there are many things that one professional can do, to have an inclusive education. Being able to meet everyone’s needs so to help all children reach their full potential. In early years the things we do with the children are play, crafts, understanding of the world and help develop skills.
Improving outcomes for all children and young people underpins all of the development and work within this setting. Responsibilities Safeguarding is considered everyone’s responsibility and in settings aim to create the safest environment within which every child has the opportunity to achieve their full potential. We recognize the contribution it can make in ensuring that all children registered with our setting feel that they will be listened to and appropriate action taken. We will do this by working in partnership with other agencies and seeking to establish effective working relationships with parents, carers and other colleagues to develop and provide