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.
support each child in their learning and work with parents and carers as partners in children’s learning and development. understand your responsibilities in meeting the learning and development and safeguarding and welfare requirements of the EYFS. oversee the educational programmes to ensure that all areas of learning are includedand that assessment is consistent and used well to inform planning. promote equality and diversity and have a clear overview of the progress of all the children who attend. evaluate your provision, use this information to identify priorities for development and set challenging targets for improvement, with a focus on children’s achievements.
You must think about this when planning activities, for example when they involve physical play, or if more consideration must be given to the needs of a child who has just become mobile than to an older child, when planning room layouts. • Some children have specific needs such as sensory impairments: for example think about the challenges to a child with limited hearing understanding explanations about safety. • The different needs of families and carers must be considered. • Always be clear about why you are using the environment in question, the activities a child encounters and what sorts of services are offered. • The duty of care of a setting to children, parents and carers is a legal obligation.
What is meant by inclusion? Inclusion is an active not a passive process (Corbett Cited in Soan 2004:8) and no matter what background, religion, special need, race or disability the child should be include in the whole aspect of the curriculum. Having the environment and resources adapted to meet each individuals specific needs removing any barriers to learning and enabling every child to reach their potential. Inclusion is a big issue within mainstream education today and is very closely connected to the Special Educational Needs (SEN) practice already in place within schools. Many people believe that if a child has Special Educational Needs he/she should be educated in a special school.
Role of the adult According to the work of Riley (2007), a crucial factor in the quality of children’s education is the role the supporting adults provide. The role of the adult or practioner is to ensure that the setting and all of its employers maintain the challenge of the EYFS curriculum and uphold the concept that it’s not what a child learns that is most important but how the child leans it. A child initiated focus is fundamental to this philosophy; the practitioners must develop a supportive learning environment so that all children feel empowered to offer their own suggestions about how they want to learn. The observer noted how the practioner demonstrated how the uses of role play areas and then herself observed the children to see their development. Through the following child initiated play, the pupils demonstrate sustained shared thinking, collaboration and teamwork.
Duties and responsibilities of own work role..... SUPPORT FOR THE SCHOOL Responsibilities and duties is to create safe, happy, positive and stimulating learning environment that children can be cared for. To beware and to follow the school policies and procedures relating to child protection, health and safety, school rules, behaviour policy, confidentiality and data protection, reporting any concerns to an appropriate person. To ensure all children and young people have equal access to opportunities to learn and develop. To respect and support the role of other professionals. Keeping up to date with change procedures and practice by attending meetings and training.
Unit 027 Support Children and Young People’s Health and Safety Outcome 1 Understand how to plan and provide environments and services that support children and young people’s health and safety. Learning Outcome 1 There are a number of important factors to take into account when planning for healthy and safe environments whilst setting up activities and services with children and young people. It is necessary in planning activities to remember each individual’s needs and abilities and that all children need supervision at all time. Everyday I have to take into account the different children I have in my group and that each child has a different level of ability and needs compared to others so when I am setting up activities I need to ensure that each child will be able to take part and enjoy the activity as well as learn at the same time. Activities that I would have to put a lot of through into would be a physical exercise because this activity could be difficult for a child who has just learnt to walk.
EARLY CHILDHOOD PEDAGOGY The term pedagogy refers to the holistic nature of early childhood educators’ professional practice (especially those aspects that involve building and nurturing relationships), curriculum decision-making, teaching and learning. When educators establish respectful and caring relationships with children and families, they are able to work together to construct curriculum and learning experiences relevant to children in their local context. These experiences gradually expand children’s knowledge and understanding of the world. Educators’ professional judgements are central to their active role in facilitating children’s learning. In making professional judgements, they weave together their: • professional knowledge and skills • knowledge of children, families and communities • awareness of how their beliefs and values impact on children’s learning • personal styles and past experiences.
Good communication with parents and caregivers can build support for and strengthen the important work that you are doing in the classroom. The more you know about children's academic, social, and emotional development, the more able you will be to meet their needs. Information about how well the children are progressing helps you to plan your teaching. You want the children in your care to feel successful and confident, but you also want to offer experiences that will help them to develop further. In addition, through initial screening and by checking the children's progress, you can identify those children who need special help or who face extra
Authentic observations and assessments are a valuable and irreplaceable tool in many areas of child development. The assist in the early detection of children who may be in need of specialized services, and they are also great tools in helping the teacher plan instruction for individuals as well as for group instruction. Assessments are also a great and reliable tool that is utilized in helping professionals identify where their program and staff are lacking and where improvements and adjustments are needed to better meet the goals that are set for children's developmental needs. As a child educator it is important to know how to have meaningful conversations with children. Early childhood educators need to learn to watch and listen to a child long enough to determine a what a child's goals should be and as an educator understand the child's individual needs to develop strategies for attaining those goals.