How does a child’s temperament impact his /her ability to self-regulate? Each child is different it is very important to recognize and respond to a child’s temperament that impact his ability to self regulate by how he respond to stressful situation, and the interaction including how the caregivers accommodate his temperament and respond , also using language , all these affect how and when he develops self-regulation. 3. Describe, in your own words, the term ‘’goodness of fit’’ and how ‘’goodness of fit’’ might aid teachers in selecting strategies to support children as they develop their ability to self-regulate. Goodness of fit is the compatibility between environment and a child’s temperament, inability of fit occurs when temperament is not respected and accommodated, teacher can improve the goodness of fit by adapting her approach to meet the needs of the child, and in order to select a better strategies to support children teachers first need to understand and recognize each child
Unit 3 Question 2 E5: Describe TWO (2) strategies which the setting may use to empower children to develop independence and self-reliance The importance of children’s communication skills In terms of empowering children, communications skills are critical. Being able to communicate helps children express their needs and feelings and make friendships with other children. Some children who experience difficulties in managing their behaviour are likely to have difficulties communicating. This means that helping children gain communication skills should be a major focus of your work with them. Communication skills used by children helps children to express their feelings, manage their anger, helps to negotiate with others, helps to understand the feelings of others, and also helps children respond appropriately to others.
It can outline the basis for the partial development of the right learning needs and abilities and may also be constructive preliminary stage for future learning prospects There are many rationales why it’s significant to observe and assess pupils’ development. For example, to be able to recognize the broad choice of skills in all areas of pupils development. This will help teachers and teaching assistants to set out goals that need improving and building upon current skills to allow pupils to achieve their educational attainment at different levels. Moreover it is important to observe and assess in order to identify and comprehend the cycle of development in children. This understanding should be used to connect the hypothesis and theory with my own practice as a teaching assistant within the school.
Unit CYP36 – Working together for the benefit of children and young people 1.1 Explain the importance of multi agency working and integrated working. When children are growing up they may require the use of a range of services, depending on their needs and support requirements. It is important for the services involved in each individual young person to work together to achieve the best possible outcomes for children and young people. This is multi agency working and it is an effective way of supporting not only young people but also their families. The bringing together of practitioners and professional from different areas provides an integrated way of working and aims to provide support to children and young people earlier to ensure they meet the Every Child Matters outcomes.
Katarzyna Bubacz EYMP2 Task1 Explain each of the areas of development and how these are independent. There are three areas of learning. These areas are critical in developing children’s skills in all others areas of learning and development and is supporting future skills of life, i.e learning how to play safely, interact with others, sharing resources and adult time, manage the own feelings so that they can understand and accept boundaries, express them self and their likes and dislikes. The prime areas are: Personal. Social and Emotional Development Physical development Communication and Language Personal Social and Emotional Development (PSED) Children must be provided with experiences and support which will help them to develop a positive self of themselves and others, to have respect for others social skills and a positive disposition to learning, practitioners must ensure support for children’s emotional well being enabling them to know themselves and what they can do.
Promoting Inclusion Equality And Diversity Within Learners Theory 3 As a tutor my aim is for the students to gain competence in and a full understanding of the subject. In order for students to do this it is important for the tutor to be mindful of the issues concerning equality, diversity and Inclusion. In terms of equality and diversity the relevant factors we must be sensitive to when teaching are disability, sexual orientation, gender, ethnicity and race, age, religious beliefs and economic and social needs of the students. The diverse backgrounds and experiences of individual students are what make teaching so exciting and challenging. The tutor needs to employ a number of strategies to promote inclusive learning to ensure that all the students are involved in the learning process.
The purpose of Individual Education Plan for disabled children and young people and those with SEN is to ensure they are getting access to the curriculum. Individual Education Plan’s should include the following information: • • • the short-term targets set for or by your child the teaching strategies that will be used to help your child the educational provision to be put in place at your child's school for your child, this means any extra help from teachers or specialist equipment that is needed to enable your child to meet the targets that they have been set when the plan should be reviewed the level of achievement that your child would need to reach before the plan would no longer be needed your child's progress that has been achieved through the Individual Education Plan, although this will only be filled in once the plan is reviewed. • • • In order that an effective IEP is created, parents, teachers and other professionals (student as well) should meet to look closely at the child’s unique needs. The basis of the meeting is to combine knowledge, experience and commitment to design an educational programme that will help the child to be involved in, and progress in the general curriculum. The IEP guides the delivery of special education support and services for the child with a disability.
Children and young people need to be protected from neglect and abuse and have a safe environment in which to grow up in with parents, teachers and any other close adult being approachable and accessible if needed, should a child develop a difficulty that concerns them. 2. What is a child or young person-centered approach and why is it important? Every child/young person is unique and therefore has individual needs which will help them achieve their full potential as they develop. A child/young person centered approach will empower the person to be in control of their lives.
Peer relationships provide children opportunities to learn about themselves. They develop new social skills from peer contact. They need to build relationships with other children. Peer relationships play a vital role in
Each cultural has different views on what is considered “normal” which effects parental/familial involvement in a child’s education. When teachers become more culturally sensitive and show an interest in their student’s varying cultures, they are also showing the importance that every student’s culture has to offer. This also allows for teachers to learn and connect with students and their families that are culturally and linguistically diverse. This can also be known as cultural competence. Teachers show respect for the student’s and family’s culture by learning how to best communicate with families in regards to student/familial involvement in the student’s