Considering the work of key pioneers and current experts with links to child development theory. There are many theories about how children learn and develop. This area of study is called developmental psychology which covers subjects such as cognitive, language and emotional development. The research methods are based heavily on the on going assessments carried out by observing children over a period of time. Assessment is part of the process of understanding what children know, understand and can do so that future teaching steps can be appropriately planned.
The strands are: • To learn about themselves - Self Concept Development • To learn about their feelings - Emotional Development • To learn about other people - Social Development • To learn to communicate - Language Development • To learn to move and do - Physical Development • To learn to think - Cognitive Development The quality of early experiences is shaped by the individuals with whom infants and toddlers spend their time and by the environments where they spend their time. As early childhood professionals, we know what children need in order to be successful in both school and in life. This document designed for program trainers, directors and parent educators to use as they work with caregivers and parents to insure quality care for infants and toddlers. Infants and toddlers are cared for in a variety of settings. These settings include the child’s own home, child care centers and family child care.
I gave the families a chance to give input on the child’s development plans and how well they felt the child’s welfare could be improved. During meetings with the families I gave the child the opportunity to introduce self and the family. I also gave the child the opportunity to participate in discussing and making choices about their own learning outcomes. 1.1.B. Now think of another situation when you were able to treat children, young people, their families and their carers as equals.
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.
(Beith.K et al,Pg.2, Level 2 certificate for the Children and young people’s workforce, 2010, Heinemann, Harlow) When I work with children I communicate with children and young people to build relationships, verbal or non-verbal communication may be used to help children and young people feel welcome and valued, and to co-ordinate activities. Effective communication is required for children and young people to encourage positive behaviour and K.Beith states that practitioners will communicate “to give instructions to children so that they understand what is required of them in routines and activities, such as emergency practices and outings” (Beith.K et al,Pg.3, Level 2 certificate for the Children and young people’s workforce, 2010, Heinemann, Harlow) Early years practitioners communicate regularly with parents to build relationships and to share information. Communication between parents and practitioners can help the setting provide adequate care and provision for their children. Early years practitioners also communicate with parents to give them information about the setting
• Importance of including parents/guardians in planning. Planning • Current influences on the planning and provision of learning opportunities. • Importance of planning and providing learning opportunities to meet children’s diverse needs. • Plans of curriculum activities • How planned curriculum can promote learning Role of practitioner • The role of the practitioner in meeting children’s learning needs • Reflective account how a practitioner can support the learning needs of the children. After the practitioner know the information and understands it, there next role is too use it to meet the children’s learning needs.
The key strategic purpose of the teachers is to prepare lessons to impart information and make them as interesting as possible to keep children engaged and to promote learning by leading discussion and encourage participation. They must ensure the classroom environment is supportive for all learners. Teachers should prepare homework and assignments to assess learner’s progress and feed that back to both students and families. Support staff roles refers to any school employee allocated to assist administrators, teachers etc. to address special needs within the school.
To make this happen we will work with family, friends and advocates to enable and empower the person with learning disabilities to making decisions about their lives and how they would like their care delivered. The main point is to put them at the centre of everything developing a holistic approach. Person Centred Planning will be crucial in the action taken to meet the objectives of Valuing People especially in the areas of: Enabling people to access a range of activities of their choice, including work, through effective partnership working with all relevant local agencies • Enabling young people to plan their lives and to make valued contribution to the communities in which they live • Maximising opportunities for disabled children • Offering choice and control in where people live and who they live with • Enabling people to lead fulfilled lives and develop a range of relationships in their communities • Enabling people to make full use of Direct Payments, so that they can purchase a full and innovative service • Promotion of good health and access to general health services services • Ensuring staff working with people with learning disabilities are appropriately skilled, trained and qualified. The aim of person-centred practice in our organisation is to Enable
It The professional development part of provides a list of standards that should be met this website provides ongoing learning in the special education classroom and how opportunities for the special educator. You they can be met. can find beneficial professional development programs that meet the needs of any
Teachers who truly value the family’s role in a child’s education, and recognize how much they can accomplish by working with families, can build a true partnership (Dodge, Colker, and Heroman, 2002, pg. 211). The curriculum is based around the theories of: Abraham Maslow (basic needs and learning), Jean Piaget (logical thinking and reasoning), Lev Vygotsky (social interaction and learning), Howard Gardner (multiple intelligences), and Sara Smilansky (play and learning). These theorist help mold the foundation for the curriculum that is used in many classrooms today. The Creative Curriculum enhances social/emotional, physical, cognitive, and language development.