There are many types of effective intervention strategies that are put into place to help manage students that are diagnosed with EBD. Regardless of the intervention used in school, to help regulate the child’s behavior, the purpose of intervention is to allow the student to manage their own behavior no matter where they are. Because of that reason, the self-management strategy is an effective technique of providing support to EBD children. Advocates of Cognitive Behavioral Intervention attest to the mutual relationship with behaviors and thoughts as a primary principle of their method. Engage CBIs children in self-management, which involve; self-control, self-instruction, self-evaluating, self-monitoring, and self-reinforcement.
Since a child is entirely dependent on his or her caregivers, the value of the care that the child receives is an important role to the formation and development of the child’s personality. Occurring in this developmental stage children learn if they can trust or mistrust the people surrounding them in their life. For example when a baby is crying, does the caregiver come to comfort and satisfy the baby’s needs? Whether the caregiver is consistent or inconsistent in satisfying the child’s needs (such as feeding, changing diapers, and comforting) can determine how the the child in the future see’s the world and the people inhabiting it. If done consistently the child will learn to trust the people caring for him or her, creating a bond and as the child matures the people they meet later in life can give him a sense of trust and security.
Skilled observation is important to correctly determine what is behind a child’s classroom behavior. Misinterpretation leads to difficulties for both teacher and child stemming from the teacher thinking that one cause has led to the child’s behavior, while the truth may be quite different (MacDonald, 2006). Children communicate through their bodies. Their physical actions reveal as much about them as the things they say. A major accomplishment during the early years is the development of social skills.
I will also discuss what life story work is and how life story work can be beneficial in developing a child’s understanding a sense of self. The importance life experiences have on a child’s attachments and what is meant by attachments and how they form and vary. The importance of the care workers role in all of these points will also be discussed and how they can support children to develop a sense of self. It’s important to understand what is meant by identity. Identity can be seen superficially as a name or a date of birth of an individual, a sense of formally providing evidence of who you are.
Theoretical Basis and Research Attachment theory explains the role that the dynamic relationship between a child and caregiver plays in shaping an individual’s interpersonal relationships (Bowlby, 1969). One of the central tenets of attachment theory is the concept that children form internal working models of attachment based on the children’s thoughts about themselves and the children’s expectation about their caregiver’s availability and responsiveness (Bowlby, 1973). Working models allow children to develop cognitive schemas about themselves and others in order to predict and plan for the responsiveness of the caregiver. Early attachment relationships teach children how to regulate internal and external stimulation. In response to fear, children develop patterned behaviors in order to manage the stress, difficulty, and overwhelming situations.
The Code of Practice suggests that children and young people and young people who are described as requiring School Action or School Action Plus provision or have a Statement of Special Educational Needs (SEN) should have an Individual Education Plan (IEP). • An IEP is a tool to help plan for meeting the SEN of children and young people/young people and to help in teaching them effectively the emphasis is placed on the involvement of parents/carers and children and young people/young people. The Code of Practice identifies the information an IEP should contain: o The short term targets set for or by the children and young people and young people o The teaching strategies to be used o The provision to be put in place o When the plan is to be reviewed o Success and/or exit criteria o Outcomes (to be recorded when the IEP is reviewed) • IEPs should focus on: o Up to three or four key individual targets set to help meet the Individual children and young people and young people needs and particular priorities. Targets set in IEPs will largely relate to curriculum objectives: communication, literacy, mathematics, and all aspects of behaviour or physical skills. Targets can be set to meet more holistic objectives, such as the development of independence skills.
A separate statement of the NAEYC divides the concept of appropriateness into two aspects--age appropriateness and individual appropriateness. This statement coincides with my belief that children are unique individuals who may or may not reflect the usual characteristics of other children of their same age. I believe that each child is a unique individual who needs a secure, caring, and stimulating atmosphere in which to grow and mature emotionally, intellectually, physically, and socially. It is my desire as an educator to help students meet their fullest potential in these areas by providing an environment that is safe, supports risk-taking, and invites a sharing of ideas. There are three elements that I believe are conducive to establishing such an environment, (1) the teacher acting as a guide, (2) allowing the child's natural curiosity to direct his/her learning, and (3) promoting respect for all things and all people.
Critically discuss the range of factors that affect communication with children. How can practitioners become better at communicating with the children they work with? “To effectively communicate, we must realize that we are all different in the way we perceive the world and use this understanding as a guide to our communication with others.” (Anthony Robbins, 1986) The following essay will begin with a discussion of two major factors that affect communicating with children. I will view these from a critical perspective, arguing why these factors are important discussing issues that may affect communicating with disabled children and how the setting plays a vital role in aiding communication. The next part of the essay will look at how practitioners in schools and in the field of social work can improve their communicative relationships with the children they work with.
The following essay will attempt to define and discuss the concept of “sensitive mothering”. It will prove that sensitive mothering plays a vital role in the social and emotional development of a child by further discussing development theories and “attachment theories”. The theorists who analysed children and attachment were John Bowlby with his “Internal Working Model” , Erik Erikson’s psychosocial development as well as Mary Ainsworth’s continuation of Bowlby’s theory but working more with the types of mothering and their results which will also be discussed. “Sensitive mothering” is a term used to describe the way in which the primary care-giver, which would usually be the mother, responds emotionally and physically to the signals or cries of her child. When the care-giver responds with sensitivity and with a fast reaction, the child will form a sense of trust and security.
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. They also draw on their creativity, intuition and imagination to help them improvise and adjust their practice to suit the time, place and context of learning. Different theories about early childhood inform approaches to children’s learning and development. Early childhood educators draw upon a range of perspectives in their work which may include: • developmental theories that focus on describing and understanding the processes of change in children’s learning and development over time • socio-cultural theories that emphasise the central role that families and cultural groups play in children’s learning and the importance of respectful relationships and provide insight into social and cultural contexts of learning and development • socio-behaviourist theories that focus on the role of experiences in shaping children’s behaviour • critical theories that invite early childhood educators to challenge assumptions about curriculum, and consider how