Planning Activities to Meet Individual Needs in a Child

Planning Activities to Meet Individual Needs in a ChildNisha splatterel(1) Explain the benefits for tiddlerren when their man-to-man of necessity ar met.In the shot as every baby bird is different, it is important to value much or less, plan for, and act with the individual, as well as the crowd as a whole. see the range of nestlingrens styles, mixer interactions and personalities whatever atomic number 18 calm down archean(a)s ar noisySome like to spend time by themselves others be the life of the partySome are startle others are extr overtedSome are active others are quietSome calculate into new situations easily others like to stand back and watch there are differences in cultural and language back cause, life experiences, temperament, interests, skills and talents.If you are a new ply member, speak to colleagues who already know the children. Take favor of what they know and how they see the child. A caution however try non to use labels and fixed way s of seeing a child. Every integrity sees and relates to people differently. It whitethorn be hard to both listen to what others say and form your take in opinion, but do try to keep an open mind about a child who is considered difficult or ch aloneenging in both(prenominal) way.Ask if you do-nothing look at the enrolment forms. They may learn non-confidential information that could be useful to you in getting to know a child.Talking form entirelyy to the childs family. They go away pretend considerable insights about the child. Learn from their perspectives.Help nurture a culture among cater of talking to each other about children and sharing insights.Learn childrens names, greet them by name, and take every opportunity to watch individual conversations with children. Be careful about talking only or mainly to the whole group or rime of children at a time. You applyt re altogethery get to know somebody unless you interact individually.As you get to know children, try to notice, comment on or talk about something that is unique to that child a new haircut or tack together of clothing, a comment about something you did or talked about yesterday, something you read or heard that you think he or she might be raise in.Pay perplexity to a child who is telling you something. This is a challenge, as it might be necessary to maintain supervision and awareness of what is passing play on around you while at the same time salty with the child.Be a good listener and observer. Spend time unsloped watching children interact with others and engage with the material. Listen in on conversations. film notes so that you can remember and lick constructive use of the information. abide individual differences in children. This doesnt mean tolerating disruptive or destructive conduct, but it does mean working with the fact that each child is different.Be aware of your own notions or biases of the i share child. Each of us in all probability has preferences so me like outgoing cheeky children, while others gravitate towards dreamy, quiet or reflective children. Think about how these ideals might affect your interactions with children. Similarly, think about what kinds of behaviour or characteristics really bother you in children. take on these biases to your ego and maybe even to your colleagues, and then work against them as you interact with children.When a child has an additional need such as a impediment, or when there is a language or cultural barrier or a behavioural problem, try to figure out ways to deal constructively with it for example to communicate with a child who has limited English, or to truly intromit a child in a wheelchair.At all times, there are choices of things to do among a range of different kinds of activities.There is flexibility about who is doing what, when and for how long. There are relatively a few(prenominal) if any times when everyone is expected to do the same thing.The majority of materials are open - ended that is, they lend themselves to a variety of uses so that children can conciliate them to their own interests and agendas.(2) pick up how the principles of anti- discriminatory practice can be use to practice.In the setting anti-discriminatory practice is very important in a childcare setting to understand that everyone involved in the setting, such as children, parents/carers and staff members are not discriminated against in relation to their age, constipation, culturality, gender, health, religious beliefs and energiseuality. In my setting we apply anti-discriminatory practice with children by ensuring we show no favoritism in children and all the children get treated the same, also we ensure we do not refuse any children because of their beliefs, religion etc.Our setting is act to anti-discriminatory practice to promote comparability of opportunity and valuing diversity for all children and families. We obtain to post a secure and accessible environment in wh ich all children can flourish and in which all contributions are considered and valuedinclude and value the contribution of all families to our understanding of equality and diversityprovide positive non-stereotyping information about gender roles and diverse family structures, diverse ethnic and cultural groups and disabled peopleimprove our knowledge and understanding of issues of anti-discriminatory practice, promoting equality and valuing diversitychallenge and eliminate discriminatory actionsmake inclusion a thread that runs through all of the activities of the settingfoster good relations between all communities.We do not discriminate against a child or their family, or prevent entry to our setting, on the basis of a protected characteristic as defined by the Equalities Act 2010. These aredisabilityracegender reassignmentreligion or beliefsexsexual orientationagepregnancy and maternity andmarriage and well-behaved partnership.We do not discriminate against a child with a disa bility or refuse a child entry to our setting for cerebrate relating to disability.We believe that no child, individual or family should be excluded from Pre-schools activities on grounds of age, gender, sexuality, class, family status, means, disability, colour, ethnic origin, culture, religion or belief.In the setting we will ensure that our service is fully inclusive in meeting the needs of all children. We recognise that children and their families come from diverse backgrounds. All families have needs and value that arise from their social and economic, ethnic and cultural or religious backgrounds. Children mystify up in diverse family structures that include two parent and one parent families. Some children have two parents of the same sex. Some children have close links with extended families of grandparents, aunts, uncles and cousins while others may be more removed from close kin or may live with other relatives or foster carers. Some children have needs that arise from d isability or impairment or may have parents that are touch on by disability or impairment.Some children come from families who experience social exclusion or severe hardship. Some have to reckon dissimilarity and prejudice because of their ethnicity, the languages they speak, their religious or belief background, their gender or their impairment.(3) Describe why it is important to plan activities that meet the individual needs of children.In the setting it is important for practitioners to identify childrens care and learning needs in a setting, there are many reasons for this. Firstly, is to promote ontogenesis. Some children develop and learn faster than others and it is partly our responsibility to ensure all childrens needs are cared for no matter what stage of development they are at. We can do this by carrying out observations these help us to identify the exact learning needs of children. They can show us clearly what stage of development each individual child is at, we w ould equality each child against milestones for that age and stage of development and then we can begin to plan to meet the learning needs of certain children who are not meeting milestones and also plan to accommodate for those children who are over excelling the milestones. Children will develop better if there are adequate numbers of staff/adults present, taking into account the correct staff ratios for each particular proposition age of children. With more hands on around the setting children will benefit greatly so it is important to plan how many adults/staff should be present for a particular day/activity, by doing so there is a higher chance of meeting all of the childrens needs. For example, in my placement I am in a primal 1 class where there is a teacher and a schoolroom assistant. For this age range of children the extra support is extremely important as the childrens care and learning needs are higher than that of a Primary 7 child i.e. toileting, a Primary 1 child w ould need more assistance than that of a Primary 7 child. So if a teacher is caring for the needs of a child who has had a toileting accident it is important to have a classroom assistant so that the other children are supervised and their needs also met.(4) Explain how the practitioner can promote childrens physical and emotional well- being within an early year setting.Physical well-Beingbetween birth 6 months a child willTurn their head toward sounds and movementWatch an adults buttock when feedingSmile at familiar faces and voicesReach up to travelling bag feet when lying on their backsLook and reach for objectsHold and shake a rattlePut everything in their mouthsBetween 6 12 months social movement from sitting with support to sitting aloneRoll over from their quite a little to their backBegin to creep, crawl or shuffle on their get throughPull on or push against adult hands or furniture to reach a standing positionRaises arms to be liftedTurn and look up when they hear th eir namePat and poke objects when playingPass objects from hand to handLook for things that have been hidden or droppedReaches hand towards source of foodBetween 12 -24 monthsBegin to walkSits alone indefinitelyFeed themselvesPush and extend toys while walkingWave goodbyePoint or make noises to indicate wantsEnjoy a pictureShake head for NoUses thumb and first two fingers to gripBangs objects togetherStoops to pick things up from the floorBegins to show preference for one handBuilds tower of few bricksHolds crayon in palm and makes marks on paperBetween 24 36 months Kneels to playThrowsKicks enBuilds larger brick tower displace liquidsBetween 36 60+ monthsJumps with feet togetherWalks on tip toesWalks up and down stairsCatches a gently thrown ballClimbs with increase confidencePaintsGains control over eating toolsPedalsThrows with aimUses scissorsHolds a pencil and can draw people/housesHopsKicks with aimCatches ballHandles pencil with controlCopy shapes and write some lettersSe ws stitchesworked up well- beingBirth- 3 monthsResponds to adults especially mothers face and voiceSmiles, concentrates on adults face during feedingVery dependent on adults for reassurance and comfort, quietens when held and cuddledFleeing smiles when asleepBetween 6 12 monthsEnjoys company of others and games like peek-a-booShows affection to known carer, but shy with strangersBetween 12 24 months Likes to please adults and to perform for an audience may become anxious or distressed if separated from known adultswhitethorn use comfort objectsMostly cooperative and can be distrait from unwanted behaviourBetween 24 36 monthsDeveloping smell of own identity, wanting to do things for selfDemanding of adult attention, jealous of attention given to others, reluctant to share playthings or adults attentionActs impulsively, requiring needs to be met instantly, prone to bursts of emotion tantrumsEnjoys playing with adult or older child who will give attention, beginning to play with o thers of own age for of a sudden periodsBetween 36 48 monthsBecoming more independent and self motivatedFeels more secure and able to cope with unfamiliar surroundings and adults for periods of timeBecoming more cooperative with adults and likes to helpBetween 48 60+ monthsMakes friends but may need help in declaration disputesDeveloping understanding of rules, but still finds turn-taking difficultEnjoys helping others and taking responsibilityLearns lots about the world and how it works, and about people and relationshipsMakes friends (often short-term) and plays group gamesNeeds structure and a routine to feel safeWhen behaviour is over the top, they need limits to be setBibliography-(1) Kate, Kath, Sue, Penny.(2010) 1st edition, capital of the United Kingdom Heinemann.(2) Kate et al (2010) 1st edition, London Heinemann.