Positive Working Environments for Children

Positive Working Environments for churlrenIntroductionTo be include is to encounter belonging.Lancashire County Council (2010)The aim of this assignment is to explain and examine how the staff indoors a compass ensures a positive working environment for the youngster. The practiti singler exit demonstrate an up to date and working k forthwithledge of principles, policies and practices of inclusion. The practitioner allow for besides discuss how pargonnts and multi-agency teams whitethornbe involved in meeting the particular learning fatalitys and care needs of a minor through the implementation of a case study. And as well as brush up how new legislation such as Marriage (Same Sex Couples) locomote 2013 and The Children and Families Act 2014 give up resulted from the term inclusion.According to Lancashire County Council (2010), youngsterren are include when they attend a mainstream backcloth and have complete access to its sociable and academic vitality. In becomi ng more inclusive, schools should meet a greater diversity of needs. Some babyren may have an identified Special educational Needs (SEN), whilst others maybe gifted, a baby who has English as an supererogatory linguistic communication or a child with behavioural difficulties. completely these children exit experience barriers when it comes to learning therefore we describe such children as having spare needs.All settings should make ar swervements to meet the individual needs of all their children, forrader considering whether some children need arrangements that are additional to or polar from their general practice. All settings should be following in compress(p) practice guidelines and be providing a differentiated onrush for all children. Differentiation means altering and adapting the centering activities are presented to children to enable them to access them and make work up. Settings should offer a range of resources to match different levels of ability, use staff flexibility to give children one to one or small group activities or individual assist and ensure that members of staff has time to broadcast and prepare activities. Staff should also look at how their setting is organised, are children expected to sit and try for longer than is appropriate for their age and stage of suppuration? Do children know the grammatical construction of the session? , does the setting have cl primal defined areas for activities? All these issues lavatory be addressed by adding optical cues for the defined areas and structure of the session. this can make such a difference to the children with actors line and wording development and for children with English as an additional vocabulary as these visual prompts impart back offer the child to learn what is coming next and what is misadventure in that specific area.Every child deserves the best possible let down in life, and bridge over to fulfil their potential DFES (2008)According to the DFES (2008) a childs experience in the early years has a major(ip) impact on their future life chances. Practitioners should focus on each(prenominal) childs individual learning. All Early years providers must have and implement an legal insurance policy for ensuring equality of opportunities and for plunk foring children with additional needs, learning difficulties and disabilities.Working effectively in partnership with parents is a of import part of the early years work. Parents frequently feel that their parenting skills will be judged according to how their child is acquire on. Even the most confident and cocky parents can feel very vulnerable and ignorant when it comes to inclusion.Parents are the childrens number one and most enduring educators. When parents and practitioners work together in early years settings, the results have positive impact on the childs development and learning. Therefore, each setting should seek to develop an effective partnership with paren ts. (QCA 2000 page 19)When a parent is told that their child might have an additional need the parents might endure a number of feelings for example, crime what have they done wrong? Denial- his brother was just the same and hes fine now, Anger- who do they think they are giving me this teaching? Worry- I dont want my child being handle differently from any other children. Recognizing and accepting that their child is experiencing difficulties can lodge in time but as a practitioner it is important to support this process by taking the time and effort to build up a good relationship with the parents, have an honest and open approach, eliminate using language that the parent might not understand or find distressing. It is important to remember that a parent has a take of valuable information about a child and as a practitioner there aim should be to build a bank relationship with the parent/carer and to keep the parent undecomposedy informed and included in any processes fol lowing the initial discussion.In March 2011, the judicature published the SEN and disability green paper which proposed a new approach to special educational needs and disability .they intended to develop a radically different clay that will support better life outcomes for young people. Any legislation changes were to be taken forward from whitethorn 2012. The green paper offered a visual representation of the main themes of the recommendations assign forward by the government in the form of a countersignature cloud.in the illustration below, the larger the word ,the more heavily it feature in the green paper.Although the modern SEN started in the early 1980s, the current poser emerged in the 1990s with the education act 1993/1996 and the issue of the SEN code of occupation (as revised in 2001). The code of practice as nonplus the al-Quran of SEN for anyone involved for anyone involved with children with an SEN. The new SEN code of practice 0-25 years (2014) has evolved fr om more criticisms of the older publications. Parliaments own education and skills committee said in 2006 that the system was not fit for purpose, and many people felt that getting children and young people the illuminate provision had become a encounter in the midst of parents and the local anesthetic authorities, with schools and nurseries often caught in the middle. Parents also perceived that local authorities had a conflict of following as they both assessed need and made provision. There was also a criticism of the SEN system and curiously of avowals in an Ofsted report in 2010 entitled a a statement is not enough Five separate inquiries conducted about SEN/disability issued between 2006 and 2010 made other criticisms. After a change of government in 2010 a call for views of the SEN Green paper in 2011 promised the biggest reform in SEN in 30 years. A subsequent SEN Green paper has become The Children and Families Act 2014 and a completely new SEN code of practice has n ow been issued coming into law in September 2014.Main bodyChild A is 35 months old he lives with his mum and dad and is an only(prenominal) child. His mum and dad both work full time so child A spends a lot of time with his grandparents. He lives on a local council estate 3 miles away from the setting and this is his first setting that he has attended which he started in September 2014.Child A has an identified spoken communication and language difficulty which has been identified through observations and assessments by the practitioner and the settings SENCO. The childs parents have also identified the destination and language difficulty and have a scheduled meeting with the settings SENCO.DFES (2008) suggests that the development and use of speech, language and communication are very imperative in young childrens learning. Much teaching is delivered verbally and children need good communication skills to make friends. Childrens future achievements are reliant on their capabili ty to bring effectively. It is essential for us, practitioners to ensure that we do everything we can to support child A in becoming a skilful and candid communicator.As well as making use of spoken language effective communication is also non-verbal. Eye contact, body posture, gesture, facial expressions displaying interest/surprise/boredom can be just as expressive as words. If children arrive in the classroom without the ability to communicate effectively, so they will be disadvantaged from the outset. A number of reasons are given over for the decline in early communication skills, forward facing buggies may hinder a childs speech development as it is difficult to beseech and talk to a child whilst the child is facing away from you , it is impractical to have any eye contact and engage in trial commentary of sights, sounds and smells. New technology is also another factor in a childs speech delay, mobile phones and listening to medication with headphones isolate a parent in their own world , deviation a child to become isolated in theirs..Tallent et al(2011).It is my job as child As divulge person is to pick out these key issues and educate the child and the parents on opportunities for communication .ways in which I can do this is describe the stage child As speech and language and communication development has reached, track their promote (as shown in appendices 1) and identify issues as they arise. I encourage and interact with child A and also plan and implement activities that meet the level of his language development (as shown in appendices 2). I have the responsibility as child As key person to provide additional support for child A and to give the child my full attention when child A is talk of the town and to ask open ended questions to encourage the childs speech development. Skinner the behaviourist therapist suggested that children learn language through reinforcement. In other words, when we show enthusiasm for something that the child is trying to say, this should encourage child A to repeat the utterance. It is also essential that i provide the correct support for the child by adapting activities such as adding visual aids, adding visual aids around the room in the defined areas and offering the child visual aids in form of choices, and provide the child with prompts to demonstrate a response or request. This will help the child communicate effectively and give the child the same opportunities.I identified that child A had a speech and language difficulty whilst tracking his progress child A was at the developmental age of 16-26 months I discover and assessed the child over the next few months in accordance with the receive approach outlined in the SEN code of practice 2014 and when no progress was being made I took the evidence to the settings SENCO as outlined in the graduated approach shown in the illustration below.In my settings inclusion policy reviewed in 2014(as shown in appendices 3) it states that the setting will encourage children to thrive and to get along and appreciate their differences and so fulfil their unique potential. It also states that the settings objective is to help parents with children and their families to take part in the nursery and their community and will do this by working with partner agencies and the local community to eliminate the causes of cordial inclusion and make our services available to all. This includes facilitating, assisting, supporting and valuing each child in pursuit of this aim. As a practitioner following the higher up graduated response will help the child to reach their full potential. And allow the families access to the partner agencies such as a speech and language therapist.According to DFES (2008) parents need to work in partnership with the setting and support their communication within the home, with their family and in the wider world. These situations are very different from those provided by the setting. For that reason I as child As key person must work with the parents in partnership. I should plan regular opportunities to discuss child As level of development with his parents. Information should be relayed between me and the parents such as rhymes that child A likes in the setting so these can be repeated at home.The settings single equality policy is derived from The Equality Act which first came into force in October 2010. The equality act states that, public organisations including schools have to take put through to make things equal for the people who work for them and use their services. This is called the Single national Sector Equality Duty. My setting is committed to taking positive bodily function based on the equality act and to make sure staffs are aware of the law and how to put it in to practice.My setting has a overlord and dedicated, multi skilled, highly qualified and diverse team of staff who have practically of experience of working in a diverse setting within a d iverse community. All these professionals such as practitioners, family support , the setting SENCO and other outside professionals such as health visitors and speech and language therapists will work together to ensure that child A will get the support that he needs. This support will come in the form of regular reviews and meetings with the setting SENCO and key person and additional support in the form of family support services and speech and language referrals may also be offered to child As parents..