| kerry-lou |
07-15-2013 11:17 AM |
hia xjuliex sorry for the delay, been busy packing for holiday as i go today!
1.2. Compare the differences between strategies based on children and young people’s strengths and abilities and those based around the child.
Strategies based on children’s strengths and abilities are chosen by what has been observed this then can be used to base activities on what the child is interested in, these can also be based around the child’s age and stage so they are appropriate to that child.
Strategies based around the child for example, adapting your own language are strategies that can be used for all children, regardless of their strengths and abilities.
When working on an activity that involves a child's communication skills or use of appropriate language you should always try to match less able children and more able children together so each child has a fair chance of being heard and no child will feel they are better or not as good as other children. By doing this each child gets the full experience of an activity and it also helps to promote self esteem.
1.3. Provide examples of how current research evidence supports positive practice.
Communication is vital when working with children and young people. Positive practice involves the practitioner showing a genuine interest in what the children and young people have to say, giving them time to speak, making them feel valued and that everything they say is important no matter how little or insignificant it may seem. If they felt like it was important enough to share then it is important to listen. Communication is a key factor in children’s learning and development and it has now been made more of a priority over others areas of learning within the EYFS.
Dame Claire Tickell’s report stated that communication should become a prime area with greater emphasis on making sure children have the basic social, emotional, communication and languge skills they need to learn and thrive at school and into later life, for example, being able to make new friends and listen effectively. By having communication as one of the three prime areas of development it will mean that any difficulties children may have in their language, social, emotional or physical development are picked up at a much earlier stage and that agencies can work together to provide timely support needed.
The EYFS also helps the practitioners to plan around the child giving them time to support their individual needs. The EYFS states ‘that practitioners must encourage children to recognise their own unique abilities and be valued as an individual’.
Within my setting we follow the recommended frameworks and guidance and if a child is not reaching their full potential we will then refer them to the schools SENCO who will then develop an individual learning plan to help the children achieve small goals to enable them to reach the larger goal of their full potential. If the child still has problems following the intervention of has a problem that would be best dealt via an external agency then the SENCO will arrange this again for the child’s full potential and well-being at heart
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