Treating Every Child As Unique Individual Children And Young People Essay

airinessing Every Child As Unique Individual Children And two-year-old People EssayChildren atomic number 18 unique. They ar undivideds and no two minorren be alike forciblel(a)y, deliriously, socially and intellectually, Because children are unique, even if there are common ineluctably and characteristics that children of a particular proposition age or pointedness of setment share, they must be understood by their parents and t to apiece oneers in their uniqueness, and their individuality must be respected.The benefits of treating each child as unique individual alleviate to develop their personalities, talents and abilities irrespective of ethnicity, culture or religion, shell language, family background, learning difficulties, disabilities or gender. This guidance helpers adults to understand and financing each individual childs development path steering.Make child responsible for this own actions, giving him the independence so many seek, typically acting out as teenager while move to assert his independence. Listen to your advice and reasoning and take the more responsible choice.Treat them as sufficients in every aspect of your daily life and you volitioning be rewarded with honest, caring children that accomplish good choices that celebrate them for the unique individuals they are.Babies and children are vulnerable and become resilient and confident if they have support from others, alike receive the chance to learn around other cultures and develop critical socialization skills that impart serve them well.By treat each child as unique individual we designing an environs that positively influencing all areas of childrens development physical, social /emotional, and cognitive. Language and learning are nurtured in an environment that value and plans appropriate opportunities which throne support the development of behaviours that are treasured in our society, such as cooperation and persistence. An esthetically pleasing space can develop a childs appreciation for the beautiful world around them.Help children and youth become full participating citizens of society and help to build a sense of community. headland 2Describe how the principles of anti-discriminatory practice can be applied to practice.Anti-Discriminatory Practice is an action taken to keep discrimination against people on the grounds of race, class, gender, disability etc (see entry above). Anti-discriminatory practice produces equality by introducing anti-discrimination policies in the lay downplace (i.e. the care backcloths.), Also known as anti-oppressive practice. All employees in a care setting should promote this practice in the workplace as it is way to combating prejudice, in doing so they are trying to eradicate discrimination and promote equality for service users and for staff.Kind of discrimination1.Overt discriminationthis is when someone is openly discriminating against an individual, an example of this is a health and soc ial care setting paying a manlike nurse more money than a female nurse for the same job, directly because of their gender. In the health care sector, overt discrimination is more likely to be seen in the way a long-suffering is treated by staff.2.Covert discriminationCovert discrimination can be best described as being hidden away. An example of this is three individuals applying for the same job as a nurse they should all be shortlisted using the same criteria. However, if the shortlist panel decided not to call someone for an wonder based on their name or area they lived in, this would be covert discrimination.Children have a near to non-discrimination. This federal agency that all children, without exception, should enjoy their veraciouss to effective protection.The rights of all children and young people are stated in the United Nations Convention on the Rights of the Child (1989). The UK government ratified the treaty in 1991 and must chink that the rights of children i n the UK are protected through law. These rights are extensive and include the right to education and the right for children to have their views respected, No child exit be discriminated against on the grounds of sex, race, religion, colour or creed. wherever possible those designated disabled or disadvantaged will be considered for a place, taking into account their individual circumstances and the ability of the nursery to depict the necessary standard of careThe promotion of anti-discriminatory practice should tolerate all work in settings. It is not sufficient to have policies in place which discombobulate statements about anti-discriminatory practice or just to pay lip service to it, they must demonstrate anti-discriminatory practice. They must in addition monitor the ways that positive practice impacts on the education and social welfare of the children and young people. As a member of the care setting team we should share responsibility to ensure that anti-discrimina tory practice is promoted, and must also recognise when discrimination is happening.The Nursery will strive to ensure that all services and projects are well-disposed and Relevant to all groups and individuals in the community within targeted age groups.We will strive to promote equal access to services and projects by taking practical steps such as ensuring access to disabled people and producing material in relevant languages and media.It is important to practice anti -discrimination to ensure that everyone is included and has the chance to fully access any areas of learning within the framework. Providing an inclusive environment for children enables them to develop self obedience and confidence. It shows them that they are valued and respected as unique individuals regardless of any additional ineluctably, family and ethnic background, go through unlawful discrimination promote equal opportunities and promote good relation.The Nursery and staff are pull toEncourage positiv e role models, displayed through toys, imaginary play and activities that promote non-stereotyped images. Books will be selected to promote such images of men and women, boys and girls.All children will be encouraged to join in activities, i.e. dressing up, shop, home corner, dolls, climbing on large apparatus, bikes, etc.Regularly review child-care practice to ensure the policy is effectiveEnsure that individuals are recruited, selected, trained and promoted on the basis of occupational skill requirements. In this respect, the Nursery will ensure that no job applicant or employee will receive less favourable intercession on the grounds of age, gender, marital status, race, religion, colour, cultural or national origin or sexuality, which cannot be warrant as being necessary for the safe and effective performance of the work or training for the workQuestion 3Describe why it is important to plan activities that meet the individual needs of children.Children of several(predicate) ages have various needs. These needs are based on each childs stage of growth and development. recall that two children of the same age can be similar in some ways barely different in other ways. Try to understand the unique characteristics of each child. This helps children to feel good about them. This will also help you plan activities that are developmentally appropriate for each child. Appropriate activities help children learn and are lots of fun. The planning process helps to set goals for children and aims for staff. It is directed at what children need and de fines how the practitioners back up them are going to provide for this effectively. Planning also means the environment is kept fresh and children are given new choices in their play.The importance of planning activates meeting childrens individuals needs isPromote development. Some children develop and learn faster than others and it is partly our responsibility to ensure all childrens needs are cared for no ques tion what stage of development they are at. aim the exact learning needs of children by carrying out observations which can show us clearly what stage of development each individual child is at, to compare each child against milestones for that age and stage of development and then we 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 reclaim staff ratios for each particular age of children. With more hands on around the setting children will benefit greatly soPlan 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. score successful planning that will support childrens independence, and a well organised environment that will make it easy for the children to find and to put away activities of their choosing. This doesnt mean rigidity, lack of choice or the loss of spontaneousness for children. The well-designed and carefully structured environment will be planned in a way that means those working with children are clear and confident about developmental, play or learning needs, and what and how they are providing for these needs .Effective planning means that contingencies can be dealt with easily, so staff know where and how they can solution materials quickly and according to the required need of the child, Good planning allows opportunities for change to occur and provides a background signal of support for childrens all-round development.Question 4Explain how the practitioner can promote childrens physical and emotional well-being within an early years setting.When children have positive early beats with physical activity they are more likely to enjoy being active later in life and this will get to their long term physical, soc ial and psychological health. Children benefit from having a wide choice of gross tug experiences that are non-competitive and focussed on having fun.The role of the practitioner in supporting childrens physical and emotional well-beingTo provide a balanced curriculum of activities to support the physical development and well being of the childrenTo provide sufficient space (indoors and outdoors), time and resources to allow effective physical developmentProviding material and equipment for the improvement of fine motor skillsProviding cooking, sewing, woodwork and other activities to enhance hand-eye coordination.To provide time, luck and support for children with motor impairments or physical disabilities to develop their physical skills. If appropriate this will include working with outside agencies such as physiotherapistsThe programme of work should include some or all of the following types of activityMovement1. Group games involving running, bound and hopping.2. Group game s involving movement followed by stopping.3. Moving to music.4. Balancing activities and games.5. Play on a range of landscapes. sensation of SpaceRole plays activities giving children the opportunity to create pathways.2. Giving the children the opportunity to create their own spaces (e.g. camp down from blankets).3. Group games that involve following or imitating.4. Encourage games and activities that involve sharing resources with other children.5. Discussions about tree trunk parts and bodily activity .6. Singing action songs (e.g. Head, shoulders, knees and toes).Health and Bodily Awareness1. Discussions about memory safe, fit and well-grounded.2. Discussions about eating a healthy diet.3. Encouraging children to make decisions by choosing between different types of food.4. Making and eating food from a range of cultures that can form part of a healthy diet.5. Providing opportunities for children to talk about health issues.When we talk about emotional development, we are r eferring to childrens growing ability toIdentify and understand their own feelingsAccurately read and understand the feelings of othersManage the way they feelShape the way they behaveDevelop empathy for others, andBuild and keep good relationships with friends, family and others.From the time they are born, children quickly develop their abilities to experience and express different emotions, as well as their capacity to cope with and manage a grade of feelings.To support the childrens emotional well-being practitioner roles areWork in partnership with parents in auberge to find out about the childs experiences, culture and home background, to build up a profile of each child, using information supplied by parents as the starting point.Being warm and affectionate towards them.Giving them the opportunity to express how they feel , Help the children gain an understanding of their feelings through the use of books, board games, puppets, interactive storytelling or role-plays and Hel p children to understand the difference between their own and other peoples feelings.Making them feel secure and valuedGiving children time and attention to adjust to new situationsObserve the childs nonverbal behaviour for clues as to how he or she is feeling.Problem solve with the child by encouraging him or her to think of options and decide what shaping action to takeKeep lines of communication open.