Meeting Individual Needs in Lessons for Children

Meeting Individual Needs in Lessons for Children sagacity 1When objectning lessons and activities for nipperren we moldiness en genuine that whole person conveyfully atomic number 18 met. To be adequate to do this firstly we pauperisation to timber at factors which whitethorn affect their increment or c every last(predicate) for.Affecting factors may include stress, disability, illness, birth defects or home environment. It leave be the theatrical role of the kidskins get a line player to evaluate individualist minorren and pass judgment their needs and serve well them over drive or resolve any issues which may be affecting their development or growth. These observations be best finished during the childs free time when they ar more than relaxed and not qualitying pressured. We foot learn a lot when a child is doing a confinement they enjoy or are playing. Once our observations defend been made we give the bounce use our findings to plan future acti vities. Individual observations and assessments need to be made for from each matchless child as development varies in both children. motionivities need to be based on what the child is able to achieve and essential not be too hard for them to plump as they volition feel pressured and it may affect their confidence. We must as well educate sure that the activities are not too easy as the child ordain not feel fully stimulated and may become bored. Using activities based around a childs likes or interests is a great flair to get them interested and engaged. eminence must as well be used when trying to meet individual needs, including specialist equipment when needed, visual aids, adult interaction and learnedness aids when conducting a group activity result ensure that all(prenominal) of the children stool be included. Using differentiation will withal ensure that all children female genitalia meet the overall aim of the group task despite this organism done in diffe rent ship canal.When cooking for individual needs of children we must slang sure we include the practice of equal opportunities. The United Nations ruler on the Rights of the Child state only children piddle the right to go their views and opinions listened to. By ensuring we take this into account we can work with the child and plan activities based on things they enjoy and include their declare culture or beliefs. The individual schools Equal Opportunities Policy must besides be hit the books and follow up oned to make sure all children and their families feel included, it will also wait on the children to refine their own identities.If we follow all of the higher up plans and ensure that each child is individually assessed thusly we can make sure that they are reaching all of their goals and aims and are fully happy and stimulated in the tasks that they are undertaking, this will also aid the development and growth of the child both individually and within a group.As well as making sure that all childrens individual needs are met we must also make sure that we are not groovy once morest any of our children. Discrimination occurs when an individual or group of children are set less favourably than others. This may be due to gender, disabilities, faith, race, culture, physical mien or even social class. If a child does feel discriminated against then this could result in them becoming withdrawn and it may cause development delays. According to the Development Matters in the Early Years Foundation grade (EYFS) children have a right, spelled step to the fore in the United Nations Convention on the Rights of a child, to provisions which enable them to develop their personalities, talents and abilities irrespective of ethnicity, culture or religion, home language, family background, learning difficulties, disability or gender. (EYFS)There are several(prenominal) ways in which we can make sure that we are including all children in all of our act ivities and the first step in doing this would be to express through the Equality act as 2010. This act protects children from discrimination right through their school life up to the age of eighteen. The coiffe states .it is unlawful for a school to discriminate against a learner or prospective pupil by treating them less favourably (Equality Act 2010). This Act replaced nine study Acts of Parliament and almost one hundred sets of regulations. The Act covers all schools in England and Wales and schools managed by Education Authorities in Scotland. Whilst reading through the Act we learn a lot more about how equality can be given in schools and a more defined explanation as to what counts as equality.As well as making ourselves internal in this Act in that respect are also several things that we can introduce into the school and classroom setting. Welcome signs in a form of languages and not just English would be a great imagination as it shows before entering the school t hat all nationalities are welcome. The learning of spoken greetings for different nationalities would also make the school and staff come across as more friendly and approachable.Different cultures and faiths celebrate all different festivals and celebrations throughout the form and by doing entire class projects on these we would not only be benefiting the individual students from the religions but we would also be educating the whole class. The inclusion of toys and games from around the world is another good way to teach about different ways of life.We must also make sure when planning lessons and activities that we include topics which dont just talk about our own beliefs and preferences as this too would be portrayed as cosmos prejudice to those students whose beliefs were different. According to Albert Bandura behaviour is learned from the environment through the parade of observational learning. (Albert Bandura 1977). Therefore if we as key thespians are seen to be pres entation and exploring new and different cultures and ways of playing then it will also encourage the children to explore these too.The inclusion of handicapped children must also be considered when planning and we must make sure that the coiffure provisions are in place, such as ramps for wheelchair users and items such as wide-ranging bring out card and sheets for those visually impaired children, visual aids and picture cards must also be available for those children with non verbal parley. If we can follow the guidelines which our individual schools have as well as the Equality Act 2010, common sense too, then we should be knowledgeable in the planning of our lessons and activities to ensure all children are included at all times.All activity planning must be done to ensure all of the individual needs of the children are met. To be able to do this right we firstly need to look at the ages of the children we are working with. The ages will fall into the categories of, birth 12 months, 12-24 months, 24-36 months and 36-60 months. Once we have identified the line up age bracket we can think about our activities, whilst we are doing this we must also ensure that we are giving choices to the children as this will patron with their conclusiveness making and confidence.For the birth-12 month age where the child is not mobile, placing a selection of toys within their reach is the best solution. For 12-24 months when the children are starting to head and talk we can place different games and tasks around the setting and cash in ones chips with them and give them a choice of what they want to do. Again this can be used for the following 2 age brackets but we can stretch out on it by asking them to choose, unpack and tidy away their own activities as this will stretch them and promote more independence.Whilst we do have these age brackets as a guideline we must remember that children will develop at their own pace and may not ever fall into the set guid elines. Therefore we must assess each individual child and ensure that they are given suitable tasks with they will be able to complete either independently or with a littler guidance and help. The child must never feel overwhelmed by the task or activity as this will affect their confidence. We could also again use differentiation for this.Communication will form a large part in ensuring individual needs are met as we can speak to the children and ask if they are enjoying what they are doing and also finding out what their likes and dislikes are will help when planning future activities. Using communication to aid our planning will also benefit any disabled children as we will be able to discuss with them ways which they feel we could make activities easier and more enjoyable for them so their individual needs are also met.It is of paramount importance that we fully meet the individual needs of the children so that they can gain further knowledge and skills which will help them gr ow and develop.Within earliest years settings we must make sure that we promote the childrens physical and emotional well being, there are several ways that this can be done. Firstly we need to look at safety, not just the part of holding the child safe and away from danger but making them feel safe in their new environment and with being separated from their parents. The childs key worker will be in charge of this. The key worker will have to build a good and trust relationship with the child so they feel safe in their care. running(a) with parents on this would be very beneficial in making the transit and separation easier. Finding out likes and dislikes of a child will also help with getting to know them as individuals and help build up a good relationship.Safety must also cover keeping the child safe within the setting and away from harm. The key worker will need to ensure all age remove toys and games are used at all times to reduce problems such as choking hazards.When w e look at the physical wellbeing of the early years children we must also look at the key worker to child ratio to make sure the child is getting the correct amount of care. Whilst the children are under 24 months we must make sure that the ratio is one key worker to three children, this is due to them having no sense of danger and requiring extra care and watching. As the children get previous(a) and more mobile the ratio reduces, at 24-36 months there is only one key worker required for four children, this is because the children are becoming more independent. At 36-60 months the children are much more independent and are alert of danger and hazards.Emotional wellbeing can be promoted in these early years in different ways. One of the biggest things we can do is to provide the child to make choices and decisions for themselves. Using a selection of games and letting them plunk their own is a great way to do this, also allowing a choice when it comes to snack time is beneficial as it promotes independence and decision making skills which they will need in later life. We must also give the children the right to say no to certain things as this will empower them and enable them to become more resilient individuals.Other ways we can promote the physical and emotional well being of all children include introducing safety lessons and talks. Lessons such as kitchen and bathroom safety are important. Teaching about road safety and stranger danger and appropriate and inappropriate ways of touching and talking to each other will also be very beneficial.If we implement and promote all of the above to our early years children then they will have a good, strong and solid foundation which will help them greatly in later life.References-Albert Bandura (1977)Early Years Foundation Stage (EYFS) (2012)Equality Act (2010)The Childrens Act (1989)The United Nations Convention on the Rights of the Children