The author, Matthew Desmond visited Milwaukee to live with under privileged families to see how the eviction process takes place in America. Informing society and telling a first had experience that involved, evidence, research, and passion. With this in mind, he then wants to educate the public on how society can change and make poverty less of an issue in America today.
Most children handle transitions incredibly well but it is still a very good idea for practitioners to know how to spot any issues and deal with these appropriately. If short terms issues are not dealt with and these are allowed to build then longer term effects can become apparent. Long terms effects to transition may impact massively on a child’s life and could leave psychological scars for future years. Because of this it is important that a child
Intervention should start as early as possible, like when parents begin to notice their child is not developing as expected and they voice these concerns. A common response is “they will grow out of it or we will just wait and see”. But, the longer the wait the more difficulties the child and family will have. The earlier a problem is identified, the earlier intervention can begin, which leads to the likelihood of the child learning the skills they need to communicate, engage in social interactions and manage behaviors. Research shows that children who receive early intervention services are more likely to have improved long-term outcomes. These services address communication, play, problem behaviors and skill development. When children are young, their brain plasticity is high, which is the optimal time for development and learning of skills should occur. The older the child, the more difficult it is to grow these skills.
It is important that children are able to receive holistic care while in a play environment, both inside and outside. Some of the principles which would apply to both indoor and outdoor play include a child centred practice, ensuring the child 's welfare and safety, promoting a child 's rights, and enabling a child to reach their full potential.
Being a pre-service training educator, specific goals and objectives should be set to achieve educator’s own educational philosophy. The Educational philosophy is an individual statement of educators’ guiding principles about the education-related
What information did I know prior to reading information presented within the chapter? Prior to reading chapter one I can remember learning about PL 94-142, This is the education for all Handicapped Children Act, this law was put in place to order that all children with special needs receive service within the public schools. After reading chapter two one thing that I already knew was that everyone has a desire to know if there child is developing at a normal rate. One thing I knew prior to reading chapter eleven was how to conduct and effective parent conference.
Outcome 3 Understand the importance of early intervention for children and young people who are disadvantaged and vulnerable
Aparna after each session spent supporting with the children, Aparna reports to the teacher which includes information about how the children behaved whilst working. If Aparna have had to use any sanctions, Aparna informs to the teacher. , if children have behaved and participated well, or produced some good work, I also include the rewards I have given them e.g. stickers, showing their work to the head teacher and five minutes playing outside, similarly informing that child that she/he would have to go back to his classroom instead of joining in with the planned activity if continued to behave in a negative way.
In an early years setting their a variety of different children that have certain needs that need to be met in order for them to be healthy, safe, secure and welcomed into the setting.
A number of kids in care are kept safe from harm, although a small percentage are still at risk of neglect or abuse. Children enter care for a variety of reasons, but most enter because they have been neglected or abused. These past experiences can leave the children with mental health and emotional needs, which can leave them more vulnerable to further abuse. Many of these children also move between placements and are in and out of care. This can stop them forming relationships with adults who could protect them.
Many if not all children at some point experience fears in their childhood; such fears might include fear of monsters, of the dark, strangers, and creepy crawlies. In developmental psychology these fears are normal parts of children’s progression as they age and are usually temporary. On the hand, when there are circumstances that are dangerous and constantly causing fear and anxiety they can foresee crucial long-term risks that can have detrimental issues on a child. Many factors can cause anxiety and fear in children - some of these would include emotional, sexual and physical abuse; the constant threat
Social and physical environments in the home and the social environment in the classroom impact early childhood development. This paper discusses: the impact of the social environment in the home on early childhood development; the possible negative impact of the physical environment on a preschool child in a Guyanese home; and the impact of a positive social environment in the early childhood classroom.
This could become distressing for the child and as they have not got the vocabulary to express themselves to others and may have not observed the situation being handled by someone else, they therefore do not know what to do over than cry or become distant. If this does happen then the bond that the practitioner is trying to make with the child will be harder to form. B.F.Skinner worked with bandura on his social theory, where bandura says that not everything is based on behaviour Skinner disagrees and say that a lot of it can be. Skinner said that this could be done with the use of positive reinforcement for good behaviour and to ignore the negative behaviour. -"The way positive reinforcement is carried out is more important than the amount"- B.F.Skinner /
Other causes of separation anxiety are things like environmental changes, genetic influence, parent/child attachment, developmental considerations, cognitive factors, and behavioral factors. With environmental changes there is a big change in a child’s life that could cause a lot of stress such as a big move, death or illness of a close relative or pet, or even starting a new school. In genetic influence, evidence suggest a genetic link between separation anxiety in children and a history of panic disorder, anxiety, or depression in their parents. The quality of attachment between a child and parent has also been identified as a factor in separation anxiety. If the child senses emotional distance, the behaviors may be ab attempt to draw the parent in more closely. A slower rate of development in the intellectual, social, emotional, or physical arena can foster anxiety within the child, making separation more difficult. Cognitive factors could be when a child repeatedly worry about what they are afraid of. The thought patterns are repeated within
Having the right knowledge, skills and experience in understanding how children or young people develop are very important tools for early years practitioners. We must put to mind that each child born to this world is unique; they are born with different characters and their personalities and behaviours are formed and influenced by variety of factors. These factors may affect their ways of interacting to the environment and community or setting in which they live in.