Today there is a different approach to disabilities and most settings look at different ways in which they can help with learning and development and to give children as many opportunities as possible. It is important not to stereotype a child with a disability, as this can lead to low self-esteem, for example a child with specific learning needs might be expected to do poorly in all subjects at school not just the ones affected by the learning need and this is not always the case. Since I have worked in our setting I have been introduced to quite a few children which have different types of disabilities. We aim to make sure that each individual is treated the same and included in all activities by adapting the activity to the child's individual
Behaviour is the way in which we act, speak and treat other people and our environment. Children and young people whose early social and emotional development is positive are more likely to make friends, settle well into school and understand how to behave appropriately in different situations. They have strong self- esteem and a sense of self- worth, but also have a feeling of empathy for others. They understand what the boundaries are, and why they are necessary. Behaviour has a significant impact on current and later success for children and young people, in terms of their social skill development, education and employment.
Observations are considered to be an important part while working with the children. There are number of reasons why recorded observations are required. To plan for individual children’s needs- Observations are very important when planning for children’s individual needs. While observing practitioner understand children’s needs, interests and their stage of development. Once children’s needs, interests and stage of development are recognised, practitioner can plan activities and resources accordingly.
Though child abuse is inevitable, the ability to improve outcomes for children of abuse is achievable with the right resources. This is why creating and an awareness of child abuse, identifying attributes of resilience and their relevance in overcoming adversity is imperative. According to Center on the Developing Child at Harvard University resilience can make or break a child’s journey in overcoming their abuse, “In the final analysis, resilience is rooted in both the physiology of adaptation and the experiences we provide for children that either promote or limit its development.” (2015, p. 1), which is why to be active members of society and understanding the importance of reporting abuse. Reporting abuse not only provides an opportunity to safeguard that child, but it also rolls up into federal reporting leading to increased awareness at a national level with potential for increased funding to sustain or improve existing or create new programs and services for abused children. This is the pathway to creating communities that foster resilience that will give these children the opportunity to overcome their
The findings suggest that self-control may assist adolescents to be better prepared, not only for school, but also for coordinating their investments in different areas of their lives (Kuhnle, C., Hofer, M., & Kilian, B. (2012). With this being stated I think that self-control is a major issue that adolescence needs help in obtaining during puberty. I hope have our presentation that these adolescence take some self- control techniques they learned away with
Because of the significant number of autistic children who are also mentally retarded, it is sometimes difficult to differentiate the two disabilities. However, their most distinctive feature which helps distinguish them from those solely mentally retarded is that they seem isolated from the world around them. Educators therefore, need to gain greater understanding of this diverse and complex disorder so that children with this disorder will be adequately catered for in an inclusive school
Some studies have concluded that there are differences between children with and children without an older sibling in their acquisition of Theory of Mind whereas others have concluded that such a distinction does not exist. Ruffman (1998) found that whilst having younger siblings posed no advantage to the development of Theory of Mind in children, having older siblings did. Although, he did suggest that there may be a limit on the age at which such effects can be observed. Furthermore, Cassidy, Fineberg, Brown and Perkins (2005) concluded that having older siblings, not younger, advantaged children in their Theory of Mind development. Researchers suggest this is because constant exposure to older siblings who have more developed socio-cognitive abilities provides opportunities to observe and partake in interactions that exhibit Theory of Mind.
Grouping can have far-reaching effects on students learning and thus careful decisions should be made. More than just, flexibility should be allowed in ability grouping so that the need of different students could be catered. For example, it is suggested that the high-achieving and low-achieving homogeneous groups can interact occasionally so that students are able to learn from each other and acquire non-academic skills. In this way, a more positive image of ability grouping and education can be created in
The findings contradict Njuguna (1998) who found that there is no significant relationship between leadership styles and students‟ K.C.S.E. performance. Huka (2003), brings a point of contradiction by noting that head teachers who are rated most democratic had the lowest mean scores in academic performance. Also Kendra Cherry a psychology expert argues that although democratic leadership has been described as the most effective leadership style, it has some potential downsides. In situations where roles are unclear or time is an important factor, democratic leadership can lead communication failures and uncompleted projects.
In conclusion, motivation and affect should be improved within students in the classroom. In order to be successful, students must be motivated and excited to learn. Since improving motivation and affect is important, there are a set of goals and objectives to improve it. To achieve the outcome of improving motivation and affect, teachers should include activities that are interactive, fun, and include movement. In addition, to assess and evaluate the activities chosen, teachers should see if students look like they want to know more and if they are actively