Research over the past few decades has highlighted the importance of social and emotional competence in preschool children on later academic, social, and psychological outcomes. Children who are socially and emotionally competent have increased socialization opportunities with peers, develop more friends, have better relationships with their parents and teachers, and enjoy more academic and social successes. Children who lack social and emotional competence are at risk for reduced socialization opportunities, rejection, withdrawal, behavioral disturbance, and achievement problems. Intervention programs that target social emotional development in preschool are ideally situated to bolster these skills before the problems exacerbate. Research
By putting a child at the centre of care, this could also include using their interests within the setting, as it can help and encourage children to develop their language skills, as they will be more willing to learn. This is supported by Kelly, from http://www.earlyyearscareers.com published May 2016 (accessed 04/01/2018), who states that "Confidence and self-esteem will be raised if a child’s interests are followed", which also includes their English and literacy skills. During the early years, this is very important, as encouraging a child 's literacy skills, will result
These naturally occurring learning opportunities often happen without warning and combine to create the life experiences for a child (Dunst et al., 2001). However, for a child with a disability, these opportunities often occur less frequently and require more planning by caregivers (Bornman & Rose, 2010). One type of natural learning opportunity is found in the routines and rituals of families (Dunst et al., 2001). When these family routines and rituals are reliable children are provided with a sense of consistency and are able to predict how their behaviors will influence their environments, and this results in positive behavior outcomes (Dunst, Trivette, Raab & Masiello, 2008). Participation Broad-based interventions aim to increase participation in everyday life activities across environments, in home, school and community settings, for children with disabilities (Bornman & Granlund, 2007; Bornman & Rose, 2010).
Daycares are efficient, friendly and allow the child to learn many things that they would not otherwise, most child care facilities have specific regulations so the children receive the best attention and support they need from the staff. Daycares are a perfect way to help parents with their busy schedules and let kids have fun as well. The child will also create great friendships and learn how to communicate with children their age. This will be their foundation and preparation for their school years. All in all, taking your child to daycare will help the child academically and socially.
Aside from building positive relationships with and for children, Connolly et al. (2002) highlights the importance of working in partnership with families and the wider community in order to cover a broader range of inclusion. There is a wealth of evidence to support the claim that children do better when there is close partnership between home and early years setting (. Teamwork between teachers and families can be fostered by sharing feedback on children’s behaviours and their learning preference. The principle of communication between home and school informs the planning process, as without this link an inclusive approach is hindered.
The younger generation ought to have the best foundation in their early years’ experience in order to prepare them for the challenges they will face when they grow up. Therefore, the quality of early year’s education has a significant impact on children’s development. Who can influence the quality of the early years setting? Leader plays a vital role in establishing a positive relationship and team culture among staff in order to provide a meaningful learning environment for children. There is a large volume of published studies describing that an effective leader is essential to the high quality of early years setting (Lewis and Hill, 2012).
In addition, research has examined the adult outcomes of children in foster with at least one mentoring relationship. These relationships have created numerous positive outcomes for the youth as they enter adulthood, which includes increased educational attainment, improved self-esteem, improved functioning in a relationship, etc (Ahrens et al., 2011). By establishing this type of relationship, children feel more inclined to seek out and/or accept help from the person during a vulnerable time for them. Forming relationships and bonds can be critical to the development of a child, especially one who has been a part of the foster care
This helps highlight the role of parents as the primary support to their child’s growth and development. It also increases the family-centered nature of occupational therapy. Parent involvement provides more relevant intervention in their daily lives and helps show improvement in the child’s outcome. The results of this study helped show that the coaching and training of parents demonstrated a significant improvement in the child’s outcome. Parent participation, indeed maximizes the gains of therapist provided
Those who have better coping skills (e.g., adjusting familial roles) (Costigan et al., 1997) result to developing more family strengths such as increased family cohesion (Abbottt & Meredith, 1986). There is a significance to examine the effects of a disability on how well a family copes and maintain positive attitudes (Gupta & Singhal, 2004). In simpler terms, families have to exert effort in working together and in relating to each other to achieve a high level of family functioning, as well as to successfully attend to a child’s special needs (Vliem, 2009; Costigan et al.,
A child’s brain is developing every day as they grow; hence, they can learn behaviors and other activities that surround them in a short space of time. Having the father there to be a role model in the child’s life at an early age is imperative. This positive experience can support healthy brain development which supports future learning. According to the Child Abuse and Neglect User Manual Series, “children with involved, caring fathers have better educational outcomes. A number of studies suggest that fathers who are involved, nurturing, and playful with their infants have children with higher IQs, as well as better linguistic and cognitive capacities” (Rosenberg and Wilcox