Meeting Children 's Needs A Essential Aspect Of Teaching

A practitioner’s role in meeting children’s learning needs are to understand and work with each and every child’s learning needs. They can do this by providing different opportunities to individual children because each child is unique and learns differently. The practitioners’ role would therefore be to plan and resource an environment that is challenging and helps children learn in many different areas of their learning.

As a childcare practitioner it is important that I am able to recognise when a child in their early years may have a range of learning needs. To be able to understand the way I need to work with others to ensure that the learning plan that is in place for this child has a positive impact on their health, development and learning. To ensure I am offering an inclusive practice where the child is supported and feels valued and is helping them towards achieving the Five Outcomes of The Every Child Matters Framework.

Respecting a child’s needs and understanding them. The role of the teacher is important as they are mainly involved with the development of the child through learning and play. The teacher must form a relationship with the child that is mutually trusting and respectful.

As a teacher when delivering any lessons planned we have to make sure that each students individual needs are met, so they will feel included in the lesson. “Inclusion is about creating interesting, varied and inspiring learning opportunities for all learners, ensuring all learners contribute and are never disadvantaged by methods, language or resources” Wilson (2008).

In order to improve their work with young children practitioners use their own learning by using ways of work that are non-judgemental, sensitive and positive. Therefore, practitoners through initial on-going training and development need to develop, and demonstrate and continuously improve a number of things in their work. They may have to work with the wider community such as parents and carers and also with other professionals with inside and outside the setting. They may have to improve on their relationships with both the children and their parents and develop a knowledge and understanding of the diverse ways that children can learn in order to support and extend children’s learning across all areas and aspects of learning (Leicestershire County Council).

It is important to observe the child carefully, closely and to listen to them in different situations to ensure that the teacher is clear about what their needs are, their strengths and difficulties. It is important to observe the

Creating an inclusive learning environment is an extremely important aspect of modern education, which, according to Gravells (2008: p18), ensures that “[…] all learners are entitled to be treated with respect and dignity. Everyone is an individual, with different experiences, abilities and needs.” She also offers a brief explanation of inclusivity (2008: p18), which is “[…] involving all learners in relevant activities rather than excluding them for any reason directly or indirectly.” Inclusion has also been defined by John Tomlinson (1996: p26) as “the greatest degree of match or fit between individual learning requirements and provision”. In the other words, inclusive learning environment nurtures individual potential of all learners,

Inclusive learning is about making sure that every learner in the classroom has their needs identified and met. It is about realising that every learner will have specific individual needs and it is the job of the teacher to accommodate the needs of all of their learners. Booth et al. (2000) state ‘Inclusion is seen to involve the identification and minimising of barriers to learning and participation’ (Booth et al., 2000: 13).

Living and working in Asia (Japan and Korea) really affected the way I think about children and addressing their needs in the classroom. Throughout my time overseas, I was required to focus on including all children, regardless of ability, learning needs, English language proficiency or any other factor. I have learnt how to identify and find ways to effectively aid the learning and meet their needs in ways which appeal to and best help them develop, gain a beneficial experience from their education and achieve their full potential. This experience was incorporated in to my classroom at Kids Academy Penrith, as there were many children with additional needs in the class. My experiences exemplify my ability to think outside the box and create a holistic approach to teaching in the classroom while adjusting teaching and learning methods to accommodate each child’s individual needs and preferences in order to maximum learning as outline in unit

The premise of ensuring that the needs of the ‘whole child’ were met was further validated through the creation of the Every Child Matters (ECM) agenda (2003). It had been regarded that inclusion was all too often seen as an issue about special educational needs (Briggs, 2004).

Working with children can be challenging. It is important to always remember that children look to you as a teacher, for guidance and support, sometimes beyond the classroom. A competent teacher must have a strong set of values, knowledge and skills. Teachers are responsible for acting as advisors to pupils. A competent teacher is always well-prepared to answer any kind of question or ready to adapt his or her teaching method to ensure that every pupil understands the lesson and achieves the lesson aims and objectives. As a teacher you need to keep your knowledge and skills up to date as the curriculum and technology keeps on changing and evolving in order to progress and in turn enhancing your pupils’ learning experience and quality of their

Firstly Ofsted (2000) state that educational inclusion should pay ‘particular attention to the provision made for and the achievement of different groups of pupils within schools.’ Stidder and Hayes (2012, pg 9-10) more specifically define educational inclusion as the ‘ways in which schools and teachers value

classrooms to support those needs. For example, one of the students’ for my case study was a

What do we mean by the word ‘curriculum’? A definition given by John Kerr and quoted by Vic Kelly is 'All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school’. (quoted in Kelly 1983 P10). The idea of curriculum is not exactly a new one; the word itself has its roots in ancient Greek and Latin. But the way it is understood and the way that it has been theorised has altered over the years. There are two key features and four main curriculum models which we will look at now.

It should be said right from the start that I don’t think children should just be tossed into the fray and be expected to excel, but it is important to not teach and guide a child through all obstacles. You see there is an importance to not codling a kid through all the challenges of life. It creates a self-reliance in the child and enables them to figure out and solve their issues or questions. There are things that must be taught to a child, but there are plenty of other lessons and teachings which should be discovered by the kid. Hand holding a child through all challenges will end up creating an adult who just can stand up to the tasks of an adult, and may end up being unsuccessful.