my prfossional journey ,research,leadership and change

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.

This legislation states the rights the child has and what the Government must do to protect their rights. For example every child has the right to a standard of living that is good enough to develop their physical, mental and social needs and the Government must provide extra money for families in need if their standard of living is below par.

This details how we must work in partnership with parents and carers, promote the areas of learning preparing them for school. It ensures we support families that has English as an additional language and highlights the need for key workers.

When communicating with children, a number of skills need to be demonstrated to communicate effectively. Children learn to communicate through the responses of others, if they feel they have not had there contributions valued they are less likely to initiate communication themselves appropriate responses reinforce the child’s self-esteem, values this is important in building relationships initiating conversations and finding out the answers to questions builds on the language skills that are integral to child’s learning. In the setting working with children with

The United Nations Convention on the rights of a child (1989) is a treaty that sets out the rights and freedoms of all children in a set of 54 articles.

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).

The United Nations convention on the rights of the child is to promote all aspects for the care, development and education of children, non discrimination on the grounds of gender, religion, disability, language, ethnic/social origin, civil and political rights, economic, social, cultural and protective rights.

Some children also get their tea at the nursery if they are not getting picked up till later, for their tea they normally just have a little snack like beans and toast. The professionals in the setting have to keep a sheet for each child with information on to give to their parents at time of pick up, it has information on like what they had for breakfast, dinner, tea, nappies changes, any accidents ect. They also have files for each child and keep information and pictures of different activities they do while they are at the nursery. The practitioners have to follow an instruction sheet every time they write in the file.

‘Early years practitioners have a key role to play in working with parents to support their young children. This should include identifying learning needs and responding quickly to any difficulties. Wherever appropriate, practitioners should work together with professionals from other

This is a good way to develop your practice, because you are exploring different skills and knowledge with children each day, and you are helping them in their development and

Consistently throughout the PGDE course we are studying how to become a more inclusive practitioner whether it is through campus based learning, additional readings or teaching experience in local schools. We continuously strive towards learning how to make school a more inclusive environment. This assignment exemplified with references to reading such as Government policies, legislation and research articles as well as reflecting on my own teaching experience I hope to highlight the teachers’ role in creating an inclusive environment within an individual classroom. Having studied selective literature with theories and research, which could have influenced Scottish Education Policies, I draw attention to discrepancies on matters of inclusion and social justice that exist between them and the implications they have for learning.

The United Nations Conventions on the Rights of the Child (1989) is an international human rights treaty that grants all children a comprehensive set of rights. The convention has 54 articles and it sets out in detail what every child needs to have for a safe, happy and fulfilled childhood. Article 19 states children’s rights to be ‘protected from all

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).

Every moment of a child’s life is critical in establishing their foundation and therefore, their future. If their early years are not enriching or healthy, they will face more difficulties in the future. The documentary The Raising of America: Early Childhood and the Future of our Nation showcases the importance of a child’s care and provides solutions for how we can help those that struggle with financially providing this care. While their reasoning is sound, the end result is likely to be more detrimental than helpful to the issue they are trying to solve.

Every assessment submission must be authenticated as the work of the named learner. This is a regulatory requirement, so to support centres we recommended that this cover sheet should accompany every assessment submission- for both assessments being carried out by the centre or through the ILM Assessment service (ILMA). While using this cover sheet is not mandatory learners must, in some way, make the declaration of authenticity using the statement below. Any submission that does not carry this statement cannot be verified.