High Level Teaching Assistant Course - Case Study Example

High level teaching assistant High level teaching assistant Developmental Theories The growth of children as beenwas initially not a part of the studies in the past. Children were handled differently as compared to the recent way of caring for them. In the past, they were considered as small adults and treated as so. There are several theories on the development of children from the cognitive theory where Jaen Piaget suggests that the children have a different perception as compared to the adults. In this theory, the theorist thought the children as players of great roles in advance of knowledge in the world as they grow. He describes them as small scientists since they are not afraid to experiment with what they do not understand. Secondly, the behavioural theory is analysed where it focuses on the behavioural structures in the environmental interaction influences. It gives no consideration of the feeling and inner thoughts, but focuses entirely on how the experiences shape our lives. The theory differs from all the rest as it asserts that development is a reward, punishment, stimuli, and reinforcement. Lastly, social-developmental theories, which imply that development depends on the social environment and continues to influence the rest of the life. In this theory, there are three main theories with different takes on the social aspect of growth. According to John Bowbly, children develop greatly from the early relationships of the caregivers. According to Vygotsky, he proposes that children learn actively from the hands on experiences. He also suggests that the social cultural setup is responsible for the growth in the children particularly the peers, parents, culture and many more. Factors, which affect child development Children are delicate and numerous issues in the society affect the development. Consequently, they are affected by both biological and environmental factors. These factors both protect and enhance the development of the children, but other compromise the developmental outcomes. Several risk factors hamper the growth of the children that is; poverty, violence, abuse and neglect, stigma and discrimination, caregiver interaction, institutionalization, limited access to services and programs, all of which are crucial to the development and survival of the children. Poverty makes the lives of the mother become very difficult in bringing into the world a healthy child they may find their children experiencing developmental delays and exposure to a range of risks. Limited access to services like healthcare, education and other health related programmes play significant roles in the growth of a child. Children with disabilities often miss essential vaccines and basic treatment, which leaves them vulnerable to numerous diseases. Abuse and neglect are some of the issues that are considered the most spread with children under the age of one. They are not only exposed to violence but also abuse and neglect in their environments. The children who are classified as disabled and institutionalized face different challenges, especially the lack of consistent caregiver input. Stimulating surroundings and relationships are very essential in the buildup of nurturing growth. The quality of the interactions the child gets when they are children is instrumental in the outcome of the development at the end. Stigma is a bad influence on the growth of children. The moment a child becomes aware that people discriminate them for their inability to do something makes them feel marginalized be it in school or home. Key Aspects of the SEN code of practice (2001) The SEN code of practice gives the early education providers, schools, local authorities the duty to provide adjustment in the programmes to suit the children with disabilities. The set of laws is designed to assist these bodies to make an efficient assessment concerning children with special educational needs. However, the code does not tell the measures to take for every individual student who is disabled. This code should help local authorities and schools to acquire the best assessment from the substantial capital and proficiency they are devoting their time in helping kids with special educational needs. The key aspects of the code are the definition of special education, which clarifies the SEN. This aspect gives the description of the special needs of the children. This helps the local authority to make the statement that will ensure the kid is assisted. Secondly, the code stipulates the parental responsibility in the process of assisting the children reach the goals they want. The assistance in the decision-making is also part of the area the code provides. The code recommends that to help the SEN the larger society must adopt the code. Generally, the areas enclosed comprise the description of special educational needs, parent task, and functioning affiliation with parents. Additionally the policy also looks at connecting pupils in evaluation and decision-making, provision in the early to, a statutory evaluation with kids under enforced school age, primary and secondary education, and the role of the particular educational needs planner. Activity plan There are different disabilities and formulation of a plan that caters for all of the children is mandatory to give the children equal care. In my plan, I would give every child their own care based on the disability involved so that in the end they can easily fit in any environment confidently. The use of the creative activity plan is very lucrative in this case. The children with the hearing impairment can have a music activity where the use of motions in the songs will be employed. This will also be part of the use of sign language in the songs. The children will use sign language during daily activities. With the children with Autism, use of visual arts is essential in their creative activity plan. They will need a clear direction using cues to complete the daily activities. For the students with movement disability, the use of “the freeze” where children move when the music is playing and stop when it stops. The students with visual impairment, pretend play is a useful creative activity that can increase the ability of the student to increase the social skills. Moreover, it makes them familiarize with the environs they are situated. The activities will follow the MOST (materials + objectives + space + time) strategy since it has been proven to work on the enhancement of the planning. The creativity plan is meant to enable the disadvantaged children with the skills to develop in their environments without the feeling of neglect or marginalisation. With daily activities, the children will make better judgments and feel secure in any environs they visit. The activities are meant to equip them with the ability to create what they feel and visualize in their minds. Adaptation plan Creativity is the ability to invent and make new things without the use of patterns or models. The plan will encourage the students to be expressive and meet individual needs. The use of MOST is important as every material, objective, space and time is scheduled according to the disability a child has. Therefore, the adaptation is different for every category of disability. For the visually impaired, the use of pretend play is important, the space will be kept consistent, and the area coloured to help the child to focus. The child will also be allowed time to interact with the other kids. This will use a peer-buddy system to promote engagement. Another adaptation will be done for the physically challenged. They will be expected to follow the music and stop when the music stops, the use of a strap will be or piece of Velcro attached to the streamer will be used to make it easier to hold. The child will reach the objective of using a walker to provide the needed help in movement during the activities. The space will be enough for them to make use of the walker. The time will be increased to help increase the participation. To help the children with autism, the use of visual arts is a good way to help with their creativity. The use of sponge paint is lucrative. They would use the sponges to create any creative image under the cues given. This unlike the others will have to follow flexible schedules in order for the child to complete the activities. The space will be arranged for the child to work with the peers during the activities in the classroom. These adaptations will be done to suit every disability. Four stages of the early Years foundation stage (EYFS) framework The framework has been revised to have three prime areas and four specific areas. The revision of the framework was done to make it easy for the parents to understand the main places to focus in order for the child to grow healthy. The main agenda of the framework is to improve the quality and range in the education of the developing child. The four stages of the early years of foundation incorporate literacy/ language, communication, personal, social, and emotional development as part of the growth stage. The three prime areas are the communication and language, physical development, and personal, social, and emotional development. The specific four areas are the mathematicians, literacy, understanding the world, and the expressive arts and design. These seven areas are used to plan a child’s education and behaviour. The specialized teaching and sustaining of a child will make it certain that the activities are appropriate to the child’s exceptional needs. It resembles a curriculum school, but it is appropriate for very youthful children, and it is intended to be actually bendable so that team can pursue the childs unique planning, wants, and concerns. The children deepen their understanding by repeating, questioning, talking, observing, testing, experimenting, playing, reflecting and act in response to adults and to peers. Generally, the seven areas help with sustaining the changeover to and between growth, promoting a broad ethos and make available opportunities for each child to develop into an appreciated member of that faction and society so that a strong self-image and self-esteem is promoted. References BAKKEN, J. P., & OBIAKOR, F. E. (2008). Transition Planning for Students with Disabilities What Educators and Service Providers Can Do. Springfield, Charles C Thomas Publisher, LTD. http://public.eblib.com/EBLPublic/PublicView.do?ptiID=554610 GARGIULO, R. M., & KILGO, J. L. (2004). Young children with special needs. Clifton Park, NY, Thomson/Delmar Learning. GARNER, P. (2009). Special educational needs: the key concepts. London, Routledge. PALAIOLOGOU, I. (2009). The Early Years Foundation Stage Theory and Practice. London, Sage Publications. http://public.eblib.com/EBLPublic/PublicView.do?ptiID=743704. GREAT BRITAIN. (2007). The Childrens Plan: building brighter futures : presented to Parliament by the Secretary of State for Children, Schools and Families by command of Her Majesty. Norwich, TSO. MALIK, H. (2003). A practical guide to equal opportunities. Cheltenham, Nelson Thornes. Read More