Cyp Core 3.5 Task 1.2

Eve may have problems learning to speak. This is because some children with Down’s syndrome find it hard to learn some of the aspects of speech, language and communication. Some children could experience severe speech and language problems whereas some children may find it less of a challenge. Some children will have more difficulty with developing their grammar; others will find it hardest to develop clear speech so a speech therapist can help them to learn how to communicate more effectively. They work directly with clients and provide them and their carers with support.

I would start by introducing myself to all the parents and ask them what they would like to learn about or if they have any questions on what literacy is. I would tell them how valuable education is and that we need to pass on that value to your children. (Diane M Barone/Marla H. Mallette, 2013). We are going to provide home activities for you as parents to do with your child. This will help build your child’s literacy skills and we will have goals and structure for your child.

While Rosin’s way of praising is to give positive reinforcement because she doesn’t want to put their child down. Many Chinese parents tell their children that they can do better if their son or daughter bring a test with a B letter grade or below. However western parents praise their child if they bring a test with B letter grade. Many Chinese parents think if they praise their children that they won’t be motivated to do

My first assessment with Rheya was a concept of print assessment on the book “Follow Me Moon”. Rheya is five years of age and attending a kindergarten class at Miramar Elementary School. Once we sat down together, I explained to her that I was in school to become a teacher and that I needed her help for several assessments. I wanted her to understand why she was being assessed and I also wanted to give her a sense of purpose by “helping me”. After informing Rheya about the assessment, she responded by telling me that she wants to become a teacher when she’s older as well.

However, it is just as important to recognise and reward positive behaviour by those children who always behave well. By emphasising positive behaviour in the classroom and explaining why, e.g. “look at child X, who is listening well, as they always do”, we are encouraging this behaviour, as we recognise and praise the child for behaving well. This can then improve the behaviour of other children as it is promoting a positive role

We are told to tell children, good job even if they didn’t really put in the work to get the right answer, or face brick walls that they didn’t have to climb over. With acknowledging this paradigm shift, it is important that you don’t say good job to a child. They must really put in the work to understand what it takes to achieve the right answer. So hence; do not praise or reward a child unless they understand the value of performance. It is the journey, not about the destination.

They must first see the differences between rewarding older and younger children. Children who have not yet gone through adolescence should be rewarded for things such as effort, teamwork, and perseverance to finish an activity. These are traits that they are still learning about and so, when they succeed in fulfilling tasks, then they should be rewarded. On the other hand, older children who are attending high school and college have already learned those lessons, and so don’t need for them to be acknowledged quite as much. Instead, they should focus on obtaining the skills they need to become independent.

It is important that the actions a practitioner does is seen as fair and making the children understand why something which seems unfair is in fact fair is a vital part of the child’s development. Example, In my class, we ensure that the children are aware of the golden rules and the rewards available, ranging from stickers to golden stars awarded by the teacher. We are also clear about what happens if the rules are broken which range from moving them down from the reward and if more serious consequences like sending them to the teachers. To be fair the practitioner needs to listen to what the child has to say before jumping into the conclusions or allotting the

A lot of these kids have been through trauma, issues; and coping skills is something that no one really teaches you. We have little roundtable discussions, just talking

3.3 Explain ways in which children with additional needs can participate fully in play and learning activities Children who have additional needs or disabilities may fully participate in play and learning activities. This is done by ensuring they have an adapted environment and well thought activity which means they can participate just as well as others. To plan an activity which ensures they can participate you need to have a good understand of what the child with additional needs or a disability is able to do and carry out. 4.1 Explain how to plan a play based approach to learning for early years children You can plan for a play based approach to learning by looking at the various children and where they are at with their development.

By showing an interest in what a child has to say also boosts their confidence and self-worth. This will enable children to want to talk and play with others and lead them to have positive interactions

Due to this what could take place instead is for the early years practitioner to gather other resources for the children to use for the activity or to just to begin a different activity for the children to join in with. Staffing can become a barrier too. When playing with children it is important that at least another adult is in the room with you. If not then it could potentially have an impact on you completing the activity. If a child has a disability or

• How children make friends and take turns Physical development • How children move and use fine and motor skills • How children learn about healthy living. • Children’s management of their self – care. Communication and language • How children listen and pay attention Specific areas Literacy • How children start to enjoy reading book.

Most of the students engaged well during the classroom problems. Several students went up to the board and explained their answer. After the students presented, the whole class clapped, creating a positive and supporting

It is very common to see teachers and parents to give feedback to children, such as “Wow, I like it, great job!” or “You are good at this!” : however, these topical feedback do not give specific information of why it is good (Teachstone Training LLC, 2011). Rossie gives the feedback that it includes what she see in his work and what did he do right. When children revive a specific feedback, they learn what is the teacher’s expectation and what they should do in order to receive the praise again.