The Early Years Practitioner Role in Practice

The Early Years Practitioner Role in Practice
CI 2310
This case study will make reference to the background and history of a child in my work placement. It will also include observations and an individual learning plan for the child. According to Nurseryworld (2006) observations are vital to understanding young children. Observations provide information about the child and are an important tool to discovering more about each child, as well as enabling practitioners to plan the correct level of learning in the best possible environment for the individual child. Observations are accepted as essential to a practitioner??™s role especially in terms of training and development. Observation are about watching the child??™s actions and behaviours and recording them over a period of time. They also show what the child is interested in, as well as highlighting strengths and weaknesses of the child being observed and essentially the child??™s skills can be recorded.
History and Background of Child ???A??™
Child A has been diagnosed with Autism with associated learning difficulties. Imray(2008) states that Autism is a complex, pervasive, developmental disorder, which affects every aspect of the child learning and development. Autism is a neurological condition affecting communication, social interaction, flexible thinking and behaviour. It is acceptable that children with autism are not expected to learn how to behave in a socially acceptable manner. There is no known cure for autism and so far teaching has to be adapted to suit the child with autism rather than the other way round. Autism is a condition of permanent stress and therefore brings out demanding and challenging behaviour. Furthermore Autism appears differently in every child according to Tilton(2006) signs and symptoms that appear in one child, may not emerge in another child that has also been diagnosed with autism. Signs and symptoms of autism are generally characterized by repetitive behaviours, attachment to odd toys, appearing to be off in their own world, sudden outbursts of anger or tantrums and lack of imaginative play.
Child A took quite some time to settle into her school routine and due to her lack of cooperation it has proven difficult to make meaningful assessments or gain a true picture of her abilities. However it has been the priority of the school to manage her behaviour through the introduction of strategies. There have been huge improvements in her behaviour, with much less physical aggression and child A is now enjoying taking part in many class activities. Child A has a twin brother, but he attends a different school, both the mother and father of child A work and her father is a Maths teacher in a different school. The mother of child A brings her to school each day and child A does find separation from her mother difficult and it can take some time to get her into class. Child A is fit and healthy and enjoys playing outdoors. Child A also enjoys singing, dancing, arts and crafts, cooking, being neat and tidy; she likes playing with her own hair as well as interacting with adults and her peers. Conversely child A does not like it if she does not get her own way. Child A does not like being dirty or untidy, she does not like unplanned changes and she does not like messy foods, for example baked beans. Her strengths are reading, social interaction and takes great pride in her work. Child A needs structure and routine, clear and consistent boundaries, little or no attention is to be paid to negative or challenging behaviour, along with clear and simple instructions. Child A and her areas for development are excepting help during new experiences and being able to consider alternatives.
I have found that child A has difficulty in situations when somebody says no to her child A will raise her voice and stomp away from the situation. She will then tell the staff that she is going home and she will get her coat and wait by the door in silence. If she is then approached whilst she is still unhappy she will then slap or spit at the staff involved. I have also found that her behaviour can become very loud if she cannot take control of a situation. Child A can take herself to the toilet but she then has difficulty washing her hands particularly using soap, this is because she is very sensitive to smells and child A is sometimes happier to use baby wipes instead. I have also observed that child A has a very limited diet within school and when she has chosen her food from the canteen she will sometimes change her mind once she has received it. I have decided to implement observations to help child A as she has many difficulties to over come. I will implement my own I.E.P (Individual Education Plan) with child A to record her progress over a few weeks.
Children with learning difficulties or other disabilities can benefit greatly from having an Individual Education Plan, they are put in place to help children achieve and succeed in school. Furthermore parents of the child can also become involved in putting together a plan of action for their child by working closely with the staff and teachers. Children with autism have varying needs and every I.E.P must be tailored to suit that individual child. KidsHealth (2012)
Principles and practices underpin effective provision in the early year and it starts with the unique child. Every child is very different including babies and older children. Finding out about each individual child is essential to planning and developing their abilities, strengths and weaknesses. Policies and principles underpinning the EYFS focus on the setting and the child??™s wellbeing. The provisions must focus around the children in order to meet their needs. In 2000 the EYFS was introduced and the most important attribute of the EYFS was that it has clearly defined principles that all practitioners are expected to uphold. Learning and development of each individual child is the foundation of the EYFS. The early years professionals are expected to record the progress of each individual child and then regularly share these records of development with the child??™s parents. The use of digital cameras and video??™s helps with observations and gives a clear view of the areas that are being recorded. Hutchin, V (2007)
According to Miller & Cable (2008) The U.K government are committed to a complete transformation of the children??™s workforce, which is designed to enhance life chances for all and ease inequalities in our society. Roles and responsibilities of early year??™s professionals include a high quality understanding of children and are able to use their correct research and theoretical knowledge. Early Years Professionals must be able to contribute to enhancement and modernization within a setting and can direct others by example. The Early Years Professional is planned to raise the standards in early year??™s settings as well as supporting other practitioners. The Early Years Professional is vital to the successful performance of the EYFS across the private and voluntary sector.

References
Hutchin, V (2007) Supporting Every Child??™s Learning across the Early Years Foundation Stage. London, Hodder Education
Imray,P(2008) Turning the tables on challenging behaviour. Oxon, Routledge
KidsHealth (2012) What??™s an IEP retrieved from http://kidshealth.org/parent/growth/learning/iep.html on January 6th 2012
Miller, L & Cable, C (2008) Professionalism in the Early Years. Oxon, Bookpoint Ltd.
Nurseryworld (2006) Observing Children retrieved from http://www.nurseryworld.co.uk/news/718219/Observing-children/DCMP=ILC-SEARCH on January 6th 2012
Tilton, A (2006) Children with Autism. Wiltshire, Antony Rowe Ltd
Scott, J & Ward, H (2005) Safeguarding and Promoting the Well-being of Children, Families and Communities. London, Jessica Kingsley Publishers

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