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Role of environment on child development
Role of environment in a child development
Role of environment in the lives of children
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The three prime areas are the foundations for a child’s learning and development, it helps the child’s ability to learn and form relationships as well as their wellbeing. As the children get older they become increasingly competent and need to broaden their skills. This is where the four specific areas aim to do this. A child that is more confident from doing the prime areas will build a better platform for success when starting the more specific areas. The children are all unique and progress at different paces, this should be taken into consideration when planning for a child.
This is important to ensure that a child is being supported to meet their set targets and they reach their full potential. Also any strengths or weaknesses can be identified during this process. A support plan is usually completed with a child as this helps to identify their needs, the plan can then be tailored specifically for them and adapted if necessary, this is then reviewed at intervals to monitor the progress made. We currently have a placement plan at our home that we use with the young mothers. This helps to identify their support needs and what areas they feel they may need extra support with.
It is important for children to be in a positive and healthy environment in order for them to realize their
The key factors that provide a supportive speech, language and communication environments are – The physical environment is very important when creating a safe and secure setting that can support each child’s or young person’s individual learning needs and development to the best of their ability. The physical environments factors can include: • Noise levels • Lighting • Space • Distractions • Clear routines • Relaxes atmosphere • Adapted room and resources • Familiarity • Visual support aids. The roles and responsibilities of staff is that we should all understand our own roles and others carrying them out to the best of our abilities within the setting. in my setting at Grove Primary School, we make sure we can provide children and young people with their own key worker and they will have set activities and resources where their key worker will work alongside the child or group of children.
LRE (Least Restrictive Environment): Picture: PAGE 2 QUESTION A & PAGE 5.1 STUDENT SUPPORTS The first example I have of LRE in Stacy’s IEP is in the ‘Consideration of Special Factors’ section, which ask whether or not Stacy’s disability causes her to have behavior that negatively impacts her or her peers learning in the general education classroom. The answer to this question for Stacy is no, which means she will be able to stay in her general education classroom, which will ultimately benefit her. Keeping Stacy in the regular classroom will keep her from feeling isolated and left out, and will also help her to continue to be social and keep her social skills where they need to be, while working on areas that she actually needs help with.
Extensive preparation of the environment allows for educators to be best prepared to suit the needs of the child and the activity, this lesson was conducted with an individual child but could be easily adapted to suit small groups. Campbell, Jobling and Howitt (2015) mention that preparation of the environment includes educators being aware of children’s physical, emotional, social and cognitive needs, this allows educators to meet these needs through activities, resources and interactions. The child in this activity was the educator’s own daughter, allowing for a well-developed understanding of the child’s physical, emotional, social and cognitive needs and what was needed for the activity to meet those needs. The environment was well prepared before the lesson as described in the general learning experience plan (Appendix A), this included the area being tidied up of distractions, as well as ensuring that all materials needed for the activity were relevant, prepared and set out for easy access for the child (Campbell, etal., 2015). Campbell, Jobling and Howitt (2015) state that “Regardless of how learning experiences are presented to children (unstructured, child-instigated, teacher-instigated) or are used in centres (free play, small group, whole group) it is imperative that materials are provided for children to explore” (p. 82).
The educator has to have a strong bond with the parent as well as the children. The developmentally appropriate practice comes with many keys that educators can do make improvements. The educator might not be able to control the environment in the home but they can create a loving community to the child. The educators can change the way they teach based on the ways the children may learn whether by interest or preference. Education can always be enhanced and encourage to the child.
It encourages each child’s sense of individual worth and belonging as part of a community and fosters each child’s ability to contribute as a responsible community member . Interactive Academy Approach: Creating a safe and supportive school climate is one of our core values. We do that by building strong relationships between teachers, students and families. We go out of our way to make children and adults feel welcomed when they visit our programs. Our teachers help new children adjust to the program environment by introducing them to new friends and providing a safe space for them to learn and grow.
In addition, the children should be given the chance to explore their opportunities that are appropriate for them in a safe environment. Because it give them the incentive to explore their opportunities while enhancing their independence and self
According to Eccles and Gootman (2002), providing a safe space for the students is essential for positive development (p. 89). If students do not feel safe in the classroom, they are more likely to foster feelings of fear and insecurity (Eccles and Gootman, 2002, p. 90). When the developmental alliance creates a supportive relationship and a positive classroom environment, the student is able to grow and connect with the youth. This relationship can help translate to greater success in school because of the support of the developmental alliance and the classroom (Connected Learning: Inspiring Mentors and
By offering children multiple materials and equipment to play with you are allowing them to explore their senses and environment. Children can play with things such as various natural materials like sand and water which can allow them to create open ended opportunities e.g making cakes in the sand or bringing creatures to life underwater. In home corners you can offer children materials and equipment such as cardboard and fabric to create things like dens or a car. This allows children to use their imagination and carry out various types of role
An obstacle is largely defined as something that causes prevention towards progress. Obstacles come in all different challenges and types. As I think about my biggest obstacles in life not many came across my mind. Yes, there were times when things got tough but I always seemed to manage through them.
How infant and toddlers are given the time, space, engagement have huge impact in children later years. Experts too has agreed that all these factor are important to the development of children socio-emotional and cognitive (Scroufe, 1988; Howes, 1999). Secure attachments support and help children to be able to regulate emotions, reduce fear, building relationship with other adults, empathy for others and appropriate moral reasoning. Bowlby calls this as the internal working model.
As a teacher it is my job to make sure the minds of the children in my presence are stimulated daily. First as a teacher I must ensure that the classroom environment is safe, warm and inviting, is very important for a child’s development. If the classroom is warm and inviting, it makes the child feel safe, secure, less stressed and welcomed. Also, as a teacher I would have to make sure that the environment is age appropriate, and individually appropriate helps stimulate a child’s mind. Things like games and the curriculum has to be carefully planned according to the age group, because it helps children to achieve their developmental milestones.
Introduction Person-in-Environment Framework In our practice as social workers, we are urged to view and understand human behavior as a set of complex interactions between individuals and their environment. This is known as the person-in-environment framework. This framework encourages us to acknowledge the influence of environment on our lives and provides a beneficial framework to think about and understand human behavior (Hutchinson, 2017). Understanding our work from this perspective allows us to approach our clients from a multi-dimensional stance, taking into consideration how various factors, including but not limited to, race, class, age and gender create individual identity and shapes an individual’s experience in the context of
