Importance of Meeting Child Individual Needs

Importance of Meeting Child Individual Needs UNIT 1: A UNIQUE CHILD EXPLAIN THE BENEFITS FOR CHILDREN WHEN THIER INDIVIDUAL NEEDS ARE MET CHILD DEVELOPMENT Every child is a unique individual with their own characteristics and temperament. Development is a continuous complex interaction of environmental and genetic factors in which the body, brain and behavior become more complex Babies and children mature at different rates and at different times in their lives Babies and children are vulnerable and become resilient and confident if they have support from others early relationships strongly influence how children develop and having close relationships with carers is very important A SKILFUL COMMUNICATOR Babies are especially interested in other people and in communicating with them using eye contact, crying, cooing and gurgling to have ‘conversations’ Babies and children are sociable and curious, and they explore the world through all their senses. Babies and children develop their competence in communicating through having frequent, enjoyable interactions with the people, in contexts that they understand. Children learn to communicate in many ways, not just by talking, but also in a non-verbal ways such as gestures, facial expressions and gaze direction, in drawing, writing and singing, and through dance, music and drama. A COMPETENT LEARNER Babies come into the world ready to learn and are especially tuned to learn from other people and the cultural and material environment. Play and other imaginative and creative activities help children to make sense of their experience and ‘transform’ their knowledge, fostering cognitive development. Language, thinking and learning are interlinked, they depend on and promote each others development. What children can do is the starting point for learning. Children learn better by doing, and by doing things with other people who are more competent, rather than just being told. EFFECTIVE PRACTICE Understand the process involved in babies’ and children growth, development and learning. Support babies and children to develop a positive sense of their own identity and culture, this helps them to develop a positive self-image. Encourage, listen and respond to babies and children’s communications, both non-verbal and verbal. Acknowledge the different ways in which babies and children learn, and be aware that learning is a process that cannot be rushed. Recognise that babies and children attitudes and dispositions to learning are influenced by the feedback of others. DESCRIBE HOW THE PRINCIPLES OF ANTI DISCRIMINATORY PRACTICE CAN BE APPLIED TO PRACTICE CHILDRENS ENTITLEMENTS All children are citizens and have rights and entitlements. Children should be treated fairly regardless of race, religion or abilities. This applies no matter. What they think or say; What type of family they come from; What language (s) they speak; What their parents do; Whether they are girls or boys; Whether they have a disability or whether they are rich or poor. All children have a equal right to be listened to and valued in the setting EQUALITY AND DIVERSITY All children have a need to develop, which is helped by exploring and discovering the people and things around them. Some children’s development may be at risk, for example Children who are disabled and those with special educational needs; Those from socially excluded families, such as the homeless or those who live with a parent who is disabled or has a mental illness; Children from traveller communities, refugees or asylum seekers and those live diverse linguistic backgrounds. All children are entitled to enjoy a full life in conditions which will help them take part in society and develop as an individual, with their own cultural and spiritual beliefs. Practitioners ensure that their own knowledge about different cultural groups is up to-date and consider their own attitudes to people who are different from themselves. Attached: Playroom Day Nursery’s Inclusion and Equal Opportunities policy PROMOTING ANTI DISCRIMINATION PRACTICE LEGISLATION There are various pieces of legislation in place to promote equality and reduce discrimination. These include the Disability Discrimination Act 2005. The Special Educational Needs and Disability Act 2001, the Race Relations (Amendment) Act 2000, Convention on the rights of the child (UN, 1989), The Human Rights Act 1998, The Sex Discrimination Act 1975 (as amended), Employment Equality ( Sexual Orientation) Regulations 2003, the Equality Act 2010. The aim of this legislation is to promote equality of opportunity for all, regardless of age, sex, sexuality, disability, race, religion or any other difference. However, whilst legislation is important because it protects people, the one thing it cannot do is change people’s attitudes Everyone has internalised layers of expectation based on personal upbringing and experiences that operate on a conscious and subconscious level. A key worker acknowledging the extent of the baggage that they may bring to an environment is a vital first step along the road to anti discriminatory practice. PUTTING INTO PRACTICE Anti discriminatory practice can be defined as an approach to working with young children that promotes Diversity and the valuing of all differenced A setting whose practice is anti discriminatory will celebrate and value differences in identities, cultures, religions, abilities and social practices. Self esteem and positive group identity A setting will recognise the impact of discrimination, the social inequalities and their effect on young children and their families. Such a setting will identify and remove practices and procedures that discriminate. Fulfilment of individual potential A setting will value children and adults for their individuality and ensure a sense of belonging that promotes self esteem. It will respect where children come from, what they achieve and what they bring to the learning situation. The full participation of all groups in society A setting will appreciate the importance of what is learned and what can be unlearned in the early years and recognise the wider aim of early education to lay the foundations of a more just and equitable society. Early years practitioners also need to assess the discrimination that occurs in society and their own setting (consciously or subconsciously) and the effect it has on the children. In Practice Moving towards successful anti discriminatory practice involves Understanding that diversity is inclusive and that we all have cultural backgrounds and multiple indignities that are derived from various sources, including our families, our peer groups and out own unique set of individual experiences Examining our personal prejudices and how they operate, and committing ourselves to ‘unlearning’ our prejudices Promoting positive values for families, communities and staff Gathering a repertoire of strategies to ensure settings are welcoming, non threatening and stimulating places be, where children and families are valued because of their differences and not in spite of them Developing the awareness, confidence, skill and knowledge to challenge and educate effectively, for example, the child who thinks black skin is dirty or the staff member who makes assumptions about a disabled child’s inability to join in and activity Involving everyone in dynamic and constructive dialogue and process Constantly monitoring, evaluating and adjusting practice and procedures Flexible thinking Among the attributes that we especially need to develop and strengthen are assertiveness, the ability to communicate effectively and the ability to empathise with others, The aim of anti discriminatory practice is not to generate discomfort, conflict or negativity, although we may well encounter these feelings along the way. Treating children the same isnt the same things as treating them equally. To treat children equally we have to recognise that society does not provide a level playing field and we may have to take a variety of unequal factors into account to meet their universal entitlement as future citizens. All children stand to benefit from enabling, ensuring environment where achievements are valued in the broadest possible terms and individual potential is respected Anti discriminatory practice strives towards all the children and the adults in a setting developing and maintaining high self esteem and being proud of where they come from One important rule is not to expect to find easy or right answers to everything. This is an area where a little knowledge, if generally applied, can be as dangerous as none at all. While some knowledge can be desirable and useful, it is counter productive if it leads us to assume, fro example, that families from a particular culture or religion will have identical interpretation or application of this ideas, or that one child with Downs syndrome or cerebral palsy will have much the same needs or (dis)abilities as another. This process which involves getting to know people and children on a personal and professional basis and avoiding pre judgement and fixed expectations. This approach will often demand creative and individual solutions. DESCRIBE WHY IT IS IMPORTANT TO PLAN ACTIVITIES THAT MEET THE INDIVIDUAL NEEDS OF CHILDREN As every child is different, it is important to think about, plan for, and interact with the individual, as well as the group as whole. Considering the range of children’s styles, social interactions an personalities. Some are quiet; others are noisy Some like to spend time by themselves; others are the life of the party Some are shy; others are outgoing Some are active; others are quiet Some enter into new situations easily; others like to stand back and watch You need to ensure children are confident, happy and engaged in learning, their individual needs must be met. You have to be constantly alert and responsive. The importance of meeting individual needs is well established in recent guidelines for early childhood practitioners. The English curriculum Guidance For The foundation Stage (GGFS) states that we should ‘ensure that all children feel included, secure and valued’ and ‘treat children as individuals’ Practitioners tune into children through observing them, interacting with them and listening to what their parents/carers have to say about them. EXPLAIN HOW THE PRACTITIONER CAN PROMOTE CHILDREN’S PHYSICAL AND EMOTIONAL WELL-BEING WITHIN AN EARLY YEARS SETTING Personal, Social and Emotional development are three building blocks of future success in life. They are close linked to each other and often bracketed together as one area of learning and development. Personal development- how we come to understand who we are and what we can do, how we look after ourselves. Social development- how we come to understand ourselves in relation to others, how we make friends, understand the rules of society and behave towards others. Emotional development- how we come to understand our own and other’s feelings and develop our ability to ‘stand in someone elses shoes and see things from their point of view Practitioners work hard to ensure that children are happy in their learning and development and it helps children if parents are genuine partners with practitioners. All Saints primary school and Playrooms Nursery use (SEAL) Social and Emotional Aspects of learning. WHAT IS SEAL Seal is a school programme that support schools and plans to help children and young people to develop social and emotional skills. They are also essential for all adults and are important for early-years practitioners and staff in schools. HOW DOES IT WORK When a school/Nursery implements SEAL it will consider all aspects of school life and consider how social and emotional skills can be promoted. This might involve reviewing several school policies developing learning opportunities that ‘explicitly help children to learn the skills and to apply them. (www.bandapilot.org.uk) website with ideas for assemblies, staff development activities, learning opportunities a guidance booklet and resources to use across the school day Children must be provided with experiences and support which help them to develop a positive sense of themselves and of others, respect for others; Social skills, and a positive disposition to learn. EARLY SUPPORT It is important to identify the need for additional support as early as possible. Without it children will not get the help they need at the right time, in the way that is right for them. Early support for children includes listening to families and taking part in a sensitive two-way exchange of information. For children with the most severe and complex additional support needs you need to plan jointly with everyone who is in contact with the child. This will coordinate support and promote learning as effectively as possible. Knowing when and how to call in specialist help is one important element of inclusive practice. EFFECTIVE PRACTICE Encourage children to recognise their own unique qualities and the characteristics they share with other children. Make sure that you actively promote equal opportunities and anti-discriminatory practice, ensuring that all children and families feel included, safe and valued. Ask parents whether there is need for and special services and equipment for children who ma require additional support. Support children to make friends and help them to think about what makes a good friend. Ensuring the needs of every child are fully met, even when temporarily you need to spend more time with a child who is new to the setting or whose behaviour is giving rise to concern. Keeping a focus on the child’s needs when a parent also has significant needs. Maintaining records suitable for sharing with colleagues in an inter-agency team while acting as a point of contact for a child and their family.

The Idea of the Hypersexual Black Male in the Invisible Man Essay

In the Invisible Man by Ralph Ellison, the narrator’s view of women is generally pessimistic. His negative view of women is also reflected by women, specifically of Caucasian ethnicity. Their societal depiction of black men considers them to be hypersexual objects and incapable of anything else. Emma, Brother Hubert’s wife, and Sybil, are three women in particular who possess negative character flaws that allow the narrator to deem them unworthy. Emma’s tremendous dominance give the impression of being unapproachable while Brother Hubert’s wife’s infidelity and ability to control confuses him and finally, Sybil’s decadence makes her appear sloppy. All of these flaws are used to reduce the narrator to a sexual tool at the expense of his intellect. The first woman seen is Emma, a Brotherhood employee, who is perceived to be very powerful and demeaning toward the narrator although physically attracted to him. She engages in limited dialog which, I believe is intended to paint her as diminutive; however she is described as â€Å"smartly dressed† with a â€Å"hard, handsome face† (300). Her...

Why Have Nuclear Weapons Not Been Used in Conflict Since 1945?

Why have nuclear weapons not been used in conflict since 1945? Nuclear weapons have only ever been used once in human history, and that was during World War II when The United States deployed missiles on Japanese territory, in Nagasaki and Hiroshima. At the time of bombing in 1945 only the USA had developed nuclear weapons, whilst today the pool of states consisting of nuclear weapons is still extremely small, with only nine states laying claim to nuclear technology and weaponry. This nuclear proliferation is explained by Darryl Howlett who explains this as the worldwide spread of nuclear weapons.For Howlett states are nuclear driven because of the ‘strategic, political and prestige benefits’ attached to nuclear weapons[1]. In the modern world the mass media are often critical about nuclear weapons and the threats they pose for society, but this begs the question; why have nuclear weapons not been used in conflict since 1945? To answer this question the issues of taboo a nd deterrence and the arrival of virtual nuclear arsenals must be called into question, as well as theoretical ideas such as rationality from proliferation optimists and proliferation pessimists.I will also look at whether we currently live in a non-proliferation regime, and look at the alternatives for peace and nuclear non-usage. The first area of nuclear non-usage I will look at will be the arguments brought forward by proliferation pessimists and optimists. Kennitz Waltz, a proliferation optimist argues on one hand we cannot stop the spread of nuclear weapons. It’s inevitable because states seek power through nuclear weapons; even smaller, less powerful states align themselves with nuclear wielding states for protection and security.But on the other hand, Waltz argues states are rational actors, and believes nuclear weapons will be used responsibly, which is why nuclear weapons have not been used. For Waltz, more states who have nuclear weapons, the better. Waltz writes, â€Å"A blatant offensive is madness. Nuclear weapons and states that acquire them will reduce the chances of war and lower the intensity of war. †[2] For Waltz this provides deterrence from the threat of nuclear weapons. If this is the case, it would explain why nuclear weapons were used in the first place; there simply was no deterrence against the United States in Japan.Arguing against the optimists, Proliferation pessimists have another answer for the non-usage of nuclear weapons. Scott D. Sagen, proliferation pessimist has contradictory views of the state, believing states could be irrational, especially when militaristic figures take over decision making. Sagen argues all military have â€Å"organisational behaviour†[3] where by military figures are more likely to resort to nuclear warfare, and for a few who dare to venture, there is always an issue with miscalculation.Sagen argues the only reason nuclear weapons haven’t been used is because there hasnâ₠¬â„¢t been a war worth using them in. For Sagen disarmament is a means of ending the possibility of a nuclear threat. Furthermore, my next point explores the idea and theory surrounding the concept of taboo as a reason why nuclear weapons haven’t been used since 1945. Taboo is a concept coined by Nina Tanenwald, and it means the ‘tradition of non-use’, in this case nuclear weapons have become stigmatised[4].For Tanenwald deterrence alone doesn’t explain why nuclear weapons haven’t been used; Deterrence works though in Tanenwald’s view, but only when working side by side with taboo. With nuclear weapons there are moral, ethical and political costs attached, with Tanenwald stating that a â€Å"â€Å"moral norm† proscribing the use of nuclear weapons developed during the decades after the Hiroshima and Nagasaki attacks†[5] when talking about the moral issues of nuclear weapons. World opinion is also the biggest political constraint , with many people feeling politically and ethically united against the usage of nuclear attacks.In addition the norms and values of a society wielding nuclear weapons also matters, with South Africa an example of nuclear disarmament because of social and ethical efforts made by their people. Possibly the biggest example of taboo was during the nineteen year Vietnam War. Nina Tanenwald argues that nuclear were not used, which is obviously true, but using nuclear artillery was heavily discussed by United States forces. Three American presidents, Lyndon B. Johnson, John F. Kennedy and Richard Nixon, all in power during the Vietnam War chose not to use nuclear force.Tanenwald believes it is the moral, ethical and political factors, the taboo effect which proves non-use of nuclear weapons. Furthermore the concept of taboo and deterrence working together comes from theorist Henry Kissinger who was the Secretary of State under the Richard Nixon administration during the Vietnam War and pl ayed a huge roll in United States foreign policy. In his book ‘Diplomacy’, Kissinger writes, â€Å"Never have the military gap between the superpower and non-nuclear state been greater. Never was it best likely to be invoked. [6] Tanenwald would suggest Taboo was working in the concept of Deterrence with Kissinger’s words, possibly signalling the importance of taboo as a reason for nuclear non-use since 1945. The third argument for the absence of nuclear weapons since 1945 is through the concept of deterrence. Deterrence is the measures taken by a state or an alliance of multiple states to prevent hostile action by another, in this case through nuclear weapons. Colin Gray is one theorist who believes because of deterrence nuclear weapons are not used because they are not rational.According to Gray, taboo holds no truth, so argues against the ideas of Nina Tanenwald fiercely, with Gray going on to say that â€Å"it’s too clever†[7] to retaliate from a nuclear missile, so states are deterred from doing so in the first place. Gray and deterrence supporters are worried that if people begin believing in the truth of taboo, states might feel obliged to disarm nuclear artillery, which could prove even more fatal as it will disrupt the balance of power, especially between larger nations.With less nuclear capable states, there is a fear amongst deterrence supporters one state could use nuclear weapons to enhance their position as an international actor, and cause more war in doing so[8]. In this case, weapons are used as the ultimate form of deterrence, one which maintains the balance of power and eliminates the threat of nuclear strikes. The next area of discussion is the arrival of virtual nuclear arsenals (VNA’s). According to Michael Mazaar virtual nuclear arsenals are where you store and reconstruct nuclear weapons[9].When looking at why these have helped prolong the nuclear non-use, virtual nuclear arsenals are important because they eliminate the threat of miscalculation or an accidental bombing. Secondly by having deconstructed weapons, you can store each individual part separately, which means your weapons are harder to steal as they are stored in unknown locations. Mazaar argues that nuclear weapons haven’t been used because VNA’s act as a deterrent from attack. No one will strike your territory with a nuclear missile it they know at some point down the line there will be a retaliation from a VNA[10].This means the advantages of having nuclear missiles is weakened because state and military actors are deterred from using nuclear weapons. Ashley J. Tellis backs up this argument brought forward by Mazaar, stating that because of VNA’s, India and Pakistan, two countries with a war-torn history have been deterred from ‘employing nuclear destruction upon one another and mankind’[11], because each state uses VNA’s, showing that virtual nuclear arsenals have suc cessfully helped stop the use of nuclear weapons since 1945.The debate of virtual nuclear arsenals is continued and furthered by theorist John Schell, who looks at how weaponless deterrence limits nuclear action. For Schell no nuclear strikes have occurred because by constructing a nuclear weapon deterrence would persist, and VNA’s could be built to counter nuclear missiles. Schell famously quotes â€Å"Missile deters missile, bomber deters bomber, submarine deters submarine†¦ Factory deters factory, blueprint deters blueprint, equation deters equation. [12] In this sense, weaponless deterrence acts as a good strategic form of defence from nuclear attacks, and further explains why nuclear weapons haven’t been used in conflict since Hiroshima and Nagasaki. Many would now argue that we live in times of a nuclear non-proliferation regime, which is the limitation of nuclear activity, brought forward by the ‘Nuclear Non-Proliferation Treaty’ (NPT). As man y states oppose nuclear weapons, even states with these weapons are often opposed, the NPT, a treaty with 189 state members acts as a treaty to stop the spread and possible use of nuclear weapons.The treaty was adopted in 1970 and is considered a three pillar system, focusing on non-proliferation, disarmament and the right to peacefully use nuclear technology, and every five years the treaty is reviewed. It’s worth noting that five nuclear states (The USA, Russia, France, The United Kingdom and China), who collectively make up the permanent members UN security council are all signed up to this treaty. The argument could be made that because of the current NPT regime nuclear eapons pose little and limited threat, and instead of owning nuclear technology for possible war and destruction, rather the emphasis of war has been slowed down to focus on technological improvements with nuclear technology, which could explain why nuclear weapons have not been used since 1945. In conclus ion nuclear weapons do pose a serious threat to humanity, but as I’ve outlined because of taboo, and deterrence there are too much political and ethical issues attached. Virtual nuclear arsenals now mean nuclear weapons have a secure hiding place, and the possibility of an unexpected VNA strike is deterring people from using weapons.Others such as Waltz argue that humans and states as are rational and nuclear weapons will be used responsibly, which is the case with the nuclear non-proliferation treaty, but others such as Sagen argue that we can’t trust states with nuclear decision making and our future is going to be compromised by the elite few who will one day exterminate the human race. But with each day that passes, do nuclear weapons still scare people? Maybe the only war nuclear weapons will become prominent once more and the real issue and effects of nuclear weapons will only become important if one is used.The alternatives for peace are already here. No, we can not eliminate nuclear weapons, but with VNA’s the concept of deterrence and taboo, as well as people becoming more rational and aware of the disaster nuclear weapons potentially bring, the safest option, is to hold on to what we have, which is the reminder in Nagasaki and Hiroshima of the damage and destruction that is caused and keep these weapons as a learning tool for the future. Word count: 2079 BIBLIOGRAPHY Gray, C. S. , (2005) ‘Another Bloody Century: Future Warfare’ (London: Weidenfeld & Nicolson)Howlett, Darryl ‘Nuclear Proliferation’ in John Baylis and Steve Smith, The Globalisation of World Politics (Oxford: OUP, 2001, second edition) Kissinger, H. (1994) â€Å"Diplomacy† (New York: Simon & Schuster) Mazarr, Michael J. , (1995) ‘Virtual nuclear arsenals’, Survival 37:3, pp. 7-26 Sagan, S. D. , (1994) ‘The perils of proliferation: organisation, theory, deterrence theory and the spread of nuclear weapons’, Int ernational Security 18(4): 66-107 (E-Journal). Schell, J. , (1984) The Abolition (London: Pan Books) Tannenwald, N. (1999) ‘The Nuclear Taboo: The United States and the Normative Basis of Nuclear Non-use’ International Organization 53(3): 433-48 Tellis, A. J (2001) India's Emerging Nuclear Posture (Santa Monica: RAND) Waltz, K. N. (1981) ‘The Spread of Nuclear Weapons: More May Better’ Adelphi Papers, 171. Available at: http://www. mtholyoke. edu/acad/intrel/waltz1. htm ———————– [1] Howlett, Darryl ‘Nuclear Proliferation’ in John Baylis and Steve Smith, The Globalisation of World Politics (Oxford: OUP, 2001, second edition) [2] Waltz, K. N. (1981) ‘The Spread of Nuclear Weapons: More May Better’ Adelphi Papers, 171.Available at: http://www. mtholyoke. edu/acad/intrel/waltz1. htm [3] Sagan, S. D. , (1994) ‘The perils of proliferation: organisation, theory, deterrence theo ry and the spread of nuclear weapons’, International Security 18(4): 66-107 (E-Journal). [4] Tannenwald, N. , (1999) ‘The Nuclear Taboo: The United States and the Normative Basis of Nuclear Non-use’ International Organization 53(3): 433-48 [5] Tannenwald, N. , (1999) ‘The Nuclear Taboo: The United States and the Normative Basis of Nuclear Non-use’ International Organization [6] Kissinger, H. 1994) â€Å"Diplomacy† (New York: Simon & Schuster) [7] Gray, C. S. , (2005) ‘Another Bloody Century: Future Warfare’ (London: Weidenfeld & Nicolson) [8] Gray, C. S. , (2005) ‘Another Bloody Century: Future Warfare’ (London: Weidenfeld & Nicolson) [9] Mazarr, Michael J. , (1995) ‘Virtual nuclear arsenals’, Survival 37:3, pp. 7-26 [10] Mazarr, Michael J. , (1995) ‘Virtual nuclear arsenals’, Survival 37:3, pp. 29-92 [11] Tellis, A. J (2001) India's Emerging Nuclear Posture (Santa Monica: RAND) [12] Schell, J. , (1984) The Abolition (London: Pan Books)

Culture Is A Way Of Learning Things - 1065 Words

Culture is a way of learning things essentially through the way we’ve been brought up, therefore everyone’s â€Å"born into a culture but not born with culture†. Culture is our identity of ethnicity, gender, education and race etc. Culture, in our everyday of life, outlines the style of life in conjunction with the values, beliefs and attitudes we’ve grown up with. In addition, culture can be described as art, religion, eating habits, rituals, humour, science, law, spirits ceremonies and etc. However, it is essential to comprehend the differences between cultures because people convey their culture in a different manner according to their situation. The increases in diversity of the nation creates a culturally competent services by providing opportunities and challenges for health care providers, health care systems, and policy makers. The Cultural competence defines the power of providers and organizations to deliver effective services to patients, in order to fulfil the needs of patients with social, cultural, and linguistic issues. Therefore, a culturally competent health care system can help improve health outcomes and quality of care. As a result this can contribute to the abolition of racial and ethnic health disparities. A person’s values, beliefs, and behaviors about health and well-being are created by different components. 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