Hi eveyone can anyone help me with some pointers to answer this question in my CCLD level 4 unit 412.

Question

how to adapt my practice to meet care, learning and play needs for childrenwhom I work with including different genders, enthnicities, ages & abilities including children with disabilities and special educatioal needs including:

providing a differetiated programme

using indoor & out door space effectively

providing a range of good-quaility culturally relevant equipment and activities

ensuring the environment is stimulating and interesting and still provides opportunity for privacy and quiet areas for children ? !!

I DON'T KNOW WHERE TO BEGIN ANY HELP WOULD REALLY BE GREAT THANKS EVERYONE.

Answer 1

Address the following  in your response, inclusion policies and practice, use of a diverse range of resources, non stereotypical attitudes and practices, accessiblity and support for children who have special needs, differentiation and flexibility. Best of luck Christine

Answer 2

i would start by drawing a plan of an ideal care room.

this can be rough or if you are any way good at drawing do a detailed picture that you can add into your answer for reference.

to me it sounds as tho their isnt any one answer for this.

personally i wuld break down the answer by looking at all the things needed in a care setting: you would need to show that you have a selection of activities and toys that are for all children of all backrounds so you could suggest that you have dress up clothes from different ethnic backrounds i.e cowboy outfit, sahri's, princess, firemen, policemen outfits etc.....

you could also include different books, books that show refence to children of all backrounds,including white children, black children, oriental children,children of a travelling backround...this will show that all children can relate to the characters in the stories and will promote awareness of diversity.

the indoor and outdoor space i would show how you would havea range of equipment for physical development i.e climbing aparatus, hula hoops,balls,etc....

include that you would have sensory and tactile activities such as painting and playdough for the children with special needs.

also if you did draw out yourself a room plan you could include an area where childrencan relax, for example you could have soft mats for them to sit on and relax.

hope this is of some help to you?

best of luck  

Answer 3

In addition to 'confused's answer, I would say one of the key points is about differentiation. It is about making sure all your activities and areas are planned considering all children's needs and experience levels. For example, you may provide an obstacle course outside using a wide range of balancing, manipulative and gross motor skills. Have you considered all ages? Can all the children achieve the outcome of this activity? Do some need more help? If so what help could you provide? Does it allow all children to take part? Does it meet cultural needs? Can both sexes complete it fairly? Can disabled children take part? Do you have to change the activity especially for them? If so, then it is not totally inclusive. Consider how you can make the activity totally inclusive to all before you begin. Some children will have had more experience using this equipment, and so need the adult to challenge them and extend the activity. Other children will be less experienced, and will need more support; the adult may need to bring the activity down a level to meet their needs.

You need to consider this for all activities and areas you plan.  

  

Answer 4

-Self evaluation-should be done every term to ensure that the setting is suitable for the children in that term (or the next term). Self-evaluation against the National Standards or EYFS or SEN Code of Practice ensures that you are striving towards best practice and you can see where areas of improvement lie.

-Ensure that displays, pictures in books etc reflect the world around them eg: not every Japanese woman dresses in a kimono, not all firefighters are men. Same goes for play figures, dolls etc...check they are reflecting diversity and not stereotyping.

-Look at the layout-get down on your knees what is like to a child who is this height? Think about the children-do any have mobility aids-can they get round the tables-is there space at the table for a wheelchair?

-Give parents questionnaires-or ask new parents to have a look round and suggest any changes that would support their child. They know their childs condition and needs better than anyone!

-Look at the toys you have-think of your children-if you are in England use the EYFS framework and look to see if the toys are challenging enough-do they encourage children to work towards the next step in their learning? Similarly are your toys open ended enough that children arent restricted for example if a child is 3 but developmentally a lot younger-are the toys suitable for them too?

-Ensure policy's are updated atleast every year to make sure best practice is reflected in your paperwork and that staff are aware of whats expected...also with all the changes in laws etc its best to look at policies regulary.

-Labels around the room-have them in different languages and writing styles. This will support children where english is an additional language and make them feel included. Also it gives English speakers change to learn about other cultures.

-Does room reflect the 6 areas of learning? Should be are for creativity, imagination, writing, quiet area etc. These should be placed based on needs of the children eg: messy area near handwashing facilities, quiet area away from most noisy play (in my room that messy area thats nosiest). Are their coats at their own level for when they want to go outside?

I could go on and on but I hope this helps!

PS: Working towards quality assurance schemes help to find out how to adapt practice.