Running Head: THE DEVELOPMENT AND LEARNING OF EACH CHILD

Supporting the Development and Learning of Each Child

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Supporting the Development and Learning of Each Child

Question One: “Exceptionalities are neither positive nor negative; rather, they are differences” (Darragh, 2010, p. 114). In your own words, explain the term exceptionalities. Then, using one exceptionality outlined in the text on pages 116 – 127 of the course text, identify developmental challenges the exceptionality may present for the child, and appropriate adaptations, accommodations, or modifications that may need to be considered in order to support the individual child’s development and learning.

Exceptionalities is a tern used to describes children or people who surpass what is normal or expected by  society. It can be children with extra ordinary abilities. It can also be used to describe children with disabilities that prevent them from functioning well in a certain area. The same holds for people with unusual emotional or health development. Children with exceptional development face numerous challenges. The fact that a child is labeled as exceptional is challenging enough. Other challenges include language and communication issues, learning and involvement in daily tasks like interaction or playing games. Children may also experience challenges in being attentive and managing their impulse.

To accommodate children with exceptionalities teachers or parents need to identify the gift or disabilities these children face. For example, parents or teachers dealing with children with autism need to maintain the daily routines because routines are important to such children. Their environment can also be adjusted based on the child’s sensitivity by providing books, toys and appropriate music. Similarity, the lighting in a room can be changed to suit these children. A suitable coach assigned to the children to help them improve or expand their abilities will make a big difference in their development. In class, the teachers can use charts and pictures during lessons to make the most of the strength of the child.

Question Two: Supporting the development and learning of each and every child requires specific knowledge of each child’s strengths and challenges as well as knowledge of development, exceptionalities, and effective practice. Explain how evidence-based practice synthesizes knowledge of individual children and effective practice. Then, identify how you plan to use this process in your work with young children.

Effective care of children rests on the knowledge of their exceptionalities and use of this evidence to initiate beneficial activities (Division for early childhood, 2007, p. 12). It is easy to take care of a child once you know the characteristics of the exception or disability. Using this knowledge parents or teachers can research on past cases and integrate that information to the present situation.  Evidence –based practice can prevent a family from making mistakes by following a procedure that they researched in addition to their values. Moreover, this process encouraging because it assures parents or teacher that they are not alone. Similarly, it allows people to share their experience and by doing this they gain additional knowledge and save time.

While working with exceptional children, I plan to use evidence –based knowledge to research on past cases and determine the most effective method to use. Using these methods will enable me to focus on a special issue that a child may have. This specialization will enable the child to grow and improve. Before I deal with children, I will ensure that I understand their unique needs. In addition, I will develop an archive of past cases and update it regularly in order to be updated with new issues. I will also use the evidence-based process to find out what to watch out for in the child’s development.

Question Three: Effective assessment is an essential component used to lend insight into young children’s strengths and challenges. However, assessment data, particularly for young children, can be difficult to obtain. Based on pages 245 – 247 of the course text, explain how play-based, strength-based, and culturally and linguistically sensitive assessment address challenges associated with effective assessment for young children.

Play-based assessment is a critical tool to find out how children intermingle with their environment. It has proved to be successful for infant- toddler age groups. By watching a child play, one can determine how a child relates with others because children usually behave naturally during playtime. This method is also a therapy for difficulties related with assessment.

Despite the fact that Strength based assessment is hugely criticized, this method has demonstrated great accomplishment in providing information a child’s capabilities. This information can be counter-checked with the expectations for a normal child. The strength –based assessment stands out because it focuses more on what a child can do instead of what a child cannot do.

Culturally and linguistically sensitive assessment is considered good because it deal with both cultural and linguistic aspects. Traditional assessments were done in English language. This was challenging because of the limited number of assessment tools. This assessment method has addressed these issues by introducing appropriate assessment tools which as free from cultural or linguistic biasness. Furthermore, the method takes into account the cultural knowledge that a child accepts.

 

 

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References

Division for early childhood. (2007). Promoting Positive Outcomes for Children with Disabilities: Recommendations for Curriculum, Assessment, and Program. Retrieved from
http://www.decsped.org/uploads/docs/about_dec/position_concept_papers/Prmtg_Pos_Outcomes_Companion_Paper.pdf

Course Text: Introduction to Early Childhood Education: Equity and Inclusion
Chapter 5, Understanding Child Diversity (pp. 111-129)

Chapter 9, Assessment (pp. 245-247, Addressing the Challenges of Assessment (pp. 258-263) Screening and Formal Evaluation)

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