By Kate Wall
In the 3rd version of this revered and influential textbook, Kate Wall blends thought and perform with an informative and hugely available writing kind to supply a close research of provision for youngsters with extra needs.
New to this version are up to date info on the entire suitable guidelines and laws, together with the Early Years starting place level (Eyfs), each baby concerns (Ecm) and the learning directions for brand spanking new Sencos; a timeline exhibiting the improvement of guidelines and laws within the box; studying pursuits initially of chapters; issues for mirrored image, to assist self sustaining examine and facilitate serious considering; new case reviews, overlaying the delivery to eight age variety; new content material at the position of fathers, scholar voice and hearing youngsters, taking an holistic view of the kid, and present concerns round range and inclusion.
This ebook is vital examining for early years scholars and practitioners, and for all these operating with young ones with particular academic wishes and their households.
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Extra info for Special needs and early years : a practitioner's guide
Professionals may avoid conversations with new mothers of children with special needs as they feel uncomfortable and do not know what to say, but this can isolate mothers even further. If professionals can begin to at least acknowledge some of the difficulties experienced, then perhaps we can support parents positively at this time. QXD 10/4/06 40 4:07 pm Page 40 Special Needs and Early Years professional dealing with this emotive situation must demonstrate empathy, understanding, respect, tact and diplomacy.
SureStart, 2002: 14) Including the father In this difficult period professionals often spend most time with the mother who is seen as the primary carer. Fathers can too easily be overlooked as they are expected ‘to be the strong one’. Herbert and Carpenter’s study of seven fathers highlighted this ‘marginalisation’ of fathers after mother and baby had returned home: All help was focused on the mother and baby. The father’s needs were not addressed or, perhaps, even noticed. They were seen as the ‘supporters’ and as such adopted the role society expects – that of being competent in a crisis (Tolston, 1977).
Children are not born behaving inappropriately but adapt to and learn from behaviours modelled around them. We would like all young children to demonstrate positive behaviours at all times, but must acknowledge the behavioural learning that has taken place within the home and community, and consider working with parents as well as the child to alleviate difficulties and support the child. Practitioners should also acknowledge that inappropriate behaviours are often a child’s attempts at achieving independence and that they, the practitioner, may inadvertently compound a child’s difficulties.