Plan activities in partnership with others to meet children’s additional needs

Qualification: NCFE CACHE Level 3 Diploma for the Early Years Educator
Unit: Unit 3.13: Support children with additional needs
Learning outcome: Be able to support the additional needs of children
Assessment criteria: Plan activities in partnership with others to meet children’s additional needs

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Early Years practitioners are responsible for providing a safe and nurturing environment that promotes the development of young children. In order to do this, they must be able to identify, assess, and plan activities in partnership with others to meet any additional needs of the children in their care. This blog post will discuss how an Early Years practitioner can best go about planning activities that are tailored to meet each child’s additional needs.

Assessment and Planning Process

The first step in the assessment and planning process is for the practitioner to observe and assess each child’s individual needs. This should include identifying any physical, emotional, or developmental concerns as well as any learning styles or preferences that the child may have. Once these needs are identified, it is important for the practitioner to create a plan of action for how best to meet them. This should include a list of objectives that need to be achieved by engaging in activities tailored towards meeting those objectives. It is also important for the practitioner to consider any potential barriers or challenges that may arise during this process.

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Partnerships

Once a plan has been created, it is important for the practitioner to develop partnerships with other professionals who can help support them in meeting those objectives. These could include parents/caregivers, other educators/teachers, health professionals such as psychologists or therapists, or even specialists such as speech/language pathologists or occupational therapists. The involvement of these external partners can be invaluable when creating plans that are tailored towards meeting each child’s individual needs.

Activities and Outcomes

Once all necessary partnerships have been established and agreed upon, it is time for the practitioner to begin creating activities which aim at meeting those identified objectives. These activities should be appropriate for both the age group being worked with as well as catering towards each individual’s unique abilities and strengths. It is also important for practitioners to keep track of progress so they can measure outcomes against their original goals and objectives. If necessary adjustments need to be made along the way then these should also be taken into account when planning future activities.

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Summary

Meeting children’s additional needs requires careful assessment and planning by Early Years practitioners in partnership with other professionals who can help support them in achieving those goals. Through appropriate activities tailored towards each individual’s unique abilities, practitioners can ensure that each child receives a holistic education which meets their additional needs while simultaneously developing skills needed throughout life. With careful monitoring of progress against predetermined goals and objectives, practitioners can ensure that children are given every opportunity possible to reach their full potential within their educational setting.

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