Identifying Special Needs in the Early Years
Publication Year: 2007
Offering connections to existing legislation, this invaluable reference presents step-by-step instructions for identifying individual children's needs in all early years settings and provides guidelines for involving parents.
- Front Matter
- Back Matter
- Subject Index
© Kay Mathieson 2007
First published 2007
Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Enquiries concerning reproduction outside those terms should be sent to the publishers.
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A catalogue record for this book is available from the British Library
ISBN 978-1-4129-2907-3 (pbk)
Typeset by Pantek Arts Ltd, Maidstone, Kent
Printed in Great Britain by The Cromwell Press, Trowbridge, Wilts.
Printed on paper from sustainable resources
My thanks to Emma Hertzberg, Early Years Consultant (firstname.lastname@example.org), for the wonderful photographs which have made sure that the children's voices are heard in this book. I am indebted to the children, families and practitioners at the following settings for permission to use the photographs:
The Grove Nursery School, Peckham
Puddleduck Nursery, London SE22
Tatchbrook Nursery School, London SW1
Waverley School, Enfield
Rachel MacMillan Nursery School, Deptford
Putting together a book like this is inevitably a combination of ideas developed through working with many children, families and colleagues. Without everyone's contribution to the sharing and problem solving I have been part of over the years, this would have been a very short book. Thank you all.
Also thanks are due to Jude and the team at Paul Chapman Publishing. Without your encouragement I would never have started this journey.
Special thanks also to Simone. Yet again I couldn't have done it without your support!
How to use this book[Page vii]
The purpose of this book is to provide information and guidance about identifying and supporting children's additional needs in relation to their learning. The book can be used in a variety of ways depending on the situation and previous experience of the reader. It is arranged in eight chapters with an outline and summary of key points for each chapter. The intended audience for the book includes adults working in day nurseries, schools, pre-schools, nursery classes and toddler groups. The terminology used is a deliberate attempt to be inclusive; therefore, any adult working with children is referred to as a ‘practitioner’ and ‘setting’ is used to include all of these situations.
In terms of maximum impact on everyday practice, the ideal would be for the text and suggested good practice to be explored by a whole-staff group at the same time. But the experience of working through the suggestions in any group will increase confidence and enable individuals to influence the practice positively in their setting. For an individual, the book will provide reinforcement of good practice and prompts to reflect on current experience in any setting. The book can be used for reference, to dip into particular chapters as appropriate or to work through from beginning to end.
The suggested good practice can be used to facilitate group discussion and learning, or to prompt and develop personal reflection. The focus throughout the book is to identify and increase the frequency of observable good practice. The ultimate evidence of the understanding of the information contained in the chapters is that it informs the individual day-to-day practice of the practitioner. This cannot help but lead to improved experience for each child. This involves taking time to consider how we feel and what influences our reactions to specific situations. If this is done in a reflective and problem-solving way, it can lead to useful insight which can improve our practice. It does not, however, provide factual knowledge about what someone else is thinking or reasons for their actions. We must be prepared to amend our hypothesis in the light of further experience.
Ultimately, the book is a learning tool to be used flexibly to suit a particular situation. Remember that learning takes place best in relaxed and happy conditions, both for adults and for children, so I hope your experience of the book is also enjoyable!
About the Author
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