Summary
Contents
Subject index
In the third edition of this respected and influential textbook, Kate Wall blends theory and practice with an informative and highly accessible writing style to provide a detailed analysis of provision for young children with additional needs.
New to this edition are: - up-to-date information on all the relevant policies and legislation, including the Early Years Foundation Stage (EYFS), Every Child Matters (ECM) and the training guidelines for new SENCOs; - a timeline showing the development of policies and legislation in the field; - learning objectives at the beginning of chapters; - points for reflection within chapters, to aid independent study and facilitate critical thinking; - new case studies, which cover the Birth to 8 age range; - new content on the role of fathers, pupil voice and listening to children, taking an holistic view of the child, and current issues around diversity and inclusion.
This book is essential reading for early years students and practitioners, and for all those working with young children with special educational needs and their families.
Responding to the Affective Needs of Young Children
Responding to the Affective Needs of Young Children
Chapter Objectives
To develop awareness of:
- the importance of working on ‘the self’ for adults and children
- the need to consider all factors that can influence children's development and learning
- the need for professionals to consider their own impact on children's development and learning.
Introduction
Research evidence clearly identifies links between low self-esteem, social, emotional and behavioural problems, learning difficulties and academic achievement, therefore it is essential that all early years practitioners acknowledge and address the affective needs of individual children, alongside any additional difficulties displayed. Charlton and Jones highlighted the importance of this area:
Whether or not time is allocated to work on children's affective functioning too often depends on adventitious encounters with teachers who have ...
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