An introduction to early childhood : a multidisciplinary by Tim Waller

By Tim Waller

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Inclusion as a term and philosophy will be defined and discussed within a historical and legislative context. Case studies will be used to demonstrate a range of provision for a range of need. While the importance of a multi-agency approach is commented upon, the main focus is an educational perspective. ‘I had a really great time. ’ Michael (aged 7) Michael illustrates one of the underlying principles of the education of children with Special Educational Needs (SEN) – the notion that how they see the world and what is important to them is individual and might differ from adults’ reality.

John has begun to go up to groups of boys at lunchtime and forcefully push them, causing them to chase and abuse him. Staff have repeatedly told him not to, but this has no effect and John gives the impression he enjoys the chase and insists that he is playing with the boys. Recently a volunteer has come in at playtime and has introduced some playground games, some with a football theme. He wrote a simple set of rules to accompany each game for the children to refer to. John was excited to read the rules and became animated when the games were played.

Other professionals are so emotionally exhausted and burntout that they no longer feel any concern for the child and ignore any potential signs because of the difficulties and challenges it will pose for them. PROBLEMS RECOGNIZING THE SIGNS The points below summarize why recognizing child abuse is not always easy. Early years workers need to be aware of the following obstacles to recognition so that they do not make assumptions about the presence or absence of maltreatment: ● Appearance, behaviour and developmental problems can be equally indicative of some other distress or worry.

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